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?
Parents/carers can contact the nursery via telephone or email to arrange a meeting and visit the setting.
If you would like to visit us, please telephone on: 01202 741437 or email via: accounts@littlestarsnursery.net to arrange a convenient appointment.
1b) What are some of the things they will see to welcome them to your setting?
Our setting prides itself on our warm, open and friendly approach which is often commented upon by parents/carers and visitors alike. Our setting is accessible, with wheelchair access to the main entrance, and we would be open to making adaptations if the need arose. We have a wide, bright entrance hall with informative wall displays. A computer screen has rolling photographs of the setting, activities and children playing and taking part in visits out. A member of the Leadership Team will always be available to meet and greet upon arrival.
1c) What different ways do you use to communicate with parents?
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Whose job is it to share day to day information and how is this information shared?
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What opportunities are available for regular contact with parents/carers about things that have happened during the day?
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Who explains specific information about the child’s learning to parents/carers and children?
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opportunities offered and available, additional to normal reporting arrangements, to discuss progress
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how you inform parents/carers about the progress children should be making?
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how do you share planned learning and how can parents support this?
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what strategies do you put in place to enable parents to support learning at home?
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How do you provide parent/carers with specific information regarding any changes to routines or staffing?
From the moment your child first registers with us at Little Stars, we have an open- door policy. We pride ourselves on developing close and trusting relationships with parents/carers and will always find time to listen.
We have a well-established Key Person system, enabling staff to gain in depth knowledge of each child’s level of development. Therefore, allowing them to identify and support any additional needs at an early stage.
Every Key Person is well supported by our setting Manager/Special Educational Needs Co-ordinator (SENDCo) who can offer advice and guidance about early intervention strategies and support for both the child and their families.
Parents/carers are experts in relation to their children and we will always listen to and respond to their concerns with sensitivity and respect.
Using a Graduated Response Approach, we liaise with parents/carers and if required, outside agencies, which means we are able to support each child at an appropriate level to their needs. Regular meetings are held between parents/carers and their child’s Key Person, setting SENDCo to discuss their child’s progress.
Support Plans are put in place to ensure that development goals can be worked on within both the setting and home environment. We send out regular newsletters to families, as well as monthly updates on our website.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Within our setting, we work closely with the parents/carers of all children, especially with those whose children have Special Educational Needs and/or Disabilities to maintain a positive partnership.
We pride ourselves on our partnership with parents and build strong and supportive relationships in which parents/carers are encouraged to build confidence and trust in the nursery team, therefore are able to discuss concerns, issues and celebrations on a daily basis.
We use online Learning Journals, these are a fantastic tool, by which parents/carers receive regular observations of their child’s development and achievements. Parents/carers can access these at any time and are able to add comments and their own photographs/videos/observations, which contribute to the overall development record of each child.
Any child with SEND will have a Support Plan containing well focused and achievable targets to be worked on jointly, by the setting and at home.
We also direct parents to additional sources of support, if required, such as our local Children’s Centres, who we have established close links with. We liaise and work closely with agencies such as Portage and will make home visits where appropriate to ensure continuity of practice.
We provide parental questionnaires on a regular basis where parents are able to share their thoughts and ideas.
1e) If the parent/carer is unhappy with your provision, what should they do?
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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?
We have an open-door policy, making the Leadership Team available from the outset. In the first instance, we would like the opportunity to talk through any concerns that may arise and would very much hope that any issues can be resolved at this stage. Parents and children will have a strong relationship with their Key Person to talk to and raise any concerns.
We have a clear complaints procedure that is contained in our policies document, if necessary this would then be implemented. This is accessible to all, held in a folder in the main hall. Further impartial and confidential advice is also available from Poole SENDIASS (Special Educational Needs and Disability Information, Advice and Support Service).
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.
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how will the parent/carer be aware of the child’s key worker?
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how will they be aware of who else has a role in in the education of children with SEND?
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who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?
At Little Stars, our SENDCo is Karen Sargent, the Nursery Manager.
At Little Stars we understand that transitions to a new setting have a huge impact on both children and their families.
We prepare and support children as much as possible during this time, inviting families in for settling in sessions both prior to starting with us and when moving between rooms.
Parents/carers are invited to stay and play with their child, giving them both the opportunity to form bonds with room staff, Key Person and pass on relevant history and information regarding other organisations/agencies can be shared. This allows the children and families to build confidence in their new surroundings.
A child’s new Key Person will meet with parents/carers to discuss any worries or anxieties they may have, this can be at either a stay and play session, or an introductory meeting.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
Staff share information with each other as a child transitions between rooms. Letters of introduction to each new room are sent out prior to the settling in sessions, ‘All About Me’ forms are discussed and completed between staff and families and children are able to take home and share and discuss a booklet showing, in photographs, key events, staff and activities from their new room.
If a child is transferring to a new setting or school their Key Person will share relevant information on development, learning styles, personal interests and their individual needs. This is undertaken by the most suitable and beneficial method for the child and family – home visits/visits to new setting/transfer forms etc.
3a) How do you ensure the child is happy and learning as they move from room to room?
The Key Person completes an End of Room Report, which is shared with parents and the staff who are within the next room to summarise the child’s learning and development.
The information is held on the Learning Journal system, to be shared with parents and new Key People.
Letters of introduction to each new room are sent out prior to the settling in sessions, ‘All About Me’ forms are discussed and completed between staff and families and children are able to take home and share and discuss a booklet showing, in photographs, key events, staff and activities from their new room.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
Little Stars offer a ‘School Readiness’ evening for parents. We have visits from local schools prior to transferring to school in September each year. ‘All About Me’ forms are completed and shared with the relevant new settings. Discussion and role play activities are provided to assist the children with their transition.
