At Little Freddies Nursery School, we understand parents are their child’s primary educator and ensure that all parents and carers are fully involved in the induction period to the nursery. During this time we will ensure to work closely with families to create secure partnerships with parents and obtain all the information required to best support your child’s individual needs.
Initial ‘baseline’ assessments are carried out in first 2 months of your child starting in our nursery, which will quickly identify any gaps in your child’s development. If your child has previously attended any other setting we will ensure to contact them to obtain any relevant information surrounding your child and ways for us to ensure the transition runs smoothly for you and your child. Children will be continually observed and their progress tracked to identify if improvement is made within the gaps. This robust form of assessment ensures any delays in children’s development are quickly identified and strategies are put in place to support them. Any child who needs additional support and will be identified and referrals to relevant agencies will take place with permission from parents/carers.
We have two fully trained SENCO’s (Special Educational Needs Coordinator). A SENCO is responsible for the day-to-day operation of our Nursery SEN policy.
The SENCO will co-ordinate any additional support for your child and will work with parents and other professionals who are involved. The SENCO has responsibility for requesting the involvement of any external services such as the BESST team (Barnsley Education and Specialist Support Team). The SENCO will also closely support your child’s key person to ensure that individual educational plans are in place to support your child’s development.
We offer a fully inclusive environment for children with additional needs. Nursery staff will ensure strategies are readily in place to support children's individual needs. Any adaptations to the setting, resources, and training will vary depending on the needs of the child that we have identified such as additional training to meet specific needs, and 1:1 support, taking into consideration suggestions made by other agencies that are already involved with the family.
Parents/carers will be included from the beginning so they are aware of how their child is being supported, and are able to have extended settling in sessions to support their child’s transition until they feel comfortable.
Our learning opportunities are tailored specifically for each child based on their interests and next steps by their key person in order for them to progress and develop. Children’s achievements and progress are recorded on curriculum maps and observations stored in your child’s book which we encourage parents to view when they wish. Through ongoing observations we develop an understanding of your child’s likes and dislikes and any interests or enthusiasm’s they may have, and these are included in your child’s individual planning to ensure that the approaches we take to support your child’s development are the most effective.
We also share our individual planning with parents and any SEN support plans in place for your child, which we review and evaluate regularly.
We continually monitor the progress of all children and share this information regularly with parents. Some parents may request that we share this information via various methods or on a more regular basis, which we accommodate.
Drop-In's- Parents have the opportunity to have regular meetings with their key person. The drop in session is available each week for each room with days that alternate to meet the needs of all of our parents. We operate a booking-in system where parents can pick a time slot convenient for them
Individual planning evaluations and next steps- Parents provide their comments termly to their child’s individual planning to evaluate and provide contributions that will be added to the new planning or SEN support plan.
Transition Meetings- Parents have the opportunity to accompany their child on visits to their transitioning room. Parents will be involved in a transition meeting, which will involve a progress report, a detailed handover and introduction to their new key person.
Two Year Progress Check-Two year assessments are completed after your child’s second birthday shared with parents/carers. With your permission, these are then shared with Child Health Visitor and other agencies that may be involved with your child.
We understand the important role a key person plays in supporting young children’s development and well-being. We ensure to inform parents/carers the name of their child’s assigned key person. The key person will ensure your child’s learning and care is tailored to meet their individual needs. The key person will seek to engage and support the parent and/or carers in guiding their child’s learning at home and to help the child become familiar with the setting, offer a settled relationship for the child and to build a strong relationship with the parent/carers.
To further support our key person approach and ensure continuity for the child in the absence of their key person we provide a backup key person (‘the buddy’) so that you and your child have a key contact in the absence of the child’s key person. Parents/Carers are made aware of their key person buddy during the settling in period. This is also displayed on the key person board making visual links between the ‘buddies’. Your child’s progress will be tracked and monitored and parents will be informed of this progress in the ways described in section 4.
