Qualifications and Training: Manager has BA in Early Years Education and EYPS. 2 members of staff has a Foundation Degree and 7 members of staff have a Level 3 Qualification and 1 has a Level 2 Qualification. 1 member of staff has Level 3 Forest School Training.
Details : Experience with children who have Autism, Epilepsy, Downs syndrome and visually impaired and a child who is tube fed. Members of staff have attended training in Portage, Makaton, SENCO, Autism Transition and Learning Support. For full details see attached Local Offer.
Childcare Information
Vacancies
Details : Contact provider for vacancy details (05/03/2013)Date updated05/03/2013
Allergies requiring medical interventions such as an epi-pen
Emotional difficulties (Thrive support)
Once a child has been identified as having a special educational need they will be allocated a specific Learning support Assistant who will liaise closely with parents/carers, the Pre-school Senco and all other outside agencies as appropriate
We attend multiagency meetings with the parents/carers of individual children
We report on individual children’s progress and share this with parents/carers and other professional
We write Individual Learning and Development Plans (ILDPs) with parents/carers to work towards shared targets with their children and review progress together.
What criteria must be satisfied before children and young people can access this provision/service?
We adhere to our Admissions policy and Ofsted registration.
Children must be between 2 – 5 years and children are given priority with regards to age only.
We welcome all children regardless of disability or special education needs.
How do we identify the particular special educational needs of a child or young person?
If a concern is raised either by a child’s parents/carers or their key worker, we would adhere to our Special Educational Needs Policy.
The Pre-school Senco in partnership with a child’s parents/carers and key worker would gather observations and assessments. Where appropriate we would contact and liaise with other professionals.
How do we consult with parents and/or children and young people about their needs?
Parents/carers are consulted throughout the process of identifying and assessing a child’s special educational need.
They are invited to each half termly Individual Development and Learning Plan meeting held within the Pre-school. We, alongside parents/carers and other appropriate invited agencies jointly write these plans with agreed targets for the individual child.
Parent/carers are kept informed of any visits to the Pre-school by outside agencies.
A child’s support assistant / key worker will report to parents after each session either via a verbal update or a child’s home/ school book.
Individual children’s interests and personal preferences are always considered when planning for their provision.
We are aware that the process of identifying and assessing a child’s Special Educational Need can be a difficult time for parents/carers, as can caring for a child with additional needs. We would ensure that we support parents throughout a child’s time within the Pre-school and endeavour to signpost parents to appropriate agencies and support networks.
What is our approach to teaching children and young people with special educational needs?
We have regard to the DfES Special Educational Needs Code of Practice (2014 waiting for new code of practice), ensuring our provision is inclusive to all children with special educational needs. We ensure that our inclusive admissions practice ensures equality of access and opportunity.
We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
How can we adapt our curriculum for children and young people with special educational needs?
We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Development and Learning plans.
We liaise with other professionals involved with a child with special educational needs and seek advice wherever necessary.
We provide trained and experienced assistants to support individual children. Assistants will employ a range of support strategies, making adaptations to their communication and the activities available.
We provide appropriate resources to ensure children with special educational needs have access to the curriculum at an appropriate level. For example: Ipads and touch screens, computer software, sensory tents and activities, adapted mark making tools and scissors, appropriate seating and furniture.
How will we ensure we get the services, provision and equipment that children and young people need?
By planning, implementing, monitoring, evaluating and reviewing Individual Development and Learning plans.
If appropriate we liaise with a child’s previous provision.
We regularly work in close partnership and take advice from many other agencies such as:
Portage Home visiting Team
Early Years Advisory & Childcare Service team
Speech and Language Therapy
Hearing and Visual Impairment Support Services
Occupational Therapy and Physiotherapy
The staff at the Child Development Centre
Educational Psychology Service
How is this provision funded?
We are registered to accept the Nursery Education Grant which offers 15 hours of early years education for all 3 and 4 year olds and some 2 year old children. Parents can access a place for their child using this grant or where a child is not eligible for funding, pay our session fees.
