Section1 - How do you communicate with the parent/carer whose child has SEND?
- 1a) How they can arrange a visit and/or see you in action?
Telephone or email. Sometimes parents call in to see us and if possible,we will show them around then or arrange a visit at a convenient time for them and us.
- 1b) What are some of the things they will see to welcome them to your setting?
An open and light room, all on one level, easy access to all areas of the classroom, especially the garden. Free flowing between all areas.
- 1c) What different ways do you use to communicate with parents?
- Whose job is it to share day to day information and how is this information shared?
With day to day information, this is shared through the key person in the classroom at the end of the session, or via email or telephone if needed.
- that opportunities are available for regular contact with parents/carers about things that have happened during the day?
Parents are made aware that collection and drop off time can be difficult when sharing information, however we always do our best to support the immediate needs of the parent, and if necessary,arrange a further meeting to share information.
- Who explains specific information about the child's learning to parents/carers and children?
The manager or key person would work closely with the parents.
- opportunities offered and available, additional to normal reporting arrangements,to discuss progress
Additional to normal reporting arrangements are offered to discuss progress?
We offer an open-door policy, to build relationships and from then work on an ad hoc programme with the parent and child's individual needs met.
- how you inform parents/carers about the progress children should be making?
We have a parent / carer evening every 6 months, however, if we identify a child needs additional support,we will arrange meetings are regularly as needed, usually every 6 weeks.
- how do you share planned learning and how can parents support this?
We share this through a 'small steps programme' that is reviewed together with parents / carers every 6 weeks.
- what strategies do you put in place to enable parents to support learning at home?
We ask for their ideas, as they know their child the best, and help support them with ideas linked to the EYFS to support the child's development. We may carry out a home visit.
- 1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
We use a questionnaire to get ideas from parents and children. We listen and ask for constructive advice as to how we can improve our setting.
- 1e)If the parent/carer is unhappy with your provision, what should they do? How can parent/carers raise any concerns they have with you?
Face to face, via email, or telephone.
- who can parents/carers talk to if they are worried?
Manager or key person of the child. Any of the team would be able to support them and direct them to the right place / person to give them help.
- who can children talk to if they are worried?
All of the team.
- where should concerns or complaints be directed?
They are firstly directed to the Manager and then escalated to where they need to be.
- how accessible are your policies?
A copy of the policies are available for all parents / carers.
Section2-How will you help to settle the child into your setting?
- 2a) State some of the things the parent/carer will see when their child first starts at your setting
- how will the parent/carer be aware of the child's key worker?
We will email them and speak to them about this at the beginning of the child's time with us.
- how will they be aware of who else has a role in in the education of children with SEND?
We cover this within our induction and introduction of the setting to the child and parent.
- who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?
The Manager is the SENCO and we also have a Head of Family Partnership, who works company wide.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
A very robust transfer between the nursery and the school. Ensuring all parties are involved and information is shared sensitively and honestly. Making sure the correct equipment is available to them to ensure a smooth transition.
- 3a) How do you ensure the child is happy and learning as they move from room to room?
Our children are all in the same room.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
- what preparation arrangements are in place prior to joining a new setting/school for children and parents/carers?
We have an 'all about me' document that we use for all children. We would ask for a 1:1 meeting for children with SEND to ensure we have gathered all the information and meet with the parents regularly to ensure we are all working together.
- what information do you provide to the receiving setting/school?
A development report, a summative assessment looking at the child's milestones alongside the EYFS, Meeting with parent, school and ourselves, if possible. Ensuring children areas of difficulty are targeted specifically.
Section 4 - How do you understand and discover how the child learns?
- 4a) How do you measure the child's learning to try to discover any additional educational needs they might have?
- how do you identify children with special educational needs?
Through observation and working with the Head of Family partnership.
- how do you raise any concerns with parents/carers?
With a meeting, to find out their opinions of their child's development.
- how do you manage the administration of medicines and provide personal care?
Through training and procedures that are put into place for the individual child.
- how do you enable children to share their views?
This may be using signing, words, picture, gestures or photographs.
- 4b) How will you make sure that what you are teaching meets the needs of the child?
- who oversees and plans the next steps in learning for children with SEND?
Working with close links with our Head of Family Partnership and Local Authority, the child and the family of the child.
- who works with children with SEND and how often?
All of the team work with all children, and meet their needs as often as is required.
These would be identified at the time the child entered the setting to ensure the skills are matched.
- how is learning tailored to children's needs?
Through guidance from our Head of Family Partnership, or with ideas from external agencies.
- how do you know how well children are doing?
We use the Well Comm kit and Derbyshire small steps, this smaller detail will give us a fuller view of the child.
- 4c) How will you make sure that the child is having fun and enjoys learning through play?
- what support can be accessed in partnership with the local authority?
Telephone support, training.
- how do you monitor and ensure continued progress for children with SEND?
Through the EYFS and Leuven Scale.
- what emotional, social and personal support is available to all children as well as those with SEND?
- 4d) Which experts and other professionals do you liaise with?
- which other agencies do you consult?
Council professionals, health visitors, community paediatrician, social worker, Speech and Language Therapy Service (SALT), Physiotherapist, OT.
- how do you make decisions and on what basis?
Working in partnership, with parents, child, the nursery team,agenciesand professionals.
- who else might be involved?
We are always open to advice and guidance from others if a parent has aspecific request.
- how can parents/carers and children contribute to this process?
They are part of this process continually. Children are always involved within the decision-making process.
- 4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need? Outline your inclusive practice process and specify how you refer to other agencies: LA Early Learning & Inclusion Team, Health Visiting Teams, Children's Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc
Local Authority Early Years Team, Health Visiting Teams, Children's Centre, Speech and Language Therapy, Occupational Therapy, Children's Development Centre (CDC), etc. Asking for advice from the Local Authority as to who to use, and how to access this support. The experience we have can always be extended and we ensure time frames are met and linked between the differing agencies.
- 4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
Ensuring we really know the child so we can make sure their views and finding a way to gather their view, this will be individually reviewed for each child. Helping parents feel empowered to attend meetings with us, offering them support to attend meeting with other agencies if needed.
Section 5 - Inclusive Practice and SEND training and expertise within this organisation.
- 5a) What range of training and expertise do your staff have?
- what SEND experience do they have?
- what training or learning opportunities are available to parents/carers?
- are there specialist staff in your team?
- what are their roles and qualifications?
We have a variety of SEND experience, including Autistic Spectrum Disorder, behaviour and global delay. We promote strong culture of emotional literacy within the setting. We have learning opportunities linking between our Head of Family Partnership and the family to give ideas and provide learning opportunities. Developing links with outside agencies to ensure a smooth delivery of SEND.
- 5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Both our indoor and outdoor areas are closely linked and are flat and the doorways are wide, so access around the indoor classroom is easily access for children with limited mobility. Children are enabled to move around and work within the Montessori classroom accessing activities in ways that are appropriate to their developmental needs. Our classroom and garden are interlinked and ever evolving so we can support every child to fulfill their potential. Children can access the garden in all weathers.
Trips out of the setting- we currently do not do trips outside of the setting. This is reviewed regularly to see if this can change.