Little Earth Worms Nursery
Local SEN offer.

1. How does the setting identify children with additional needs or Special Educational and Disability Needs?

All staff members in the setting are trained in developmental norms so as to be able to identify where there maybe delay in a child’s progress.  Children’s progress is monitored through the observation, assessment and planning process.  All key persons take weekly observations then use the Development Matters progress tracker every four months.  The nursery also take part in the mandatory 2-year check with the Health Visitor.  If the child is showing delay of difficulties in any area of development the key person will speak to the SENCO who will instigate an investigatory conversation with the parents, then the SENCO will complete assessment tools alongside the key person.

• How will I be informed and consulted about the ways my child is being supported?

A child’s key person is available to speak to parents/carers during the day; parents/carers also know they can approach their Room Leaders, SENCO or management at any time if they wish.

If the parents have concerns about their child’s learning or development, they are able to contact the SENCO or key person at any time through the child’s daily diary, at pick up/drop off time, email or phone.

The setting also have Parents evenings 3 times a year which gives another opportunity to discuss the progress made and next steps to success!

If the information/observations gathered suggests a child may be experiencing difficulties, then appropriate next steps/options would be discussed during a meeting with the key person, parents/carers and the SENCO. This may involve planning next steps to target a specific area which would then be monitored and reviewed.

• How will the setting adopt the EYFS framework for my child’s needs?

The nursery provides a Curriculum based on the EYFS (Early Years Foundation Stage) using the EYFS overarching principles of Positive relationships, Enabling Environments, and Learning and Development.  The Development Matters tracking document is used for all children to ensure developmental progress in all 7 areas of development included in the EYFS.  We also use the Statutory Guidance to ensure all legal obligations are fulfilled.  The statutory guidance informs settings and parents of their legal obligation in Equal opportunities.

“The EYFS seeks to provide: • Quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind • A secure foundation through planning for the learning and development of each individual child, and assessing and reviewing what they have learned regularly • Partnership working between practitioners and with parents and/or carers • Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported” (EYFS Statutory Guidance 1/9/2021)

• What teaching strategies does the setting use for children with additional needs or learning difficulties?

The keyperson must observe and assess their key children regularly to fully understand their learning styles, levels, interests and needs so they are able to plan effectively so ensure the child’s full potential. 

A stimulating and interesting environment is provided, and children take a leading role in their play as they freely investigate and explore.  High quality resources clearly promote learning by appealing to children’s interests.

Activities and provision are adapted to ensure all the children can access what is on offer. Differentiation is used to enable us to meet the developmental needs of the individual child; this is done by task, use of resources, support provided and outcome expectations. Children with English as an Additional Language (EAL) or children with speech and language difficulties may also need visual support such as pictures, gestures and facial expressions.

The SENCO has specific training around strategies to support ASC (Autism Spectrum Condition) and the Triad of Impairment, Speech and Language delay and disorders, behaviour difficulties and Communication difficulties.  These techniques are cascaded back to key persons who are supporting children with these identified needs.

• What additional support does the setting provide for children with SEND or additional needs?

For some children it may include developing a Targeted Plan where specific aims are developed with parents/carers to support a child’s development. In some cases, it may be appropriate to refer the child to outside agencies to ensure relevant support is accessed, with parental consent. A request for guidance from the local inclusion teacher can also be requested and again this is only done with parental consent.  Depending on your child’s needs the SENCO is able to work alongside you to gain the support from agencies and professionals who will be able to support your child in the nursery setting or in the home setting.  This may include the Local Inclusion Forum Team (LIFT), Health Visitors, THRIVE (THRIVE supports children with their emotional health, well-being and social skills, all of which are needed to enable learning to take place.) Therapy teams (Physiotherapy, Speech and Language Therapy/ENT, Occupational Therapy, Community Paediatrician etc).

This is known as the Graduated Approach.