We have strong links to our feeder schools in our reach area and other educational settings, enabling us to arrange opportunities for teachers to meet the children in our setting. We have found that arranging these early visits in a surrounding that is familiar to the child contributes to a positive and informative transition. During this time meetings will be held involving parents and the new setting to discuss and ‘hand over’ relevant information regarding your child’s individual need and what support will be required during and after the transition, such a training, 1:1 support, resources, and any further information.
We apply for additional support and services through the Barnsley, Education and Specialist Support Team (BESST) who will work closely with us and parents to decide what support and level of support your child will need to best support their needs. The SENCO and Key person will then implement this support for your child. The SENCO's will work closely with and support Key People to complete supporting paperwork.
We encourage all parent/Carers to share their thoughts and feelings about any aspect of Nursery practice whether positive or negative. The information is used to continually improve the Nursery and is collected by various methods such as:
Wow moments – Sharing achievements and contributing to learning journey
Regular parental questionnaire- these are done anonymously and posted in our locked comments box to improve nursery practice
Comments, compliments, and complaints- forms are available at all times for parents to share their views; these are displayed on our board followed by the actions we have taken.
Social media- Parents use our members only Facebook group to share experiences from home, ask questions and advice, and contribute ideas to improve our setting
PLOD evaluations- Parents provide their comments termly to their child’s individual PLOD to evaluate and provide contributions that will be added to the new PLOD
Staff member of the month- Parents are given the opportunity to vote for a member of staff and provide a comment, which is then feedback to staff
Policies- Each newsletter a policy is attached; parents/carers are encouraged to give feedback or possible improvements.
Two Monthly Newsletter- Parents are informed via our newsletter of any relevant changes, up to date information and support and activities in the nursery or local area.
Transition Meetings- Parents meet with key person, share views they may have and use opportunity to meet new key person.
At Little Freddies we ensure we are following the most up to date regulations by attending regular SEN network meetings for the locality and attend any necessary training and updates.
All of our staff are highly trained and fully aware of how to meet the welfare requirements set out in the EYFS.
A high percentage of our staff are Epi-Pen trained and are trained in administering medication. Any additional training which may be required to meet a child’s specific need will be arranged and implemented with immediate effect.
Our SENCO staff have also recently attended training workshops to help support children with autism, hearing and visual impairments.
As well as working closely with additional services to support children with additional needs.
MAKATON- s a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. With Makaton, children and adults can communicate straight away using signs and symbols.
Administering medication-All trained staff are confident at administering medication. All medication administered is logged and witness by another member of staff.
Practical Strategies for the Inclusion of Children with Complex needs -training to ensure all children have the very best opportunity to make good progress in early years.
First steps to understanding Autism training to explore practical approaches for supporting children with social communication needs ensure we remove barriers to learning.
Successful inclusion of children with hearing and visual impairments training to provide an insight into the main areas of difficulty for children along with ideas to support children with a visual or hearing impairment.
Any additional training needed to support a specific need will be arranged by the nursery SENCO’s.
We provide educational trips and outings that enhance children’s learning and experiences. When doing so we follow trip/outing guidelines set out by the Nursery Manager and take the following steps to ensure we have considered all children’s individual needs and the outing is inclusive for all children.
· Carry out a risk assessment of the trip/outing
· An assessment of the required adult to child ratio
· Address the medical needs of children taking part and includes a contingency plan
· Ensure staff attending the trip have the relevant training to deal with any specialist support for individual children e.g. Epi-pen training etc.
1:1 -support for children who may require this level of support
We aim to provide an inclusive environment, which is accessible for all children and their families. At present our setting has features to support accessibility such as;
A ramp for wheelchair users
Accessible parking on the nursery site
Accessible changing facilities suitable for a wide age range
Sensory equipment and quiet room for sensory play and 1:1 time
Downstairs toilet, which is suitable for disabled users
Risk assessments regularly undertaken to ensure the environment is clutter free and accessible walkways with minimal obstructions
Our setting operates on a ground and first floor, which is accessible by stairs; however, further adaptions would be made if necessary.
The Key Person and nursery SENCO will if required, purchase appropriate resources to support your child's learning and development linked to the child's education next steps and targets on their SEN support plans