How do you communicate with the parent / carer whose child has SEND?
The SENCO will always try and have a discussion at drop off times and at the end of the day if she cant she will always contact the parent or carer via telephone if the SENCO feels she needs to make a phone call she will or send a message through our private parents Facebook page where messages can be sent privately if you would like to contact us this way. We regularly have support plan meetings when it is a convenient time for a detailed conversation. All children have a learning journal folder that parents and carers can look at when they wish, also meetings can be arranged to look through them to allow more time meetings are used to inform parents of their child’s progress and if there’s any further concerns, we also have parents evening every term. The SENCO is the first point of call if you have any concerns about your child’s development the manager and child’s keyworker are also available.
All children are given a communication book that will be kept in there file bag for any information parents or carers would like to pass over to us if they haven’t had time to talk to us can write it in there these are checked daily. Staff are usually available at the end of the day to discuss anything that may have happened during the session if it is anything that they wouldn’t want missed it will be written in the communication book that children take home in there file bag at the end of the day. The SENCO will always explain any arrangements to the parents or carers with regards to any referrals they will be discussed thoroughly so they are aware of the process, any meetings or other professionals coming into the setting parents or carers will always be made aware of this at Tiny Explorers the staff always encourage a close positive professional relationship with the parents.
How do you help children settle into your setting?
We feel it is important to have a good relationship with all parents and their children so that they feel comfortable approaching you if they have any worry’s or concerns. All children’s progress is recorded and if a child’s development shows they are behind there expected age range then further assessments will be carried out making contact with our early years advisory teacher through BCP for guidance and advice on how best to support your child whilst with us we will sometimes have to contact other agencies and make referrals such as speech and language if we feel it is needed.
When a child first starts pre-school they will have settle in sessions if they need more to settle they can have more it all depends on the individual child staff will work closely with the child and family to gain a close bond whoever the child bonds with the most will be there allocated key person. If after an initial settling process, the keyp erson has any concerns over developmental milestones they will discuss them with the settings SENCO. Your child’s key person will carry out a 2-year progress check if one is needed where they will look at the three prime areas communication and language development, physical development and personal social and emotional.
What help and support does your setting offer to children with SEND as they move rooms or move on to school?
We work closely with parents and other schools to make sure that they are given the right information to settle their child and make sure the transition runs as smoothly as possible example using different strategies we use to settle them in our setting likes, dislikes, to make them aware how to settle them when they start, when it is time to move on to another school we will have meetings with teachers and transfer their important information regarding there learning to provide a smooth transition for children with SEN.
We engage with the new school as much as possible and try to arrange extra play sessions for the children if it is needed. We aim to make transitions as smooth as possible the management team will arrange meetings with parents/carers who will be attending our setting to make the transition run smoothly. We provide a settle in process the child can have as many or as little settles as they need to suit their individual needs.
Transition meetings will be held with the new school working closely with all the relevant professionals involved with the child, where we will provide a detailed report on the child’s current age and stage of development previous support plans, well-comm’s, trackers and any other reports from any other professionals involved.
How do you find out how each child likes to learn?
Every child has a key person who will look at all the 7 areas of a child’s development in the early years foundation stage and record weekly observations relating to these areas, each child has a learning journal that is available for parents and carers to look at whenever they wish in their learning journal their development will be tracked and recorded with a different area of learning per week. Parents evenings are to inform parents of their child’s progress and any further concerns that have arisen anything more serious will be spoken about straight away. Parents evenings are every term where their learning journals can be looked through with more time to in more detail. Our planned learning follows the child’s voice and their interests using the different areas of learning looked at per week the children’s learning will be tailored to their individual needs.
Some children may need some additional support to play alongside others interact with others or playing in general some may need a little time with the key person to work on individual targets. Children under the code of practise with additional needs will be monitored regularly with regular support plan meetings to discuss with parents their child’s progress and set next steps individual specific realistic targets will be planned at this meeting and these targets will be cascaded to all staff members so that they are aware of what they need to work on with that child.
At Tiny Explorers the staff always encourage a close professional relationship with the parents to pass over information on your child. The key person and SENCO work closely together to observe where the child is for their age and stage of development and keeps track of this on a regular basis, we use Well-comm or Derbyshire’s to track what age and stage they are working at.
Staff are normally available at the end of the day to discuss anything that may have happened during the session. If it is something that staff wouldn’t want to be missed it will be recorded in their communication book that children take home in their file bag every day. We share information through our private Facebook page we also have a termly newsletter that is emailed to every parent/carer.
All children’s learning is tailored to their individual needs if they need a quieter environment to listen and concentrate this will be provided. Through the local authority BCP we have access to expert advice and guidance from professionals such as early years advisory teachers or area SENCO’s. It is our role to make sure we are meeting all children’s needs planning and reaching their next steps and not letting any child fall behind so they are able to reach their full potential.
Inclusive practice / SEND training and expertise within this organisation
At Tiny Explorers Pre-school our SENCO has completed the borough of Poole taught SENCO course and the endorsed SENCO programme. She has 3 and a half years’ experience working in the role and has produced evidence in the endorsed programme equivalent to a level 4 NVQ and endorsed by CACHE to prove that all children under the code of practice will be fully supported along the graduated response. One of our managers has also completed the borough of Poole early years special educational needs coordinators programme in 2016 and supports our SENCO in her role.
One of our managers have recently gained there Level 4 cache certificate for early years advanced practioner. And the other manager Level 5 diploma in leadership for children and young peoples workforce early years management. Most of our Practitioners are level 3 trained 2 are working towards there level 3 and one member of staff is level 2 trained. All staff members are patient and caring and will support and care for your child from day one with us.
We promote British values so that everyone understands we listen to and respect other people’s opinions and values we respect the cultures and beliefs of others, we understand and respect the roles of people who help us, to understand right from wrong.
We believe it is important to use polite manners when asking for something and we always encourage the children to say or sign please and thank you. All practitioners use signalong and encourage the children to join in and we have sign of the week. Our SENCO has completed her PEIC-D and PECS training which has been a very useful tool. Staff have continued to do training virtually throughout the pandemic.
The information in this SEND Local Offer was completed on November 2020. Updated May 2021.