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4 Street Nursery – SEND Local Offer

 

Identification of additional or Special Educational Needs and Disabilities (SEND)                                                                                                                  

How does 4 Street Nursery identify children with SEND?

At 4 Street Nursery we gather information from parents before the child starts at the setting which enables us to have a sound knowledge of the child’s needs and will also help to identify the child’s baseline to inform future planning.  We will liaise closely with any professionals working with the child.  At 4 Street Nursery we use a range of assessment and observation tools including, The Early Years Foundation Stage Development Matters, The Early Support Developmental Journals, Early Years Speech and Language Folder, Elklan Early Language Builders. If we have observed that your child may benefit from some additional support we will share that information with you.  Working with you and your permission we may make referrals on to other agencies.     

       

                  What should a parent do if they think their child has SEND?

        At 4 Street Nursery we welcome approaches to discuss any concerns you may have about your child.  We are keen to work with families to achieve the best outcomes for children. Our practitioners strive to build relationships that ensure effective two way communication. Practitioners will always make time to speak to parents at the beginning and end of the day or at a time convenient to all. In addition all children have a first report meeting with their child’s key person and a Manager within their first 12 weeks at 4 Street Nursery as well as a 2 year check, quarterly developmental updates and two parent’s evenings a year. This practice enables close working and monitoring of children’s developmental milestones supporting early intervention as necessary.

 

Support for children with additional needs or SEND

If a child is identified as having SEND, who at 4 Street Nursery will oversee and plan their education programme and how will parents be involved in this?

At 4 Street Nursery parents are valued as your child’s first educator. Your input is essential to facilitate the best outcomes from settling in and all throughout the planning and review process of your child’s Individual Education Plan, including your views and wishes for your child being included in the plan.  Targets will also be included to support your child’s learning at home.  Your child’s key worker will plan and oversee their Individual Education Plan with support from the Special Educational Needs Co-ordinator (SENCO) based at 4 Street Nursery and an Early Years Inclusion Facilitator. Written consent will be sought from you before any involvement from the Early Years Inclusion Team.

 

How will 4 Street Nursery differentiate the Early Years Foundation Stage for the needs of individual children?

At 4 Street Nursery our Practitioners use observation to ensure they have a sound knowledge of children’s individual needs and interests. They consider children’s learning styles and adapt planning to meet individual needs.  Practitioners are appropriately trained and supported by the setting SENCO when planning for children’s individual needs.  At the nursery we use the Early Support Developmental Journals to support differentiating and planning for children’s additional needs.

 

What staffing, resources and equipment does 4 Street Nursery provide for children with SEND?

At 4 Street Nursery we have access to Inclusion Funding from the Early Years Inclusion Team to enable us to provide a higher child to staff ratio which supports us to meet identified children’s additional needs.  We have access to the resource library where we are able to borrow specialist toys, equipment and have our own sensory room that supports us to meet the needs of individual children.  Specialist seating for children with additional needs, when advised by the child’s occupational therapist can be provided.  We use visual resources with all the children within the setting to support their understanding of what is happening next. This is particularly supportive to children with additional needs. Two staff at 4 Street Nursery are trained in PECS (Picture Exchange Communication System)as well as he majority of the team having access Sign a Long training.

A range of observation and assessment tools are provided for children and their families including the Early Support Developmental Journals.  We have access to a wide range of training and are able to request training to meet any identified areas of need within the setting.  4 Street Nursery provides the following programmes and tools, Attention Hillingdon (small group activity supporting children in developing attention and listening skills which are vital for early learning, including communication development) and PALS (a small group activity that promotes social skills in children aged 3-6)

 

Children’s progress

How does 4 Street Nursery monitor children’s progress and set targets and how are you as parents involved in this?

 

For all children an assessment process is undertaken to ensure individual progress is made in their development. For children with additional needs the IEPs will also be reviewed periodically as necessary.

 

What arrangements does 4 Street Nursery have for regular home to setting contact?

        Our setting provides communication diaries for parents and practitioners to share information about the child at the setting and at home.  At 4 Street Nursery we will share information in a variety of ways, face to face feedback at the beginning and end of sessions, more general information via emails as well as at first report meeting sand 2 year checks. We share home learning targets on children’s planning through bubble sheets which accompany “where I am now” developmental update sheets, ensuring opportunities for parents to give feedback.  Our setting operates an open door policy to ensure the safeguarding and progress of your children is paramount. 

