Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

We carry out baseline assessments during a child's first few weeks so that we have a starting point. This enables us to plan next steps for learning and development. We use termly cohort trackers to monitor the progress of different groups of children and this also helps to highlight any child who may not be progressing or needs challenging. Every Child's A Talker (ECAT) is also updated termly for each individual child to track their language development and highlight any cause for concern. We use observations to identify children who may need additional support and have systems in place for referral 'in-house' to the SENCO Vicky Paul & Lead Practitioner Yvonne Picco (Safeguarding Officer) who then carries out more specific observation and assessment. Our key person system means that every child is seen as an individual with home visits offered where required.

How we identify and support children's learning and development needs

We take a whole family approach and work closely with our parents to generate partnerships. We prioritise these relationships and believe they help us to communicate openly with our parents. This helps us to identify additional needs early on and we use our own early support programme to monitor progress and plan next steps with individual education plans (IEP) providing targeted support. Observations help to assess children's learning and development which is then added into their unique learning journey. Small group work is built into our daily routines and this provides opportunities for children to be heard and for the targeted support to be implemented. It also allows practitioners to carry out more specific work with individual children e.g. working on turn-taking, sharing, communication, listening and physical skills. Continuous provision helps us to maintain planned learning throughout the year as well as provide opportunities for children to choose learning for themselves and develop independence.

 

Links we have to other agencies

We work closely with the Health Visiting team and encourage our parents to share their 2-year checks at the health clinic. We have regular contact with the Speech and Language Therapists who advise us on how to support children's language development and Physiotherapists/Occupational Therapists who help us to support individual physical needs which we continue in the setting. We also work closely with the Early Years Inclusion Team and the Child Development Centre (CDC) to provide specialist support for additional needs. We also work closely with the Hearing Support Team. 

 

 

How we support children transferring to school

Our practitioners work closely with local reception teachers and visit feeder schools with the children. This is often extended where an additional need is being supported. The Tapestry learning journal and end of year summatives are shared with schools and 'Team Around the Child' meetings (TACS) are held for children with additional needs, where provision to support their individual needs is shared to create a smooth transition. Reception teachers are invited to visit children in our setting and we accompany children joining St Michael's for 6 weeks over June and July. Our lead practitioner on numbers and letters Yvonne Picco has an open dialogue with teachers so that we can work closely together on supporting children with transition to school.

 

Welfare

Specialist skills or training our staff have

Vicky Paul is a qualified BSL level 3 signer. We have an additional member of staff with BSL level 2. Vicky works with the hearing support team to help support the team on maintaining their signing as well as challenging them to develop it further and staff have had basic British Sign Language training to support children and parents with specific hearing needs.

We employ a very experienced support worker for children who may need more specific help as well as a dedicated communication and language specialist. We take great pride to ensure we can provide specific support and actively seek training to meet the needs of our user group, such as; specific physiotherapy programmes, diabetic training, and BSL. We work closely with the Equality and Diversity team to provide support for children with English as a second language as well as working with the Hearing Support team when required.

We have developed specialisms in music and have regular sports sessions provided in-house. Our team offers Information, Advice, and Guidance with an open-door policy for parents and carers.

 

Support we offer regarding children's health and well-being

The Leuven Scale for Well-being and Involvement is an integral part of our practice. This helps us to develop and adapt our provision to support children's well-being and is particularly helpful during the settling in period. Home visits help parents to share expertise on their child, this informs our approach to planning for their health, well-being, learning and development and supports children and families in building positive relationships with the setting. Health Care Plans and Individual Education Plans are put in place where needed to support more specific health and education needs and these are drawn up with parents and relevant professionals. We seek specialist training to enable us to provide for the health and care needs of children.

Ways we inform parents about how their child is being supported

We use Tapestry, an online learning journal, which is available to parents at all times. We communicate about learning and development daily via feedback between practitioners and parents. Communication diaries are used to support continuity between home, nursery and other settings where needed. When we feel that children may need that little extra support e.g. language development, we meet with parents to discuss it and decide together how to support their child. Should they need some support from an external agency, for example: a referral to the Early Years Inclusion Team or Speech and Language Therapist, we discuss this with parents and seek their permission. 

Our complaints policy

We value feedback from parents and if they believe that we can do something more effectively, we want to know. Our complaints policy is on display and complaints are taken very seriously with any actions or outcomes shared with the complainant. Where possible this will be dealt with face to face. 

Access

Alterations we have made to make our building accessible

The main entrance to the nursery grounds has been tarmacked to create a flat surface with an accessible doorway. We also have accessible toilets.

Facilities we have for personal care

Each nursery room has toilets, potties, trainer seats and child friendly wash basins for children to access. We have a separate toilet for adults and there are nappy changing areas in each room. Spaces are available for parents who may need a private conversation.

Specialist resources we have

We use resources such as visual aids, Jolly Phonics, Sounds and Letters, music and movement, sports activity, Information Advice and Guidance on local parent support programs. We are also a nominated provider of vouchers for the local Foodbank.

How we include all children in activities, such as trips

Learning and development opportunities are differentiated to accommodate all children's needs and abilities. The key person's observations inform responsive planning for each child. Parents are invited to join us on outings and any child who may need additional help is provided with an experienced support worker. Specific risk assessments are carried out to ensure all children's safety.