When your child joins our setting they are signed up to our online learning journal called ‘Tapestry’. We request that parents go on line at the settling sessions and complete the ‘All about me’ section to enable us to have all the up to date information on their child and their needs. Each child is allocated a key person who can help and assist parents in this process if support is needed and to assist with settling them both in.
The key person observes, assesses and plans for the individual children needs according to their age and stage of development. They will liaise with parents and carers to provide the best possible outcome for their child. They are available to offer support and guidance if there are any concerns. They will share these with the parents/carers and co-workers if required. They will also act as a liaison for outside agencies such as heath visitors, SENCo’s (Special Educational Needs Co-ordinator) paediatricians, speech and language therapists and any other agency’s that are required.
We tailor our provision to meet the needs of the individual child by planning age and stage appropriate activities.
We offer a dedicated Special Education Needs Co-ordinator (SENCo) who gives direct support the staff, children and their families and liaises with the appropriate outside agencies in line with the child’s needs.
The key person, parents, SENCo and child are all involved in working together to best support the child to move to the next stage of development through using meaning full activities to the child.
Any outside agencies that are involved with the child are welcomed into the setting to work along side the key person, child and family to enable them to meet the targets that have been set.
We attend regular meetings and additional training sessions to ensure we are able to support and meet the needs of the child and family. We may be able to access additional funding to support the child if specialist equipment or one to one support is required.
We use the Every Child is a Talker (ECAT) initiative which aims to improve early communication skills and support the development of practitioners and parents knowledge of communication skills of children aged 0-5 years.
ECAT is used across Southampton and is having a positive impact on children’s communication and language.
We follow the Early Years Foundation Stage curriculum in the setting aimed at the developmental age and stage of the child and has overlapping age groups to allow for the difference or development stages each child may have.
All staff observe, record, assess and plan activities for the children based on their individual needs ensuring that their next steps or targets are considered.
We have an open door policy that enables parents and carer’s to discuss any concerns that they may have on their child’s needs or development. The staff use a balance of planned adult led and child initiated activities to enable all round development.
If a child is receiving extra support from an outside agency we will liaise with parents and carers to ensure that targets are met enabling us to focus on the children’s individual strengths. Each child has an Individual Educational Plan (IEP) which runs along side their next steps and are both review termly.
The Key person builds a good strong bond with the child and family ensuing regular observations are taking of the child’s development. They liaise with the parents on a daily and weekly basis to share information and how their child is developing. We offer support to both the child and the family if required seeking advice form other agencies if required.
Observations are used to plan for the children’s next steps to enable them to achieve their goals with advice and guidance from their parents/carers.
We actively engage parents though parent’s evenings where they have the opportunity to meet with their child’s key person and review their child progress over the last term. We carry out development reviews termly to ensure all children are developing at their appropriate age and stage and set achievable goals for them to support their learning.
Every child is allocated a key person on entry to the setting who is responsible for supporting the child and family.
On joining the setting parents are given our admissions policy, safeguarding policy.
All about me information is requested to be completed on the child’s online learning journal Tapestry at either their settling session or at the parents leisure.
We provide a flexible approach to the routine and environment based around the children’s needs. All adults demonstrate a good role model for positive behaviours and reinforcement.
During the session/daily routine visual timetable are used to support children’s learning and understanding of the routine.
All staff hold a paediatric first aid certificates which s renewed every threes years.
All staff hold an enhanced DBS (Disclosure and Barring Services) check and have two suitable references, and a safeguarding interview prior on joining the setting.
Our staff regularly attend child development courses, monthly training sessions which also include safeguarding updates and have several years experiences working with in the early years sector.
We are able to direct families to a wide range of services that can offer support to families and their child. These include health visitor, children’s centres, and speech and language therapists.
Within our setting we have a SENCo who attends training network meetings to ensure that they have all the relevant and up to date information on any new initiatives that are being trialled.
All staff working in our setting have relevant childcare qualifications to enable them to support the children in the best possible ways. They attend training courses to develop their knowledge and to share good practice.
All staff must complete safeguarding training and interview, fire safety, Health and safety and first aid.
Our SENCo attends termly inclusions meetings ensuring they are kept up to date with recent practice and legislation.
We use the Every Child is a Talker (ECAT) initiative which aims to improve early communication skills and support the development of practitioners and parents knowledge of communication skills of children aged 0-5 years. Staff carry out regular reviews to ensure children are developing in this area supported by our dedicated ECAT practitioner.
All activities and planned around the children’s individual needs and abilities.
Risk assessments are carried out prior to the outing and parental consent is obtained. We ensure that the child is with a named member of staff during the outing and children are given high visibility vest to wear to ensure they are easily identified.
There are always at least two members of staff who are first aid trained on any outing as a minimum, and the appropriate first aid equipment is taken along.
We welcome parents and carers help as long as they hold a current Enhanced DBS check.
Our out door space is accessible both inside and outside which includes ramps where needed.
Toys and resources are age and stage appropriate for the children in our care and are checked regularly for defects and removed if required.
Children are able to move freely around the equipment promoting independence at all opportunities.
We have a variety of bikes, trikes and ride on toys to help promote physical development. We aim to one to one support for any child with additional needs and this includes activities and experiences outside the classroom.
Our setting is accessible to all children and families within the wider community.
Parking is available on the road side the settings and all entrances are wheel chair accessible and on one level for easy access.
Before starting the setting parents are encouraged to visit the setting with their child to get a feel for the environment. They are then also given two more visits to enable both the child and parent to be able to settle.
The purpose of these are for the adult and child to become more familiar with the setting, meet the child’s key person. If children and parents require additional settling sessions this can be arranged to suit the needs of the family.
We purchase and provide appropriate age and stage appropriate equipment for all the children in our care.
Additional resources are purchased if required to enable to child to meet their targets.
Our staff carefully give each child time to settle into pre-school ensure they build strong lasting bonds with all their key children to aid their development.
They seek advice from their parents and carers on what they like at home and what they are able to do. Children are observed by outside agencies if additional one to one support is required and advice is taken from then to ensure the child get the care they require.
Parents and carers are encouraged to participate in their child learning journal ensuring good communication channels between themselves and the key person. We actively invite parents to attend progress meetings on their child’s development and encourage an open door policy if they want to discuss any areas of their development.
We encourage parent volunteers at our settings and welcome feedback on their experience with us.