 

How does the setting help parents to support their child’s learning?

        At 4 Street Nursery we provide workshops for parents at the setting, these workshops are needs led and we ask families what they would like support with. We have previously delivered, Communication and language development, raising boys achievements, making creative thinking matter, storytelling, dental health and the planning and assessment cycle in place for children. We set home learning targets with families as part of their Individual Education Plan (IEP) and review them regularly. 

 

How will children’s views be sought by 4 Street Nursery about the help they are getting and the progress they are making?

At 4 Street Nursery our skilled and professional practitioners use their observations and knowledge of the child to inform them about the child’s progress. This information is evaluated and used to inform the next steps for the child. The practitioners, from the earliest age at the nursery, share the learning intentions of the planned activities with the children. This supports the children in having a greater understanding on how they best learn and what supports them to achieve. This information and support can then be used to help the children express the involvement they can have to influence their learning.

 

Support for my child’s overall well being

Support that is available at 4 Street Nursery to promote the emotional, social and medical needs of children with SEND?

At 4 Street Nursery we have settling procedures for all children giving time for the key worker to form a meaningful attachment with the child.  Practitioners at 4 Street Nursery understand the importance of a good quality settling as children learn best when they form good attachments and feel safe and secure in their environment.  We work closely with health services to develop health care plans for children including training and advice for children’s specific medical needs.

 

How does 4 Street Nursery manage the administration of medicines?

        At 4 Street Nursery we have clear and understood policies for the administration of any medication. We are able to access training for staff regarding the medical needs of individual children and the administration of any medication.  We follow guidance from the Welfare Requirements, Health Protection Agency and our own policies.

 

How does 4 Street Nursery provide help with personal care where this is needed, for example, help with toileting, eating etc?

At 4 Street Nursery we ensure to respect children’s privacy whilst supporting and encouraging independence. Skilled practitioners will assist children at mealtimes wherever needed. 

 

Specialist services and expertise available at 4 Street Nursery

Are there any specialist staff working at the setting and if so, what are their qualifications?

Three members of the Management team have attended and achieved level 3 & 4 in Leadership and Management . All members of the management team and senior staff also hold a Full First Aid at Work qualification, most other staff hold a paediatric first aid qualification. Most staff have attended and deliver Attention Hillingdon, our Lead Practitioner delivers PALS on an ongoing cycle. Five staff currently have attended ELKLAN (accredited courses to give an understanding of speech and language development and communication difficulties for practitioners) many staff have attended signalong as well as numerous other shorter courses to support specific developmental stages and individual needs.

 

Does 4 Street Nursery use any support services, for example, learning support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

4 Street Nursery is currently supported by The Early Years Inclusion Team, Educational Psychologists, Speech and Language Therapists, Occupational therapists and Physiotherapists. At 4 Street Nursery we will seek support and guidance from any service that will improve the outcomes for the children attending the nursery.

 

What should parents do if they think their child needs support from one of these services?

Parents can speak to any practitioner at 4 Street Nursery who will be able to advise them further. The SENCO and management team will happily signpost parents to these services or support with referrals if applicable.

 

Training of setting staff in SEND

What training will the staff supporting children with SEND have had or receive?

         4 Street Nursery takes full advantage of the training programme available for practitioners to access a wide range of training opportunities.  Training needs are identified by our annual training review.  Any additional training can be requested by the nursery and specifically delivered by Local Authority staff. 4 Street Nursery is also happy to seek and pay for external providers to deliver training if this cannot be provided within the Local Authority.

 

Do any practitioners have specific qualifications in SEND?

        The SENCO at 4 Street Nursery has attended the Local Authority SENCO training, ELKLAN training as well as a Portage training course. The Management team within the nursery have also attended various courses over their numerous years in child care, offering and wealth of experience to be drawn down from.

 

How accessible is the setting environment?

How does the setting ensure that all of its facilities can be accessed by children with SEND?