If we feel that a child attending Pre-school requires some additional support this would initially be funded by us. If after assessment a child’s needs require more specific support beyond our usual capacity, then we would apply to the Local Authority for Additional Funding for Support, which would enable us to provide the appropriate additional provision.
What additional learning support is available for children and young people with special educational needs and how do they access it?
By working in partnership with other agencies, we are able to access additional learning support for example working with Mayfield school and accessing their outreach support for ICT and visual impairment.
Through collaborative working we are able to gain knowledge of and sign post further support for children with special educational needs for example, The Torbay Cerebra Parent Support Group; the Early Support Parent/carer Group.
How do we support and improve the emotional and social development of children and young people with special educational needs?
As well as liaising closely with other agencies where appropriate, we also have a member of staff trained as a Thrive mentor working closely with parents/carers and other members of staff to implement the Thrive programme. Please see www.thriveapproach.co.uk
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
In readiness for school, if appropriate, we would make a request for an individual child to have an Education, Health and Care Plan, following the SEN Code of Practice for guidance. We would support parents/carers throughout this process, seeking advice as appropriate.
We liaise closely with all appropriate agencies to ensure a smooth well planned transition for each child with special educational needs. The transition process should start at the beginning of the term before a child is due to move onto their new provision.
Transition meetings are arranged inviting all agencies to the setting who have been involved in supporting the child and the teaching staff from a child’s future setting.
Visits to the child’s new setting will be arranged accompanied by the child’s Learning Support Assistant from our setting. We will ensure that all documentation is up to date and a Transition plan is written.
Where possible, we have transition meetings for individual children coming into our setting to ensure that provision can be well planned for.
We make contact with and liaise with a child’s previous setting to ensure as smooth a transition as possible.
We would arrange a home visit to suit individual needs.
What other support is available for children and young people with special educational needs and how can they access it?
Through regular communication with parents/carers and all other agencies we would be able to assess what if any further support was required for a child e.g Speech and language, Physiotherapy, occupational therapy, Dietary, sleep clinic etc.
What extra-curricular activities are available for children and young people with special educational needs?
We offer a Forest School Programme within the school grounds. The Forest school programme is run by one of our staff who is a qualified Forest Lead.
Through collaborative working we are able to gain knowledge of and sign post appropriate extra-curricular activities for children
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
Parents/carers are invited to all Individual Development and Learning Plan reviews. These provide opportunities for all involved in supporting a child with special educational needs to assess and review a child’s progress.
Parents will also have regular opportunities to meet with their child’s Learning Support Assistant and setting Senco.
Learning diaries are accessible for parents to take home and share and daily home/setting books are provided if appropriate.
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
We ensure the effectiveness of our special educational needs provision bycollecting information from a range of sources:
Individual Development and Learning Plan reviews
staff and management meetings
parental and external agency’s views
Supervison and Appraisals
Inspections and Complaints.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
We ensure that staff training is current and up to date. We liaise closely with other agencies using their knowledge and expertise to provide the best support we can.
If possible prior to a child with special educational needs starting we would ensure that all staff have appropriate training to meet the individual needs of a child e.g. Gastro tube feeding, epi-pen, standing frame, epilepsy medication, nebulisers.
We source and buy in training for staff as required e.g Makaton
How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
Parents/carers are invited to all Individual Development and Learning Plan reviews held half termly. However, parents/carers are most welcome to discuss any concerns or developments as they occur with the most appropriate staff member.
A child’s Learning Support Assistant will report to parents at the end of each session either via a verbal update or through the child’s home setting book.
How can parents, children and young people make a complaint about our provision?
Our complaints Policy details the process should a parent wish to make a complaint. A copy of this policy is available to all parents/carers, either in hard copy on the parent’s notice board or on our website.
How can parents, children and young people get more information about the setting?
Please call 01803 613095 and ask to speak to the settings Special Educational Needs co-ordinator (SENco) to arrange a visit or request a prospectus
