Anston Stones Early Years
special educational needs and disability
HOW DOES THE PRE-SCHOOL KNOW IF CHILDREN NEED EXTRA HELP AND WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS?
When your child first joins the setting we encourage you to discuss any areas of concern with us at the earliest opportunity. When you visit our setting you will be shown around by the Manager/Deputy Manager and this gives us an opportunity to discuss your child and their individual needs. We also have the skills and knowledge to identify children with special educational needs through observation and children’s assessments, using the Early Years Foundation Stage Curriculum (EYFS) as a guide. The staff are fully trained and able to identify where children may need some support. If you have any concerns about your child’s progress, you can raise these concerns and get advice from your childs Key Person, Manager and the SENCo. Here at Anston Stones Early Years we have an open door policy so you can come and speak to us at any time. Your child’s Key Person will give regular feedback and communicate with you each time your child is in the setting. We have a SEND policy in place that all staff and parents are made familiar with when joining the setting. We have good connections with the Early Years team who can provide advice and guidance to the setting and parents. We will do our best to cater for all special educational needs, seeking appropriate training for staff, to enable them to meet your child’s individual needs.
HOW WILL THE PRE-SCHOOL SUPPORT MY CHILD WITH SPECIAL EDUCATIONAL NEEDS?
Children are individuals first, each with a unique profile of abilities. All planning starts with observing children first in order to understand and consider their current interests, development and learning. These observations allow the Key Person to assess and plan for the individual child and then analyse, and use what they have found out about the child so that we can plan for the next steps in their learning. (the diagram below demonstrates this learning cycle). The trained SENCo will oversee the education of any children with SEND and ensure our inclusion policy is adhered to. A Key Person will be assigned to the child and carry out the day to day care of the child as well as support the learning and development of the child; they will be working with the child on a daily basis. The SENCo will hold a meeting with you as parents to talk about the additional support your child may need and an Early Years Support Plan and an Individual Education Plan may be put into place to support your child during their time within the setting. The role of the key person is to carry out observations, liaise with the parents each time the child is in, and plan for the child and support targets on the child’s Individual Educational Plan. In addition to this, the SENCo will liaise when necessary and encourage you as parents to participate in meetings along with other professionals that are involved and have contact with your child. We are pro-active in seeking staff relevant training that will help us to meet the individual needs of children. We find that having regular communication between the setting, parents and other agencies means we can effectively support children with Special Educational Needs and help them develop and make the best possible progress they can. The SENCo is highly trained and will use the Graduated Response to support any child with additional needs within the setting.
HOW IS THE DECISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?
Here at Anston Stones Early Years we are committed to ensuring that all children are able to access our setting, made to feel welcome, and that our activities promote their welfare and development. We look at each child’s individual needs and adapt activities accordingly making them accessible and inclusive to make the child feel included in the group. We will put an Early Years Support Plan in place for your child, so that the key person can facilitate your child’s development, helping your child to achieve and learn. Explain how we allocate resources. We work closely with The Early Years Inclusion team and liaise with them when required. We are also able apply for additional funds if necessary based on the child’s needs to support the child’s learning and development.
HOW WILL THE PRE-SCHOOL REVIEW MY CHILD’S PROGRESS AND HOW SHALL THEY SHARE IT WITH ME?
We recognise that parents hold key information and play a critical role in their child’s education. Therefore, we understand the importance of their contribution, views and feelings with regards to their child’s development. We endeavour to support both the child and the parents and will aim to include parents at all stages of the planning and assessment process, offering support and guidance and arranging time for the parent/s to discuss their child’s progress. Any outside agencies that are involved in supporting the child’s learning and development will also be included. We have an open door policy, we will listen to parent’s views, taking into account their knowledge and experiences; allow parents to access their child’s records/IEP at any time and encouraging them to also be working on the same targets at home, giving you guidance on how to do this. We will also ensure that parents are aware of local services. The parents will be given the opportunity to contribute with new targets when it comes to changing the targets for the IEP. Training for the parents can be sourced to help give them a better understanding and guidance on their child’s needs.
WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL-BEING?
Any child within our setting will receive the daily high standard of care that we give all children. We are able train the key person in administering any medication your child is required to take and we are flexible in meeting daily care needs such as feeding, changing, toileting etc. We will also provide any additional care that is needed to meet the individual needs of children with Special Educational or specific care needs on a daily basis. Children with SEND are able to contribute their views in a number of ways, including having a voice and using visual timetables, signs and symbols to help children communicate with others. Our staff are fully trained and staff will willingly attend specific training if required to enable them to meet any child’s specific needs. We have good contacts with local services such as Portage who can help support parents and children socially, such as attending particular groups or meetings relevant to individual children. We have a behaviour management policy in place which identifies behaviour management strategies. Children with SEND will not be excluded from the setting under any circumstances and attendance is monitored and discussed with the parents if necessary.
WHAT TRAINING DO THE STAFF HAVE IN SUPPORTING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES?
We have a trained and experienced SENCo and who regularly attends SENCo Network meetings and Inclusion update meetings. The staff that are chosen to work with children with SEND are chosen as they are best suited in experience and knowledge. Many of our staff have undergone Makaton training and use it on a daily basis within the classroom. We actively promote new training sessions and will seek out training in any specific areas that are required Practitioners are regularly observed by the Management Team. We allocate training based on the needs of the children as well as looking at individuals continuous professional development (CPD).
HOW WILL THE PRE-SCHOOL HELP MY CHILD MOVE ON TO SCHOOL?
We offer settling in sessions before your child is due to start so that your child and family can get to know key staff and familiarise yourselves with the environment and routine. This also gives us a chance to discuss any specific requirements that your child or you may need. We understand that this maybe be an apprehensive time for you, as well as your child, so all of our settling in sessions are completely free of charge. During this time you and your child will build a relationship with an assigned Key worker and SENCo. We can provide visual aids of key staff and photos of key areas within the setting to support the transition into nursery life.
EXTRA INFORMATION
If your child is moving from another setting, we make visits and liaise with their current key workers to keep their routines consistent.
When the time comes for your child to go to school, we invite new teachers to come into setting and meet with your child and Key Worker. We have good links with local schools. We also plan activities for the children where they can dress in their new uniform and role play opportunities. This enables the children to begin to become familiar with school. We are always available to talk with parents and discuss any concerns they may have about impending transitions.
More information, advice and support is available:
The local offer- what is available for children and young people with special educational needs in Rotherham