At 4 Street Nursery as part of the settling in process we would look at each child’s needs and make appropriate and reasonable adjustments for them.  Carpets can be added to dampen noise, ensuring the environment is accessible on different levels for example activities on the tables and floor.  Specialist equipment can be used where necessary for example chairs and standing frames to make the environment more accessible for individual children.

 

How does the setting communicate with parents / carers who have a disability?

At 4 Street Nursery we use a variety of systems to communicate with parents. We are creative in our approach. We will strive to meet the individual needs of each parent who comes in to the setting.  Please let us know how best to communicate with you.

 

How does the setting communicate with parents / carers or whose first language is not English?

At 4 Street Nursery we have practitioners that speak different languages and are willing and happy to support the children’s care in any way they can. We welcome friends and family to come to the setting to help with translation and translate documents where possible.  We ensure that our setting is welcoming to all of our families and reflects the diverse range of languages spoken.   We are currently part of a pilot scheme to use a software programme to record and evaluate the children’s developmental records. All of these records can be translated into any language.

 

Preparing my child to join the setting or to transfer to a new school

What preparation is there at 4 Street Nursery for a child’s transition e.g. before they join the setting, move on to the next stage or move on to their next setting / school?

At 4 Street Nursery we have a transition policy in place and use this alongside the Moving on document ensuring children’s smooth transitions. We liaise closely with schools to facilitate transition meetings with parents sharing our knowledge & information about the child and their needs.

 

 

Discussing concerns about a child

Who would be the first point of contact for parents if they want to discuss something about their child or if they are worried?

If at any time parents wish to raise any concerns or questions they are welcome to raise them with whichever staff they feel most comfortable. The nursery is a completely reflective environment and therefore all comments raised are welcomed and will be considered carefully.

 

What arrangements does 4 Street Nursery have for feedback from parents / carers, including compliments and complaints?

Parents are encouraged to follow 4 Street Nursery complaints procedure.  Parents can contact Ofsted with a complaint; contact details are available in the foyer. We also regularly meet with parents to review our partnership, things that are working well as well as that that can improve. Parents feedback is always valued.

 

How does 4 Street Nursery assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

We complete audits provided by the Local Authority, the Self Evaluation Framework from Ofsted that support us to reflect and evaluate our own practice.  Parental questionnaires are sent out annually to seek the views of families for the whole of our provision including SEN.  We welcome feedback from parents at all times. 

 

 

Northwood Day Nursery - Local Offer

 

How does the setting know if children need extra help and what should I do if I think

my child may have special educational need?

 

At Northwood Day Nursery each child is allocated a key person who continually monitors and reviews your child’s progress against the Early Years Foundation Stage (EYFS).  By assessing progress against the Early Years Outcomes, we are able to identify if your child requires additional support and if so we will make necessary arrangements to meet those needs. We have an open door policy at the nursery and  encourage parents to discuss any concerns they may have.  We are keen to work with families to achieve the best outcomes for their child.

 

Our Early Years Professional, Kathy Walker, is our dedicated coordinator for special educational needs and disabilities, working closely with Katie Poulton (Nursery Manager). On a day to day basis our experienced practitioners work cohesively to ensure any specific strategies are implemented and children’s individual needs are met.  We strive to build relationships which ensure effective two-way communication and practitioners will always make time to speak to parents at the beginning and end of the day or at a time convenient to all. All children have a first report meeting with their child’s key person and a Manager within their first 12 weeks, in addition to 2 year checks and quarterly developmental updates. These practices enable close partnership working and monitoring of children’s developmental milestones, and support early intervention where necessary.

 

Should a child have an identified area of need before joining our setting, we ask that you advise us of this in order that we can ensure any necessary arrangements are in place.  Kathy will then work closely with you and your child’s keyworker to ensure that any strategies are in place (eg special equipment, staff training, classroom organisation etc) prior to your child joining us.

 

How will the setting staff support my child?

 

Our robust keyperson system will enable your child to build a strong bond with their key person which will begin with our initial familiarisation visit to the nursery.  At this initial visit, the keyworker will find out your child’s interests and individual needs and will work closely with you to support your child to settle into the nursery.  Once settled, your child’s keyworker will begin to assess your child’s stage of development and plan appropriate opportunities to support them to move on to the next stage.  This process will enable them to identify any area in which they may need additional support.

