How does Charlwood House know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
Within the setting every child has a key person. They will go on to create next steps for the child to work towards, providing achievable targets for them to meet in all areas of development. This interlink with the national curriculum of the Early Years Foundation Stage (EYFS.)
The individual child is paramount, their interests and any areas of concern can be looked into through observation and assessment, and these are then shared with the parent/carer. Staff are always on hand to discuss any concerns throughout the day.
Observations will be discussed with the room supervisor and the settings SENCO (there are 2 named staff SENCO). If at any point a possible individual need has been identified this will then be discussed and support given additionally.
The SENCO can offer advice and support to parents as well as staff within the setting. The SENCO will also liaise with other professionals (such as health visitors, speech and language therapist) if support/advice is required, and to help aid the planning for the child’s learning. Advice can be sought from outside agencies, only once the setting has received parental permission.
We carry out 2 year progress checks. (Roughly two months after being in the setting, and have adjusted to the settling in period.) The progress check gives an overall picture of the child and their current development, and helps to identify any special needs and/or gaps in development. The 2 year check is the key in identifying where early intervention may be required.
How will the staff at Charlwood House support my child? How will the curriculum be matched to my child’s needs?
We have a flexible settling in period and work closely with parents on what sessions are required, their child’s needs and routines which are already established at home.
The SENCO will co ordinate with the parents to share information about the strengths and potential needs of the child. Together they will identify individual needs and plan next steps, accessing additional support from others where necessary. Approaches will be consistent to ensure continuity of the care provided for your child.
Individual learning plans (ILP’s) can be created if needed, to move the child forwards with their development. This will interlink with the next steps created from the EYFs, as well as planning and assessment.
The SENCO will be the link between the setting and the parents as well as the child’s key carer. They will provide a key point to give knowledge and progression of the child. They will liaise with staff members involved to ensure that provision is relevant and appropriate, and any transitions are prepared in advance.
Meetings can be arranged with the setting, offering opportunity for parents to look at ILP’s and to share targets and any other information about your child.
Informal discussions also take place on drop off and collection of your child.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
The way in which we assess each child offers opportunity to see how each child is progressing. This is through observation, assessment and the 2 year checks. (Next steps to further the child are completed every 6 weeks, and linked to the ages and stages of development in the EYFS.)
The child’s learning journal is available at all times for the parent and other professionals to see. We encourage linking back to home where possible, promoting strong liaisons with parents. We like to contact parents for what best suits them, i.e. - telephone, email, and informal chats.
We consider ways to support the child and strengthen and deepen their current learning and development. We refer back to the EYFS at all times.
We hold parents evening twice a year, to allow parents to talk with the child’s key carer. The SENCO is available to provide information too.
What support will there be for my child’s overall well being?
Our practitioners are welcoming and friendly, providing an inclusive, sensitive and positive approach for your child to feel welcome into our nursery. They provide good role models for positive behaviour, and we are consistent in our day to day care of all children.
We are flexible in our routines within each classroom in providing a positive environment for each child’s needs.
Activities, resources and certain areas of the setting can be adapted to ensure your child is able to interact fully within the environment.
Flash cards, feelings cubes and other resources are readily available for your child to express how they are feeling, or if they want to do a particular activity.
The book areas in each classroom provides a safe, quiet area to retreat to if your child is tired, or needs some time to themselves.
Medication can be administered within the setting, and staff trained in this if required.
What services are available at or accessed by the setting. What training are the staffs supporting SEND had or are having?
All staff have accessed training/or are working towards training within early years (level 3), although all staff have experience of working with early years.
Our two SENCO’s attend network meetings to keep up to date with the latest information and news. Where relevant they cascade this back to staff at our regular staff meetings.
Both SENCO are currently waiting to be put on a course for ‘including all children’.
If needed staff will have training around the particular need of your child, before they start at the setting. However same staff have already had training on: feeding using a tube, diabetes, manual handling, child protection, behaviour, food hygiene and administrating different medicines.
All staff have a current paediatric first aid certificate.