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?
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how do you raise any concerns with parents/carers?
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how do you manage the administration of medicines and provide personal care?
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how do you enable children to share their views?
Our ethos is to build strong, supportive relationships with parents/carers and for the children to feel secure, happy and well cared for, the basis for high self-esteem and the confidence to flourish.
From their very first visit, children and their families are welcomed, and supported through the settling in process. Children are encouraged to build a strong relationship with their Key Person on a basis of warmth and trust.
Our planning within the setting is based upon children’s individual likes and interests so that they receive fun, well targeted and purposeful experiences.
We access additional support and resources from the appropriate professionals as and when required. Our SENDCo works with all team members, parents/carers to ensure that plans are put in place, embedded and regularly reviewed so that children are always making good progress and all can discuss any concerns that they have.
Staff break down activities and tasks into achievable steps, and include lots of opportunities for repetition and extending developing skills so that children move forward at their own pace growing in independence and confidence.
Children are encouraged to make choices and their preferences and interests are the starting point for planned activities. The children’s voice is recorded through observation, reflection of activities and small group discussions.
We use online Learning Journals whereby regular observations of the child’s development and achievements are recorded. Parents/carers can access these at any time and are able to add comments and their own photographs/videos/observations, which contribute to the overall development record of each child.
Any child with SEND will have a Support Plan containing well focused and achievable targets to be worked on jointly, by the setting and at home. We also direct parents to additional sources of support, if required, such as our local Children’s Centres, who we have established close links with. We liaise and work closely with agencies such as Portage and will make home visits where appropriate to ensure continuity of practice.
Medication is administered only by a member of the Leadership Team and any specific personal care matters would be addressed on an individual needs basis.
4b) How will you make sure that what you are teaching meets the needs of the child?
The Key Person and SENDCo plan, implement and reflect upon the child’s learning, with input from the parents/carers. SSPs are put in place and are reviewed on a regular basis, with the above people. All observations linking to a child’s SSP is highlighted on their Learning Journal. The Key Person works regularly with the child, with support from the SENDCo, when required.
At Little Stars, we hold a weekly ‘Chatterbox Club’ to support children with their speech, language and confidence.
4c) How will you make sure that the child is having fun and enjoys learning through play?
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how do you monitor and ensure continued progress for children with SEND?
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what emotional, social and personal support is available to all children as well as those with SEND?
Any child with SEND will have a Support Plan containing well focused and achievable targets to be worked on jointly, by the setting and at home. We also direct parents to additional sources of support, if required, such as our local Children’s Centres, who we have established close links with. We liaise and work closely with agencies such as Portage and will make home visits where appropriate to ensure continuity of practice.
Staff model and reinforce positive behaviour with “Golden Rules”, and our positive behaviour reward system reinforces this. Unacceptable behaviour is challenged which helps all children to feel safe and gradually learn to resolve conflicts for themselves.
Children are supported to understand their health needs, such as managing personal hygiene, eating healthily and taking exercise. They gradually gain independence and confidence with the support of responsive and sensitive staff.
The children’s efforts are regularly celebrated and shared both within the setting and with parents/carers.
4d) Which experts and other professionals do you liaise with?
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which other agencies do you consult?
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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?
We work with all outside agencies, on an individual needs basis, from Health Visitors to Outreach, Portage, and Family Support Workers etc.
Through liaising with the child, Key Person, families and relevant outside agencies, we endeavour to provide the best care and support for each child.
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
Little Stars takes great care to treat each individual as a person in their own right, with equal rights and responsibilities to any other individual, whether they are an adult or a child.
We are committed to providing equality of opportunity and anti-discriminatory practice for all children and families according to their individual needs.
We are committed to providing a childcare place, wherever possible, for children who may have learning difficulties and/or disabilities or are deemed disadvantaged according to their individual circumstances, and our ability to provide the necessary standard of care.
Little Stars would ensure relevant permissions had been obtained from parents/carers to share information, then appropriate paperwork would be completed prior to contacting the relevant outside agency.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
From their very first visit, children and their families are welcomed, and supported by the staff and the Leadership Team/SENDCo.
Our SENDCo works with all team members, parents/carers to ensure that plans are put in place, embedded and regularly reviewed so that children are always making good progress and all can discuss any concerns that they have.
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?
Our staff are well trained, several holding Qualified Teaching Status. All of them are encouraged to continue their professional development ensuring that they have up to date knowledge and expertise in supporting and developing all children.
We work very closely with the Local Authority Early Years Team and have regular visits and contact from our Area SENDCo.
We also work with Speech and Language Therapy, Occupational Therapy, Portage and the local Children’s Centre and Health Visitors when necessary.
Our SENDCo attended the extended Borough of Poole SENCo Training Course, along with termly briefings and network meetings, ensuring our understanding, skills and practice is up to date.
All staff are encouraged to continuously update their professional development in all areas of childcare and early years’ education. We target specific training to benefit specific requirements as they arise.
Little Stars hold regular parent/carer training and information events, eg First Aid and are open to arranging specific events lead by parental requests.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Indoor - at Little Stars, we plan for and structure all activities with the needs of individual children in mind, providing specific resources and support when required.
Outdoor - At Little Stars, most of our outside space is level and easily accessible. We plan for and structure all activities in the outdoor environment with the needs of individual children in mind, providing specific resources and support when required.
Trips out of the setting - We offer a wide selection of additional activities outside of the setting on a regular basis, travelling by one of our two mini-buses.
We adapt and modify these activities and trips out, if necessary, to suit the needs of each child. Therefore, allowing all children to take part.