 

Should your child require additional support, we may devise an individual education plan (IEP) to identify targets and to plan how we will support them to achieve these.  These will be reviewed regularly in discussion with yourselves and new targets set as appropriate.  The nursery may also use the Individual

Assessment of Early Learning and Development (IAELD) document to assist us to identify any additional needs, support target planning and evaluate progress  

and the effectiveness of strategies.

 

Your child’s keyworker will be responsible for planning and overseeing your child’s Individual Education Plan (IEP) with support from Kathy (SENCO) and input from yourselves. They will continually monitor and review your child’s development and progress through the Early Years Foundation Stage (EFYS) framework.

 

At the nursery, we have two members of staff who have attended specific SENCo training, Kathy Walker and Katie Poulton. Both have a wide range of experience supporting children with a variety of needs.  Their experience and skills will be disseminated to the staff team, sharing their knowledge and experience for the benefit of all children.

 

Kathy, as SENCo will ensure that you are closely involved at all stages and will liaise with a wide range of professionals.  Support can be obtained through our designated Hertfordshire Area SENCO/Inclusion Development Officer. Written consent will be sought from you before any involvement from external agencies.

 

In order to ensure children’s individual needs are fully supported, we regularly review our SEND provision using audit tools provided by the Local Authority in addition to the Ofsted Self Evaluation Framework.  These tools support us to reflect and evaluate our own practice and provision.  Parental questionnaires are sent out annually to seek the views of families for the whole of our provision including SEN.  We welcome feedback from parents at all times.

 

How will I know how my child is doing?

 

At Northwood Day Nursery we use a variety of systems to communicate with parents. We are creative in our approach and will strive to meet the individual needs of each family who comes in to the setting.   We have a number of families for whom English is not their first language therefore to support this, we have practitioners within the setting who are bilingual and are willing and happy to support the children in any way they can. In addition we welcome friends and family to come to the setting to assist with translation. 

 

You will be given daily verbal feedback on your child’s progress in addition to daily diaries which are provided for our youngest children.  You are always welcome to discuss your child’s progress informally at the setting or by telephone or email. 

 

We review your child’s individual progress on an ongoing basis and feedback both formal and informal will be regularly shared with you.  

Each parent will have a first report meeting with their child’s key person and a Manager within their first 12 weeks of joining the setting.  These meetings will provide you with feedback on how your child has settled into the nursery and gain input from you regarding your child’s learning and development.  In addition, 2 year checks and quarterly developmental updates will provide you with a summary of your child’s progress.  The regularity of formal meetings between staff and parents will depend on your child’s level of need.

Throughout the year we have a number of events where parents are able to stay and play.  These opportunities enable you to observe how your child is getting on at nursery, the activities they enjoy and friendships they have made.

 

 

How will the learning and development provision be matched to my child’s needs?

 

At Northwood Day Nursery our skilled and professional practitioners use observation as a key tool toassess and evaluate your child’s progress and plan effectively for their next steps. These observations ensure we have a sound knowledge of your child’s individual needs and interests and will consider children’s learning styles and allow us to adapt planning accordingly. Learning intentions for the planned activities are shared with the children where appropriate. This process supports each child to have a greater understanding of their role in their own learning, supporting them to achieve.

 

Our practitioners are appropriately trained and supported by the setting SENCO when planning individual education plans.   At the nursery we use the Early Support Developmental Journals to support differentiation and planning where appropriate.

 

We follow advice from other professionals on how to support your child’s particular needs and the SENCo will ensure that training is accessed for staff, where possible, to support your child’s learning.

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What support will there be for my child’s overall wellbeing?

 

At Northwood Day Nursery, there is a strong emphasis on providing a caring, nurturing environment, where children’s wellbeing is paramount. We have a flexible settling in period allowing sufficient time for your child to form a meaningful attachment with their key worker. Practitioners understand the importance of a positive settling experience, as children learn best when they form strong attachments and feel safe and secure in their environment. 

 

We work closely with health services to develop care plans for children including training and advice for specific medical needs.  Should your child have any such needs, our staff will attend relevant training to support their care whilst at nursery e.g. epi pen training.  We follow guidance from the Welfare Requirements and Health Protection Agency and have clear and understood policies regarding medications and are able to administer those prescribed by a hospital paediatrician or GP.

