How accessible is the setting?
- Our setting is accessible to all, including those who use wheelchairs. There is one small step leading down to baby room but with adult support this would be easy to transport a wheelchair down.
- We have 2 disabled access toilets.
- We want to enable all children to access our setting and staff will ensure that children with additional needs are planned for carefully ensuring their needs are met throughout their planning.
- Our SENCo will liaise with the local authority to get specialised equipment to support your child if it is needed.
- Children with SEND are incorporated into our continuous provision alongside all other children in the cohort. We pride ourselves on inclusive practice.
- If needed, risk assessments are carried out to support your children during their learning journey with us.
How do you identify if a child needs extra help with their learning?
- Highly qualified and knowledgeable staff will observe, record and monitor children’s learning and development throughout the EYFS.
- Parents have access to their children’s learning diary at all times and our nursery will hold parents evening to continually support all children and gain insight from parents.
- If practitioners are concerned with any aspect of their key children’s development they will liase with the nursery SENCo who will then liaise with parents/carers alongside the key worker.
- Practitioners complete termly summative assessments which allow them to gain a deeper insight into their key children’s learning and development. Through this we are then able to identify any gaps within their learning and how best to support them.
Who will be working with my child and what are their roles?
- If your child is identified as having SEND we will do all we can to support them and enable them to reach their full potential. Our nursery SENCo who is a level 3 qualified Early Years SENCo will be there to support yourself, your child and the nursery practitioners.
- You will have regular contact with your child’s key worker, practitioners within their room and the management of the setting.
- If the setting feels they need outside support they may seek help from; Early Years Portage & Inclusion Team, Speech and Language Therapists, Health Visitors and Paediatricians. Please note that no outside agencies will be involved until we have your consent!
What training have the staff supporting children with SEND have or are having?
- Within our setting we have 2 members of staff with QTS or equivalent, 2 members of staff with a level 6, one with a level 4, and 7 members of staff with a level 3 and we also hire apprentices to complete their childcare qualification with us.
- We have a staff training plan in place, where we are able to monitor staff training needs, and these are also reviewed during appraisals which are held every 6 months.
- Staff will be sent on training based on the needs in their current room. Staff have attended training such as; Makaton, Autism awareness, EAL, Equality and inclusion, Challenging behaviour, Speech and language sounds and many more.
- If you feel staff will require training to support your child prior to them starting please let a member of management know.
How will I be able to raise any concerns I may have regarding my child’s development?
- We encourage parental involvement as we see parents as the experts of their children.
- During initial settling in sessions you will have the opportunity to discuss any concerns you may have.
- You will receive daily feedback and have conversation with your child’s key worker. At Honey Tree Bristol we have an open-door policy. Parents can speak to us any time regarding concerns they may have or if they would just like a general chat about how their child is getting on.
- We hold a parents’ evening each term. This gives parents and key workers chance to discuss any concerns they may have. During this time, we will complete cohort data. This data will raise any possible delays in your child’s development. We ask parents to support us with completing 2-year-old progress checks to ensure we are gaining a whole picture of your child’s abilities.
What is the settings approach to supporting different children’s needs and how will that help my child?
- All children are valued as individuals and we understand that each child is different, therefore, we plan activities and learning based on your child’s interests and current development. This is different for all children.
- Your child’s key person will continually, observe, plan and assess your child’s learning and development and plan to support your child in the best way.
- If your child is not making ‘expected’ progress the key worker will raise concerns to the nursery SENCo who will support the key worker and yourselves in creating Individual education plans (IEP’S) and set SMART targets to support your child. This is done in collaboration to ensure the child is supported the best they can.
- Our setting follows the graduated approach (assess, plan, do, review) This allows practitioners to assess the child’s needs, plan interventions to support the child, carry out the interventions and then review the impact they have had on the child’s learning and development.
- Our SENCo has experience working with children with many different needs and disabilities and receives support from the local authority’s inclusion officers to find the best ways in which we are able to support your child.
- As part of Storal Learning we have a set of values. These include; Putting the child first, individualised care, high standards and real passion. We ensure we follow these values for all children. Those with SEND will also receive the same support based on the things we find most important to us. Our SENCo and staff that work alongside your child will ensure that the environment is appropriate for them, creating individualised provision if we need to. All children will receive the highest levels or support and our SENCo will ensure all professionals that are able to support the child are involved. Our SENCo is extremely passionate about working and supporting children with SEND and consistently updates her skills and training to ensure she is meeting your child’s needs.
How does the setting manage the administration of medicines and manage personal care?
- Our setting has a robust administration of medication policy which can be accessed by parents at any time. Please just speak to management who will be able to get you a copy.
- Where possible, the child’s key person will be responsible for personal care of their key children. This allows the children to feel comfortable and confident and builds on their relationships with their key person.
- Any specialist training to administer medication to individual children will be sought as and when required.
- Staff working in your child’s room know all the children well ensuring all children are safe and secure.
How will my child be prepared to move onto the next stage within the setting or onto school?
- We offer a fully robust settling in procedure where we would invite your child to come and have a look around and meet us, we then would facilitate ‘settling in sessions’ We work with individual families to ensure that the child and parents are happy that their child is settled prior to starting with us as required.
- Children and families will have the opportunity to meet with the key person and SENCO as appropriate and ask any questions or discuss any concerns they may have. Parents are requested to complete an all about me book providing information about the child’s likes, dislikes, abilities, interests and routines.
- We operate a ‘Transition Policy’ and transitions within the setting are managed much as when a child first starts with us with children visiting the next room prior to moving and becoming familiar with the new key person. Parents are invited to attend reviews with their current and new key person. The SENCo will support with the transition of all children between the setting.
- We work closely with local primary schools and do a lot of work ensuring children is ready and well prepared for school. Prior to starting School, the SENCo and child’s key person would meet with the reception class teacher and school SENCo alongside the parent to consult and share information that will support their transition to school. A SEND transfer document is also completed to hand over to the receiving school. We will also invite the class teacher in to observe your child in their current setting.
- Parental consent will be sought prior to any sharing of information and where possible we would endeavour to facilitate a meeting with the new setting, parents, child’s key person and SENCO as well as the child (where appropriate) to discuss the transition. We would share the child’s records of development and any further information relating to the child as well as discussing any concerns that the family may have. We will hand over, provision plans, risk assessments, IEP’s, child profiles and the Bristol Support Plan (if the child has one)
- If a child may require a specialist setting in their school years, you or the setting may decide to request an Education, Health and Care Assessment to develop a plan. An EHC Plan is a way of providing support that puts children, young people and families at the centre of the assessment and planning process, to make sure that your views are not only heard but also understood. This process focuses on what is important for children and young people, i.e. what they and you want to achieve now and in the future. The EHC Plan will have long- and short-term goals for your child. It will set out what support they need and how they will receive this support.