How do you communicate with the parent/carer whose child has SEND?
We communicate with our parents in a variety of ways. Firstly, we have day to day information. Every child has a key worker who works closely with them and, in the case of a child with SEND, the SENCO (Special Educational and Disability Coordinator)also becomes very involved. The key worker, the SEND Coordinator and all the members of staff are always available for an informal chat about your child, both at drop off and at pick up time. We also use an online system called tapestry to send observations on the child. As soon as the observation is written, it is sent to the parents via internet so updates are received immediately as they happen. Any other relevant information is shared at the end of day. For children with SEND, we hold meetings where the parents/carers, the key worker, the SEND Coordinator and, if relevant, outside agencies are invited to share concerns, celebrate success and identify new targets. These meetings are held every 6-8 weeks, depending on the child's needs and rate of progress. During these meetings, we work together in partnership with all parties to identify targets and plan strategies for both home and setting to achieve the targets set. The outcome of these meetings are recorded in a Support Plan which is shared amongst all the people present at the meeting. We give every opportunity - additional to normal reporting arrangements - to discuss progress. We are always available daily to discuss needs and progress and we keep the parents/carers informed throughout.
How do you help children settle into your setting?
For children starting with us in September, we hold a short settling in session in July just before the beginning of the summer holidays. This session is designed to give the children and their parents/carers the opportunity to see the setting, meet the child's key worker and familiarise themselves with other members of staff. This is the perfect opportunity for parents and children to get to know their key worker and the setting's SEND Coordinator who will be working very closely with them throughout their time at All Saints Nursery. We give them an information pack with a booklet about the nursery which they can look at and talk about during the summer. This booklet contains photographs of the setting and the members of staff, so that the children can be reminded of their new school during the holiday. We noticed that this settling in morning and booklet helps the families a great deal and we have received very positive feedback about it. In September, at the beginning of the school year, we stagger the new children so that there are only 1-2 new children a day. This allows the children to form a special bond with their key worker and allows them to start in a smaller group which they find less scary and intimidating. We are able to tailor the settling in process to suit individual needs and we follow the child and parents' lead to make the transition from home to school as smooth as possible.
What help and support does your setting offer to children with SEND as they move rooms or move on to school?
At All Saints, children play together irrespective of their age, so throughout their time with us, we help and support coping with changes in the routine and transition from free play to circle time, snack, story time, lunch etc. For our school leavers, we use the whole of the summer term to prepare them for school. We show them images of their new school and we talk to them about it. We have PE kits in our setting for the children to practice changing into. School teachers are invited to visit the nursery and meet the children in a familiar setting. For children with special needs, we organise meetings with the parents, other professionals and the new school so that we can have an open and frank conversation and school can be made aware of the particular needs of the child, so that strategies can be put in place accordingly. We have very close links with the local infant schools and when necessary, several visits can be organised to facilitate the child's transition to school. We also organise visits to the new school with the parents and the key worker and/or SEND Coordinator to facilitate the transition.
How do you find out how each child likes to learn?
At All Saints, we observe our children closely and get to know them very well. We use our observations of their interests and fascinations to plan activities which they will enjoy and learn from. Our observations are recorded and analysed regularly and form the basis for our planning. For children with SEND, we use our observations, to devise activities which fit their interests, support their learning and stretch their ability to develop further. Inclusive practice / SEND training and expertise within this organisation. At All Saints, we are very fortunate to have several members of staff with SEND knowledge and expertise. The SEND Coordinator and the manager have attended the Borough of Poole SENCO course. The SENCO has attended the Portage course, Signalong and keeps up to date with relevant training to support the children in our care. We have experience with children with Global Delay, Autism, Speech and Language delay, behavioural issues and children who have experienced trauma. We strongly believe that all children should be made fell welcome and valued and we continually question and review our practice and setting layout and routine to better accommodate all children. The information in this SEND Local Offer was completed on 27/10/2020