 

All staff have a positive approach to children’s individual learning and development and are sensitive and responsive to their needs.  Undesirable behaviour and the testing of boundaries is often part of growing up, and we will work closely with you to put strategies in place to support and enhance your child’s positive behaviours.  We have a Promoting Positive Behaviour policy which outlines the setting expectations and strategies used, however, should specialist help be required to support with challenging behaviour, we are able to gain input from the Inclusion Development Officer employed by the local authority.

 

We will seek input from other professionals (e.g. health visitors) to ensure we support your child in all areas of their development.  We will offer advice and guidance and work in partnership with you and your child with toilet training and issues regarding eating, sleeping etc. 

 

 

What specialist services and expertise are available at or accessed by the setting?

 

The nursery has an appointed SENCo (Kathy Walker) who has appropriate training and experience for the role. All members of the senior management team hold a Full First Aid at Work qualification, most other staff hold a paediatric first aid qualification. The Lead Practitioner delivers the PALS (Play and Learning to Socialise) programme on an ongoing cycle.  Many of the team have attended sign along as well as numerous other shorter courses to support specific developmental stages and individual needs.

 

We have very strong links with our local children’s centre and the Nursery Manager sits on their advisory board. We also have good relationships with local feeder schools, which supports transitions to a new setting.

 

We work closely in partnership with other professionals including health visitors, speech and language therapists, educational psychologists and other healthcare professionals to ensure that your child is given appropriate support and that we provide the very best care and educational opportunities for your child.

 

At Northwood Day Nursery we will seek support and guidance from any service that will improve the settings SEND provision and are able to obtain input from the area SENCo, Advisory Teachers, Educational Psychologists, Speech and Language Therapists, Occupational therapists and Physiotherapists where appropriate. Should you feel your child needs support from one of these services you can speak to any practitioner at the nursery who will be able to advise you further. The SENCo and management team will happily signpost parents to these services or support with referrals if applicable.

 

 

What training and/or experience do the staff, supporting children with SEND, have?

 

Many of the staff at Northwood Day Nursery have experience with working with children with a range of special educational needs.

 

Northwood Day Nursery takes full advantage of training opportunities available ensuring practitioners access a wide range of training to enhance their skills.   Training needs are identified thorough regular training meetings and can also be requested by the nursery and specifically delivered by Local Authority staff. We are always happy to seek and pay for external providers to deliver training if this cannot be provided within the Local Authority.

 

Both Kathy (SENCo at Northwood Day Nursery) and Katie Poulton (Nursery Manager) have attended specific SENCO training and have extensive experience of working with a range of children with additional needs. In addition Kathy attends regular SENCo cluster meetings which discuss specific topics in relation to Special Educational Needs provision. Many of our team are trained in ‘sign a long’ which is used within the setting, to support children’s early communication. The Management team within the nursery have also attended various courses over their numerous years in child care, offering and wealth of experience to be drawn down from. 

 

 

How will my child be included in activities outside the setting?

 

At Northwood Day Nursery we utilise opportunities for activities within the wider environment of the site e.g. nature area, specific events on site, and will be supporting with the allotment project over the coming year.  All children are involved in such activities where appropriate and will benefit from such opportunities. Full risk assessments will be carried out on any activities which take place outside the setting and will be supported by a senior member of staff.

 

We will discuss your child’s needs with you to ensure they can be included.  You will not typically be required to accompany children on any outside activities. However, if you are unhappy about your child joining in a trip, visit or event without your presence you would be welcome to act as a parent helper on the outing.

 

How will I be involved in discussions about and planning for my child’s learning and development?

 

At Northwood Day Nursery you, as parents, are valued as your child’s first educator. Your input is essential to facilitate the best outcomes for your child.  From settling in and throughout the planning and review process of your child’s Individual Education Plan, you are actively included and your views and wishes for your child reflected in the plan.  Targets will also be included to support your child’s learning at home. 

