The purpose of the local offer is to improve choice for families by providing information about services available for young children who have special educational needs and/or disabilities (SEND).
All Early Years settings in Essex are expected to identify and support children with special educational needs to make the best possible progress. Early Years settings are supported to be as inclusive as possible by the LA so that the needs of young children with SEND are met.
1. How do we at ABC Day Nursery (Tiptree) know if young children need extra help and what our parents/carers should do if they think their child may have SEND.
At ABC each child has a designated key person. One of the roles of the Key person’s role is to ensure that every child’s care is tailored to meet their individual needs. Each child’s progress and developments are observed and monitored. Any concerns are discussed confidentially with our Senco Officer/ Manager, and parents. Area Senco advisor is contacted (with parent’s permission) for further support and advice. We encourage Parents/carers to be active partners with us and discuss any concerns they have with their child, with either their child’s key person or our Managers.
2. How our setting supports young children with SEND. We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential. We have 2 designated Special Educational Needs Co-Ordinators. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. We liaise with other professionals involved with children with special educational needs and their families, including in connection with transfer arrangements to other settings and school. Our setting supports young children with SEND with One Planning. We ensure that the provision for children with special needs is the responsibility of all members of the setting. We work closely with our area Senco advisor.
3. How our setting creates learning and development opportunities for individual children with SEND. We provide a broad, balanced and differential curriculum for all children with special educational needs. We put in place trained allocated staff and resources as required for the individual child’s needs. All staff are involved in the learning journey of all children with special needs. We provide a mix of one to one and group learning opportunities for all children with special needs.
4. How our setting works in partnership with parents/carers. We work closely with parents of children with special educational needs to create and maintain a positive partnership. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. We provide parents with information on sources of independent advice and support. We have regular meetings with parents to discuss progress of their child. We also encourage parents to be comfortable in discussing their concerns with staff regarding their children. We encourage parents to give their feedback on their child’s progress and achievements at home.
5. How our setting supports the wellbeing of young children with SEND. We promote all children’s right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background. Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too. We maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us. We make our setting a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment. We discuss any special individual needs for the child with the parents during the settling in meeting. We believe that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. We have 2 allocated Positive Behaviour officers, who have overall responsibilities for our programme for supporting personal, social and emotional development, including issues concerning behaviour. But we require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy. While it is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness. Medication is administrated with written parent’s consent and following guidelines set by our policy. Personal health plans can be adopted if necessary and staff will be trained in giving the appropriate medication/treatment. We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability. We differentiate the curriculum to meet children’s special educational needs.
6. Staff training and experience in supporting young children with SEND. We have 2 members of staff, who are our Special Educational Needs Co-ordinator. They are supported by the local SENCO area officer. They attend regular conferences and training to keep themselves updated. All staff are made aware of any special needs of a child so that the child is supported at all times. Staff are given any special training as and when required. Our Safeguarding officers has attained level 3 Safeguarding qualifications. They attend regular courses to keep themselves up dated. All staff are required to have basic safeguarding training. We have 3 members of staff who are our allocated First Aid officers. But all our staff are trained regularly in paediatric first aid. Staff are also trained on using Epi pen.
7. Specialist services and expertise accessed by our setting. We work closely with the local SENCO area officer. We liaise with other professionals involved with children with special educational needs and their families, including health visitor, Speech and Language Therapist, Children’s centres etc. We work in partnership with parents and other agencies in meeting individual children’s needs.
8. How our setting includes young children with SEND in community based activities and outings. All children benefit from being taken out of the setting to go on visits or trips to local parks, or other suitable venues, for activities which enhance their learning experiences. Our staff ensure there are procedures to keep children safe on outings. All staff and volunteers are aware and follow our “Supervision of children on outings and visits” policies and procedures. Risk assessment is carried out for each venue, taking into account any individual child’s needs and capabilities. This is reviewed regularly. Our adult to child ratio on outings are high, to ensure secure and appropriate supervision.
9. Our accessible environment. Our setting is committed to provide a secure and accessible environment in which all our children can flourish. Our setting is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults. We undertake regular access audit to establish if the setting is accessible to all children. We have parking available outside our building and have wheelchair access. We are committed to ensuring that children have equality of access to learning. We make adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments. We have visual aids in form of photos/pictures to help children whose first language is not English. Our staff, work with parents to learn basic words in the child’s language to gain their confidence and improve communication. We provide and put in place resources ( both staff and material), specifically required by each individual child with special educational needs, to support them in their learning journey.
10. How our setting prepares and supports young children with SEND when joining the setting and when transferring to another setting or school. We involve parents, and other professionals, when we prepare children with SEND to transfer to other settings or schools. We work closely with the receiving setting /school in the transferring process. We arrange visits to ensure the child is confident and happy with the transfer. We prepare records about the child’s development and learning in the Early Years Foundation Stage and share appropriate information with receiving setting/school to enable smooth transition. Process is planned according to the requirement for each child with SEND.
11. How our setting organises its resources to meet the needs of young children with SEND. We assess resources (both human and material) as required for each individual child with SEND. We obtain any resources required either by purchasing, or through Lending Library of toys, Sensory equipment and topic boxes from our Area Senco. Some children with SEND, maybe eligible for some additional SEN premium. This judgement is made by a panel following a referral from health. We have excellent trained staff, facilities and resources within the nursery.
12. How we decide on appropriate support for young children with SEND. We identify the specific needs of children with special educational needs and meet those needs through a range of strategies. We work in partnership with parents and other agencies in meeting individual child’s needs. We use the graduated response system for identifying, assessing and responding to children’s special needs. Senco and Key person will monitor the child’s progress and identify any additional support through our observation process. We ensure that parents are informed and are involved at all stages of the assessment, planning, provision and review of their children’s education.
13. How we involve all parents/carers in our setting. We believe that children benefit most from early years education and care when parents and settings work together in partnership. We try to build a good relationship with all our parents. Our aim is to support parents as their children’s first and most important educators by involving them in their children’s education and in the nursery. We encourage communications about the children to flow both ways. We inform parents on a regular basis about their children’s progress. Progress reports are sent to parents to review and inform us of their observations. We use home books to inform parents on the child’s day at the nursery and parents are requested to pass their comments and observations in it too. We hold parents evenings to go through their child’s folders and achievements. We host social events for parents to attend to get to know the staff informally. Parents are encouraged to join or contribute to charity events held by our setting. We send out questionnaires to parents to have their opportunity to assess our service and view their opinions. Our policies are made available for parents to review. Our parents are made to feel welcome in our setting and made to feel part of our family.
14. For further information please contact our Manager at ABC Day Nursery (Tiptree) Ltd, 22 Grove Road, Tiptree CO5 0JP. Phone: 016210810772 Email: email@example.com Website: www.abcdaynurserytiptree.co.uk