Early Years Local Offer response

Learning and development

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

on induction parents/carers are required to fill in and discuss a detailed registration form and an all about me form to provide detailed information for the child's key person and other staff members. During the child's first sessions we list 10 things we notice the child can do to give us a starting point of their abilities. We use EYFS tracking sheets for all children and plan for the individual child from our observations. We use the ECAT monitoring tool to assess the children's language and communication. We complete a written two year old check for all children, of that age and through on going observations of the children,complete summatives for all children every term, which are shared with parents. We use cohort tacking to help us identify children's individual needs. Our staff attend regular training to enable them to have a strong knowledge of child development.

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

Our staff are trained through ongoing personal development to be able to identify individual children's learning and development needs through observations and assessments of the children. Staff have attended training on Makaton, ELDP, attachment, five to thrive and we plan a letters and sounds activity weekly. We work with a variety of outside professionals, such as the Senior SENCO, ASD worker and SALT. We are aware of and have acessed the acess to learning grant. We have worked alongside staff from the CDC and a variety of professionals,with two children through diagnosis for ASD and applying for an EHCP.  We use visual supports within the setting and with the support of SALT have introduced PECs for  specific children

Links we have to other agencies

We have links with a variety of other agencies and professionals. We have worked with speech therapist, senior locality SENCO, Educational Psychologist, CDC teacher, ASD Worker, Early years inclusion worker, social worker. We always welcome any one who can support our work with any children who attend and we ensure that the child's key person is over ratio when anyone visits to ensure they can work along side the other professionals without interruption. We signpost parents to Family Information Services or the Children's Centre if they require support.

How we support children transferring to school

during the last half of the summer term we introduce school uniform to the role play and discuss with the children about moving on to school.we welcome teachers from the school to visit the children in our setting and send transfer documents to the school.we try to find out which classes the children will be in and who they will be with and discuss with the children about their visits to the school with their parent.Staff attend transition training with other settings and the schools each year to discuss how to make the process as smooth as possible for the children and to share ideas together.

Welfare

Specialist skills or training our staff have

All or staff are level three qualified and the manager has a Foundation degree in Early years. Personal Professional Development is very important to us as a team.We attend regular SENCO network meetings and training with the Children's Centre Teacher. Between us we have attended Safeguarding, Paediatric First Aid, Epi pen training, Behaviour Management, Makaton and visual aid training, Behaviour Management, fire training, health and safety, food hygiene, a variety of language and communication training. EYFS training and we have worked closely with the Autism worker and other professionals to support several children.

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

all staff have completed Safeguarding training and the designated person is Joanne Bowden. We carry out daily risk assessments on the environment, and risk assess specific activities and events as required. We promote children's PSED within the setting through the use of puppets, and discussions, we offer stickers for positive behaviour and encourage and support the children to be independent in things such as self care. We promote healthy eating with in the setting. We use the outside area to encourage active play but also provide quite areas for the children to relax. Staff have attended Five to thrive training about attachment and every child has a key person to support them and their parents. We have an open door policy to allow parents to share information about circumstances at home. the Manager has been involved in the Early Support process and has attended TAC Meetings and child in need meetings. We support parents with toilet training and are always available to discuss any concerns they have about their children and will sign post them to any relevent support they need.

Ways we inform parents about how their child is being supported

Staff are available at the beginning and end of the sessions to pass on information to parents about their time with us. We offer termly consultations with parents and their learning journeys are always available if they wish to look at them or share information to go in the. We have used translators to share information when required.We send out regular newsletters to parents and our policies and procedures are always available.During consultations and two year checks we share children's target. If outside professionals are involved with a child we invite parents in for discussions with them or share targets and support put in place with parents after their visit.

Our complaints policy

we have a complaints policy in place which is available for parents and a summary of it is displayed on the notice board together with our whistle blowing policy.

Access

Alterations we have made to make our building accessible

The main entrance to the building is via a flight of steps, but the building is accessible via the back door using a ramp if required. We have an accessible toilet. the door frames are painted in a different colour to make them stand out and the edges of the steps are painted. we have a partition that is used to ensure that nappy changing is discreet. The outside area would be accessible if a child was escorted out the back door and round the building and in through the gate, should needs require. We do not have any children who require specialist equipment but would endeavour to provide any required.

Facilities we have for personal care

All Staff are DBS checked. We have a discreet changing area and for children who are toilet training there is the option of a potty, toilet seat, steps or the toilet. We have visual sequencing strips for hand washing and toileting routines. We have a travel cot for any children who require a sleep and they are checked every 10 minutes should they sleep.

Specialist resources we have

We have a range of resources to meet individual needs and will adapt things we have such as making sensory numbers for a specific child. We have borrowed resources from the CDC and the EAL team when we have required specific items to meet a child's needs. we have a range of multi cultural resources.We have a range of Makaton Books which we share with parents.

How we include all children in activities, such as trips

If we go on a trip it is risk assessed before we go. We ensure that we have a ratio of at least 1:2. we would ensure that anyone accompanying a child with a specific need was aware of those needs and able to support the child. Parents are encouraged to accompany us on tips