 

At Northwood Day Nursery we will share information in a variety of ways, including face to face feedback at the beginning and end of sessions, more general information via regular newsflash emails as well as at first report meetings and 2 year checks. We provide communication diaries for parents and practitioners to share information about the child at the setting and at home.  We share home learning targets on children’s planning boards and “where I am now” developmental update sheets keep you informed as to their progress as well as seeking your input on progress you have noted at home.  

 

Your child’s keyworker will be available to discuss your child’s needs however it may be necessary to arrange a mutually convenient time for a meeting.  Team Around the Family meetings are carried out regularly where applicable.

 

If outside professionals come in to see your child we aim to involve you in this and if possible will organise a meeting at the end of that visit for a brief discussion. If this is not possible any reports are always copied and given to you. Parental consent is always obtained before we refer to any outside agencies

 

At Northwood Day Nursery we have previously delivered, parent workshops around Communication and language development, raising boys achievements, making creative thinking matter and the planning and assessment cycle in place for children.  We consult with you when planning any Individual Education Plans (IEP) and offer advice and guidance with home learning targets. 

 

We regularly review our partnership with parents, considering what is working well in addition to areas we can further develop. Parent’s feedback is always valued.

 

How accessible is the building / environment?

 

As part of the settling in process at Northwood Day Nursery we look at each child’s needs and make appropriate and reasonable adjustments for them.  Specialist equipment can be used where necessary for example chairs and standing frames to make the environment more accessible for individual children. We have a wide range of child friendly toys and equipment all of which are accessible on your child’s level.

 

The nursery environment is very accessible and meets the current disability regulations.  The nursery is on one level and there are no stairs in our building.  The entrance is wheelchair accessible.  In addition the nursery has both a child and adult disabled toilet with wheelchair access which are alongside the other toilet facilities enabling all children to feel included. Our garden is all on one level and with both tarmac and astro turf areas.

 

How will the setting prepare and support my child with transitions between home, settings and school?

 

At Northwood Day Nursery we have a transition policy in place which outlines how we support children’s smooth transitions.Before starting at the nursery we plan an initial familiarisation visit which allows your child the opportunity to adjust to the environment, meet their new key person and the children in the group.  At this visit your child’s key person will discuss your child’s specific needs/stage of development with you to ensure we have all the necessary information to meet their needs and support their transition into the nursery. Prior to your child’s official start date, we also arrange a number of settling in sessions.  These sessions allow your child to attend for a short time to support them to adjust to the new environment.  We are flexible with the number of settling in sessions your child may require as this varies according to their individual needs.

 

If your child receives care from any other setting (e.g. another nursery or a childminder) we will work with them by sharing learning journals.

 

When children are ready to move onto school, we actively seek to make links with the new settings and wherever possible arrange to visit the school, we also invite their teacher or key person to visit the nursey in order that they can meet and play with your child and discuss their development and progress.

 

In addition, we have a number of transition strategies in place including transition files which are created with the child and include information about them, their new school etc. and are used to provide a positive link between the nursery and their new setting. We also prepare children for move to school with ‘countdown calendars’ which they cross off each day to count down the days until they move on.  Children’s learning journeys are also handed over to parents along with a summary report identifying their current stage in all areas of the EYFS and we encourage parents’ to share these with their child’s new school.

 

 

How will resources be used to support children’s special educational needs?

 

At Northwood Day Nursery we actively strive to ensure we exceed minimum staff to child ratios wherever possible which supports us to more effectively meet children’s additional needs.  Weare an inclusive setting and have a range of resources/strategies in place to support children with a range of needs. We use visual resources throughout the setting to support children’s understanding of what is happening next. e.g. interactive timetables (using photographs and symbols and ‘talking’ routine cards) these may be used with children who have speech and language delay or if English is a second language. Such strategies are particularly supportive to children with additional needs

 

Many of our staff team have accessed Sign a Long training which is used alongside speech to support development of communication skills.

 

We have access to a wide range of training and are able to request training to meet any identified areas of need within the setting.  Northwood Day Nursery provides a PALS programme (a small group activity that promotes social skills in children aged 3-6)  

 

Our setting is well resourced with a variety of equipment and toys including a range of sensory toys. All equipment and resources are moveable, can be made accessible and are age and stage appropriate.  We will seek to borrow specific equipment needed for specific needs wherever necessary.