The aim of this document is to enable families to see the support that they would receive for their child/ren in our setting. It will provide clear information about what we already have in place to enable each child to achieve to their full potential, as well as offer reassurance in that we value each child as being unique and endeavour to meet their individual needs. We are an inclusive setting with a wealth of experience in supporting and promoting their needs, learning and development.
How does Tolleshunt D’Arcy Pre-School know if a child needs extra help and what should I do if I think my child may have special educational needs or disabilities? We regularly observe, assess and monitor individual needs, progress and development. This informs our planning and curriculum provision. Your child will be invited to attend a taster session and we can talk to you about any of your concerns.
Each child has a key person who will help them settle into the group whilst building up positive relationships, understanding their needs, care routines, interests and learning styles. This information is obtained through observation and informal chats with parents. Any concerns throughout the above process are raised initially with the Special Education Needs Coordinator (SENCo), who will work closely with the key person to differentiate resources/ activities/ experiences, adapting and supporting in order for the child to achieve.
If after talking to you we feel additional support is needed we will work with you to put in place SEN support in the early years to meet their needs and your requirements. All progress will be recorded and shared with you.
The SENCo, Angie Owen, will liaise with other professionals (with your permission) such as Speech and Language therapists, Early Years Advisory teachers, Health Visitors and Area SENCo to gain further advice in supporting you and your child. We will then work collaboratively to ensure advice and strategies are implemented.
This process will be monitored, reviewed and evaluated with you and any other professionals on a regular basis.
We value the knowledge you have on your child and want to work closely with you to ensure that your child’s learning is effective.
From the outset we will involve you by asking you to complete key information about your child, helping us to understand their interests, likes/dislikes and favourite toys/games/places. This sharing of information will be on going throughout your time at the setting. You will be invited to attend regular meetings to discuss your child’s progress and celebrate their success. We also have an open door policy allowing you to speak to us about your child’s progress at any time.
Each child has their own learning journey portfolio, which you can access at anytime, sharing with you our findings, gaining your thoughts and ideas. We have a Home Link book available for mutual contact to note progress or concerns.
All staff are experienced and qualified practitioners who access training on a regular basis.
All staff use Makaton sign language and encourage children to participate. We feel that this not only enables communication but reduces frustration and promotes emotional intelligence.
The setting has policies and procedures in place which are reviewed regularly ensuring our environment and resources are suitable and accessible to all.
We operate an open door policy for you to come and spend time in the setting with your child. Staff are available both at the beginning and end of the session to answer your questions and help with your concerns. We have good relationships with other services within and around our community and can assist you by accessing the Toddler group, School and facilities at the local Children’s Centre.
We consider ourselves to be inclusive, creating a safe, secure and happy environment that is suitable for all children to flourish.
We concentrate on promoting their Personal, Social and Emotional skills, building on what they can already do and creating challenges to build their confidence and self-esteem.
There are signs and symbols around the Pre-School, helping children identify the areas of play.
We offer a visual timetable as and when needed to help children make choices, understand the routine of the day, offering structure on what is happening now and what is going to happen next.
We encourage co-operative play between all children helping them to understand, value and respect others opinions and ideas.
We are flexible in our approach which means that we can adapt what we do to accommodate any need or health issue by having relevant plans in place.
Prior to your child starting at the setting, we would invite you and your child to visit. This allows the child time to play, becoming familiar with the environment and for you both to meet your key person and SENCo.
We will work closely with you so that you feel you can stay with your child for however long is necessary in order for them to settle. We would gain as much information as possible from you and any other professional involved with your child before the child’s start date, enabling us
to ascertain the level of support needed and appropriate targets for their Education, Health and care plan.
To aid transitions between other settings, we would talk to the relevant staff involved, arrange meetings and visits where information can be exchanged and the child can be supported in the new environment, familiarising themselves with the surroundings.
If the family has English as a second language, we would obtain the services of an interpreter to help us communicate.
We use Makaton sign language to help us communicate with all children.
Our setting is on one level and therefore provides good access within the Pre-School. Toys are at child level and accessible to all. There is a ramp which allows access to our outside play area.
We are based within the village school, which offers a disabled toilet and wheelchair access is good throughout the school.