Section 1 - 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?
Ring the nursery and make an appointment. Details to get the nursery to ring you back may be left on Facebook message, day nurseries’ website and the nursery website.
1b) What are some of the things they will see to welcome them to your setting?
The main door is locked and parents are greeted by a staff member on entry. The doorbell is situated in the foyer.
1c) What different ways do you use to communicate with parents?
The staff give a verbal handover to every parent on arrival and collection. The older children’s rooms have a whiteboard with the information on of activities they have enjoyed. Children in the Baby Unit receive a book with written information in on their child’s day.
Staff will speak to the parents daily and raise any issues as they arise. Cuddles has a system in place called ‘My learning book’ which allows staff to track children and share special moments with parents. Parents will be given a password and private log which allows them to add their own ‘Keepsake comments’ and photos.
Parents can request a meeting with a staff member whenever they feel they need it.
Parent’s evenings are offered twice a year. Staff discuss with parents any issues as they arise.
The nursery issues next steps pages every term for parents to see the goals the nursery are working on. Parents are encouraged to work on the next steps.
Parents are invited to parents evening and are able to add “keep sake” comments to their child’s learning book as well as work alongside staff with their child’s next steps.
The manager and team leaders work together to ensure routines and needs are met. This is shared through newsletters; letters and emails.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Please contact the nursery manager or the room Team Leader who are happy to help. We also issue anonymous Parental surveys yearly.
1e) If the parent/carer is unhappy with your provision, what should they do?
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how can parent/carers raise any concerns they have with you?
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who can parents/carers talk to if they are worried?
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who can children talk to if they are worried?
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where should concerns or complaints be directed?
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how accessible are your policies?
The nurseries’ policies and procedures are accessible throughout the week from each nursery’s front entrance. Parents are also made aware of the complaints procedures at their settling sessions when their child starts; this is done at the settling session alongside a written document that the parent takes home called the welcome pack. Parents are advised that if they have any issues or concerns they are welcome to seek advice or support from any of the staff within their team (e.g. key person or Team Leader) or seek out a senior member of the management team (wearing purple).
We are happy for parents to raise their concerns via writing/email or in person. If a child is upset or has any concerns they are encouraged to speak to their staff/key person or if they have fed back to their parent we are happy to work alongside the parent/carer to resolve this.
Section 2 - 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
When the child and carer/parent attend their first settle they will meet their child’s key person.
If needed a Team Around the Child (TAC) meeting can held at Cuddles, inviting any professionals needed. The nursery SENCO will attend these meetings when needed and will introduce herself to these families.
Our SENCO is Frances Morgan.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
3a) How do you ensure the child is happy and learning as they move from room to room?
Staff will attend any transition meeting that they are invited to with the Parent, Key Person and SENCo. Transition paperwork will be completed and handed over to the relevant people.
A “moving up” letter explaining which room they will be moving into next and any changes in nursery life that may occur; is given to the parents before the child changes room. The child will have settles in the new room to ensure they are settled.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
Schools are encouraged to come into the setting where possible to meet the child before they move onto school. Staff will attend any transition meeting that they are invited to with the Parent, Key Person and SENCo. Transition paperwork will be completed and handed over to the relevant people
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?
Staff use audits to look at the child’s strengths and weaknesses. Staff, with the support of the SENCO will personalise this child’s learning to improve upon the areas of weakness. If a child’s weaknesses do not make a significant improvement the parent will be asked to complete relevant forms and guidance will be sought from the Local Authority.
The parent will be kept informed each step along the way
At Cuddles only Team Leaders are allowed to give any form of medication and should any specific personal care be needed staff are happy to undertake any relevant training.
- how do you enable children to share their views?
Throughout this Children are encouraged to share their views, concerns or needs.
4b) How will you make sure that what you are teaching meets the needs of the child?
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who works with children with SEND and how often?
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what are their roles?
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how is learning tailored to children’s needs?
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how do you know how well children are doing?
The person who knows the child best (Key Person) will oversee the child’s next steps and learning with input from our SENCO.
All of the staff will support the children with SEN within our rooms but the child’s Key Person will offer the most support alongside the other staff within their team.
When planning staff will ensure all of the recourses and apparatus are accessible to all of the children within their care. SEN support plans will be implemented when needed. Staff use audits to look at the child’s strengths and weaknesses, staff with the support of the SENCo will personalise this child’s learning to improve upon the areas of weakness. If a child’s weaknesses do not make a significant improvement the parent will be asked to complete relevant forms and guidance will be sought from the Local Authority. The parent will be kept informed each step along the way.
4c) How will you make sure that the child is having fun and enjoys learning through play?
Personalised SEN support plans are drawn up using recommendations from the EYASENCO. These are updated and evaluated every 6 weeks. If Portage are involved they will be involved in goal setting. Derbyshire’s are used to track the children and these are used to plan as well.
Children are all supported as individuals in a learning through play environment.
4d) Which experts and other professionals do you liaise with?
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how do you make decisions and on what basis?
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who else might be involved?
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how can parents/carers and children contribute to this process?
The SENCO will liaise with all agencies supporting the child. Agencies are invited into the setting and we will share information and take advice. Parents are invited to the SEN support meetings and will be asked what goal they would like to support the family life.
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
The SENCO will refer to the Local Authority for advice and complete the relevant form with the parent. The SENCO will refer to Speech and Language Therapy if needed. Staff will work with the parent and contact the health visitor to make more referrals to the community Paediatrician if needed.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
All children are encouraged to make choices in their play and visual photos of toys are displayed for children to be able to select a toy. Parents are consulted daily on drop offs and collections and invited to SEN support plan meetings
Section 5 - Inclusive Practice and SEND training and expertise within this organisation.
5a) What range of training and expertise do your staff have?
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what SEND experience do they have?
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what training or learning opportunities are available to parents/carers?
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are there specialist staff in your team?
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what are their roles and qualifications?
All staff have had an introduction to Portage training session. Many staff have been on a sign language course for sign a long. The SENCO has done the Borough of Poole SENCO course. 3 staff attended the Borough of Poole long pathway to become a SENCO. The training co-ordinator will try to source training as the need arises.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
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Indoor
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Outdoor
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Trips out of the setting
The nursery will adapt the furniture indoors as needed for the specific child. The nursery has wheelchair access and a disabled toilet. Staff will use any equipment needed for the child.
The nursery has 8 playgrounds on ground level ranging from concrete to AstroTurf and sand, which are accessible to all children. Staff will support each child to access the playground and adapt the area as needed.
Trips are planned to accommodate each child’s needs and any equipment that the child’s requires will be used.