Currently we have a number of children with Autism Spectrum Condition. (ASC) Consequently inhouse and external, official training about ASC is a whole nursery focus.  We use the techniques, ideas, resources and strategies from this training alongside the advice from outside agencies such as Equality and Inclusion Officer (Sue Denney), Specialist Teacher (Kate Pike), Specialist Therapists (Green banks) and THRIVE practitioners to extend our knowledge and capabilities to support these children to fulfil their potential.

• How will the setting monitor my child’s progress and how will I be involved?

Children’s progress is monitored through the observation, assessment and planning process.  All key persons take weekly observations then use the Development Matters progress tracker every four months. If the child is showing delay of difficulties in any area of development the key person will speak to the SENCO who will instigate an investigatory conversation with the parents, then the SENCO will complete assessment tools alongside the key person.

Children who have severe learning delays can be tracked using PORTAGE checklist which gives a clearer picture of their developmental progress.

Every time a progress tracker is completed this can be shared with the parents. Three times a year the setting hold a child achievement evening in which the parents can come and see their child’s learning journey, ask questions and be involved in planning their next steps.

• How do you ensure children with additional needs or SEND can be included in the same activities as the other children including trips?

The children go on environmental walks in the local environment when possible during which time all children (within ratio 1:2) are included.  The setting has a policy and procedure in place for these outings.  If the child has identified needs or may endanger themselves or others the staff ratio would be adjusted to accommodate this.  On some occasions parents are asked to provide additional support if we deem it necessary to the safety of the child.  

• How accessible is the building for children with mobility difficulties or wheelchair users?

The building has multiple entrances, one of which is wheelchair accessible.  The ground floor is adapted for wheelchair and walker use, including toileting and changing facilities.  The first floor is nonviable for a lift/stair lift so inaccessible to wheelchair users except by a staff member carrying the child. Most staff have received moving and handling training to enable safe lifting, carrying and transporting of children and mobility equipment.  The ground floor also has room for outside professionals to give training, intense therapy sessions, assessments or multi-agency meetings.  The outside area is accessible and adjustable through resources and equipment.

• How will the setting support my child’s transition to a new setting or school?

When your child starts at Little Earth Worms we send home pictures of the staff in the room they will be in as well as the classroom they will be in.  We also request the same from the schools the children will be moving on to.

When a child leaves the setting, which is usually when they move on to school 1 copy of the transition profile is given to parents with 1 copy to be to school with the parent’s permission.  Two practitioners will attend the transition meeting with local schools to feedback about the child’s main strengths, friendships and possible additional support needed throughout the transition period.

We encourage teachers from the local schools to come into nursery to observe the children and to speak with the key person in order to ascertain a holistic view of the child and gain an understanding of their personality and personal attributes.

When supporting children with additional needs their Statement (EHCP) and latest targeted learning plans are passed on to the next setting.  Additional meetings will be arranged between the SENCO and school which will possibly involve the parents and multiple professionals who support the child.

1. How does the setting assess the overall effectiveness of its SEN provision and how can parents/carers take part in this evaluation?

The setting complete SEN provision audits provided The Education People to gauge the level of understanding and training needed across all the staff.  The parents are asked for regular feedback on the effectiveness of the provision and information given by the setting.  The setting has regular observation from the local Inclusion and Specialist Education/Physical Disability team to ensure the setting are meeting each child’s needs.

All the staff and SENCO have regular observations and appraisals from members of the management team.  During these appraisals further training needs are discussed to ensure effective provision.  This is also an opportunity for feedback from parents to be discussed and implemented.

1. Who should I contact if I am considering registering for a place at the setting?

ADD NAME HERE – Manager

Phone: ADD PHONE NUMBER HERE

Email: info@littleearthworms.co.uk

We would love to meet you and your child and show you around our setting.

1. What arrangements does the setting have for feedback from parent’s/carers, including compliments and complaints?

The setting operates an open-door policy.  Parents are able to ring the nursery to speak to the Manager or any member of staff.  The parents can also send an email, comment on our social media pages or during pickup or drop-off times.  During the parent’s evenings, questionnaires are given to all parents encouraging feedback.