Early Years Local Offer response

Learning and development

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

Key persons raise concerns about their key children, through the SENDCO internal referral form.

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

Our planning is designed to ensure inclusion of all children. All children, regardless of their ability and/or additional needs, have full access to the curriculum. Practitioners support their key children as they learn through play to move forward in their individual development, by providing appropriate resources and activities to meet their needs. Every term the children’s development is reviewed, recorded and discussed with parents/carers.

Links we have to other agencies

We work closely with health visitors, ASD workers, Senior area SENCO, speech and language therapists, educational psychologists, teachers of the deaf, vision support, physiotherapists and occupational therapists.

How we support children transferring to school

There are strong links with the local primary school. During the summer term each Friday morning is our preparation for school morning, where children are familiarised with the routine and expectations of primary school and have an opportunity to change into their PE kits and to change their reading folders. Children visit the feeder primary school regularly (at least twice, depending on the Primary School arrangements), during the last term of pre-school. Primary school staff visit the children in our setting, before they start school. We work closely with the school to include in our daily planning activities which will support the transition to school. Meetings are held with the SENCO and the relevant school staff to share information about the children they will be receiving.

Welfare

Specialist skills or training our staff have

The majority of our practitioners are qualified to level 3 standard or above. However we do have others who are either studying for or qualified to level 2. All our practitioners are trained in paediatric first aid, food hygiene, understanding behaviour and child protection, as a minimum requirement. As a management team we ensure these are kept up to date. We also have members of staff who are level 1 – 8 Makaton trained.

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

Physical activities and equipment are provided, in line with the EYFS framework, along with healthy snacks. Risk assessments are made for the outside area and trips. We have a member of staff trained in bereavement.

Ways we inform parents about how their child is being supported

The Pre-School works in partnership with families. Parents/carers are invited to open evenings, where they can discuss their child’s progress with their keyperson. Parents can also chat with their child's key person when they bring their child to a session. Our Stepping Stones Facebook page, details activities and learning for that week.

Our complaints policy

We endeavour to be approachable so that any concerns or complaints can be dealt with either by the Duty Managers or the Manager. We would hope that between us we could resolve any issue as quickly as possible. However, you may feel you need to contact OFSTED if deemed serious enough. Their details are displayed on the parent/carer noticeboard.

Access

Alterations we have made to make our building accessible

All areas of the setting are accessible to everyone, including those children with SEND. There is a ramp for wheel chair access. Children feel safe and in an environment where difficult behaviour is dealt with effectively. There is a named designated child protection officer and a designated “child in care” person. The setting rewards good behaviour using stickers, verbal praise, clapping, “high fives” and the makaton sign for ‘good’ to promote a positive learning environment.

Facilities we have for personal care

All children are encouraged to find their own photograph on the wall and place it above a coat peg of their own choosing and find their own name card, when entering the setting. At snack time, children are encouraged to identify their own name card and place it on the snack table, where there is a space available. Children wash and dry their own hands, before snack time and choose their own plate and cup. Children are given a choice of drink and food at snack time. All children are encouraged to put on their own shoes and coat. Steps and toilet seats are provided for children to be independent when using the toilet. A photographic sequence of how to wash and dry your hands is displayed above the sinks. A jug is provided for children to pour their own drink, into a cup.

Specialist resources we have

Ramp, visual timetables, makaton signs, spot timer.

How we include all children in activities, such as trips

Children with additional needs are individually supported by their one to one’s, to enable them to interact with their peers and during trips.