This setting has signed up to offer Tax Free Childcare.
This setting has signed up to offer Tax Free Childcare.
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When your child starts pre-school they are assigned a key person. This person will plan activities to help your child develop across seven areas of learning and they will observe your child and record how they are developing across the age and stage bands. If they have concerns the key person will be supported by the settings Special Educational Needs Co-ordinator and the Early Years support teacher to plan next steps, monitoring and make any necessary referrals. As the parent you would be encouraged to be part of the process at every stage. If you have concerns we would encourage you to share these with us so we can support you and your child.
Your child’s key person will support your child during the session. We also have two Special Educational Needs Co-Ordinators (SENCO’s) who work with children that need one to one support. The Early Years support teacher has strong links with our setting. Her role is to support the SENCO and key person and can make referrals to outside agencies. All staff will know your child’s targets and will be able to support them if needed. During staff training or staff sickness parents will be informed on the session who will be responsible for your child during these times. If your child requires one to one support we will seek additional funding through Early years support fund and allocate a trained member of staff. If the member needs further training we will look at local providers and outside agency to provide this.
All children at our setting follow the Early years Foundation stage curriculum. Your child will be observed and these observations are recorded in their personal learning stories. Your child will also have an individual education plan (IEP) which will contain small achievable targets that we are working towards. The key person will work on these targets during the session. Your child’s IEP is based on their interests. The IEP is regularly updated and extended or changed to ensure we are meeting your child’s educational needs. You will be part of this process and are encouraged to have an input in both the target setting and to continue supporting your child’s learning at home.
The setting reviews the progress your child is making every six weeks or when targets are met. All plans are displayed in the room and parents can access this and contribute. If your child has an IEP this will be shared with you and you will be asked to contribute your opinions and ideas. Your child’s key person is available at the beginning and end of each setting to discuss any concerns or just for an informal chat. We have more formal meetings at the end of each term. All parents are given a newsletter half termly this contains key information and which themes, song and books we are covering that term.
We also have an online journal called tapestry you will be able to access this from home to be able to see what they are learning and you can also add to this.
All staff under take paediatric first aid training. We seek extra support for children specific conditions for example; epilepsy, asthma, epipen.
We have a behaviour co-ordinator who has up to date training on strategies to support children with challenging behaviour and promote positive behaviour. We have a behaviour policy called “achieving positive behaviour” all policies are available for parents. All staff have a DBS check to ensure they are suitable to work with children. We have policies and procedures in place to safeguard children, in line with the guidance and procedures of the Local Safeguarding Board.
Children are encouraged to contribute their own views verbally and staff observe non- verbal children to find their interests and plan around these.
A member of staff supports children at lunchtimes and snack times to manage the routine they help with hand washing. Children are encouraged to be as independent as possible but an adult supports when necessary.
Other professionals that our setting can access include; Health visitors, Social workers, Portage workers, Speech and Language therapists, development workers, SENCO, Early years support teacher, occupational therapist.
All staff are trained in child and development and have their NVQ 3 or equivalent.
Some of the training staff members have accessed include, Makaton Training, autistic and PEC training. SENCO’s attend training and attend regular meetings to keep them up to date with any developments.
If a child is going to attend our setting and they have a condition we are not familiar with we would seek training to enable us to support that child.
Parents and practitioners attend outings together. Activities and trips are risk assessed ensuring children and adults are safe at all times. If the risk is high measures are put in place to minimise the risk.
These measures will vary an activity may be supervised by an adult so the adult can support by using their knowledge to extend or simplify so all children can participate.
Ratios of adults and children are always followed to ensure children are supervised and safe at all time.
Our building is on one level. We have adapted toilets and a fire door which can be easily accessed in event of a fire. All furniture is child height or is adjustable.
We will work with you to decide what settling in process best suits your child. We try to make the transition from home to school a positive experience. If you feel your child would benefit from settling in sessions before they start we will be happy to arrange this with you.
When your child starts with us you will fill out a book called “ Unique child” this is full of information about what your child likes, the people who are special to them, favourite songs, stories this enables us to know a little bit about your child and helps with our planning.
When the children go to their next school we work closely with them giving them all the knowledge we have learned about your child. We arrange visits and booklets can be provided with pictures of their new teachers/ support staff and surroundings that you can share at home.
We can apply for relevant funding to support your child. We have a variety of equipment that be used in the setting.
Your child may have already been through the process to receive an Education, health and care initial assessment. If this has not been completed we can support you to do this. This process looks at the wider support you and your child needs across the areas of health, education and care.
If your child has an IEP this will explain what support your child will be receiving. These are continually monitored and can be adapted if targets are met or targets need to be changed.
You are encouraged to be part of the process at every level.
We recognise that you are the experts of your children and value your contribution, in working with us to achieve the best possible outcomes for your child. We share information with you and work in partnership with you.
Parents can get involved in book share, social bears and “wow” moments based on their child’s learning, which will be celebrated during the session and added to their online Tapestry journal.