We also have a member of staff who has completed the Foundation Degree in Early Childhood.
How accessible is the settings environment?
The setting is located within an old building therefore has 2-3’s and preschool are upstairs. Free flow play is not possible; however each age range has an allocated time for outside play twice a day, or can go out when possible as we have a range of outside areas suitable for all ages.
Where possible we try to adapt, and work around any difficulties for children with additional needs.
Resources are freely accessible and on the level of the children, depending on their age range and activities adapted.
Signs and posters are around the setting to direct children and adults.
How will the setting prepare/support my child to join the setting, transfer to a new setting/school?
When joining Charlwood House we offer 3 trial sessions to introduce the child into the setting, familiarise themselves with the staff and environment. For the first session we recommend for the child to attend with their parent/carer, then the remaining 2 trials on their own. During this time the key carer will start to establish relationships with the child and parents, asking about routines and any additional information.
The sharing of information between professionals will help a child’s transition into the setting, along with a relevant documents and/or strategies already in place.
If a child is going to school, or moving to another setting the SENCO will contact with the new provision.
Leaning journals. ILP’s and any other assessments will be passed onto the relevant people at the new setting, to cascade information.
Photo books are also a good way of sharing the child’s previous experiences between settings.
The first point of contact is the key carer, then the SENCO. The manager will also be available to offer/support, and links to health visitor or children centres etc. We have a co coordinator for behaviour management, who can also discuss strategies and information around this area.
Individual progress checks are carried out to see where in the bases of ages and stages the child’s development is.
We will set targets for your child to work towards, some may take longer than others to achieve and strategies will be in place for staff to encourage and work towards this.
The children from 3 months up to 2 years have communication books, however a communication book can be created for an older child to create a closer link home and relevant documentation passed on to the appropriate professionals.
How are the settings resources allocated and matched to children’s special educational needs?
Activities and provision are adapted to suit the needs of the children in each age range. Practitioners differentiate the activities that they develop and, the provision that is on offer in their rooms to meet the needs of the children in their group.
Each age range is provided with the resources that are developmentally appropriate for that age. We ensure there are resources available that overlap with the age range so that children are developing more slowly or more quickly can access resources appropriate to their stage of learning and development. We use our weekly planning to help us identify some of the resources and activities available to support children’s needs and interests.
We share toys between the different age ranges and liaise with parents and professionals to ensure resources are appropriate for the needs of the child.
How is the decision made about what type and how much support my child will receive?
Through the observation and assessment process linked to the EYFS ages and stages development, and discussions with parents we will identify what support is required.
Extra support will be put in place if required with the aim of enabling your child to become independent within their environment.
Ongoing parent partnerships with yourselves, other professionals/outside agencies and ourselves, will support the decision making process.
Our SENCO will give advice on meeting your child’s needs within our setting, consulting with you and other professionals where necessary. All staff members working directly with your child in setting will have access to information regarding how to support their strengths and needs appropriately. SENCO will also advise you on the process of applying for extra support, and the level of need identified.
Reports from health care professionals and other outside agencies working with your child, will also be used to plan relevant support within the setting.
How are parents involved in the setting? How can I be involved?
Where possible parent partnership is very important and a two way flow communication, therefore we welcome parents into the setting regularly.
You are involved in identifying needs, information sharing, identifying targets and next steps to focus on at home, and sharing any progression with the setting.
Who can I contact for further information?
Your child’s key worker is your first point of contact if you would like to discuss your child’s needs/development.
We are able to offer advice about other professionals who are able to support your child, such as health visitor, speech and language therapists in the local area.
Our behaviour management coordinator is also available to offer advice and strategies on how to cope with unwanted behaviour.
Every staff member who is involved in caring for your child will endeavour to help extend your child’s development as much as possible, before they begin their journey to big school.
For any additional information you can contact the nursery at any time.
Manager: Rebecca Taylor
Senior Nursery Nurse: Lindsay Randall/ Rebecca Clarke
SENCO: Lindsay Randall
Behaviour Co-ordinator: Lisa Freeland