All Key Persons are responsible for identifying children with SEND and, in collaboration with the SENCO (Special Educational Needs Coordinator), will ensure that those children requiring different or additional support are identified at an early stage. Assessment is the process by which children with SEND can be identified and children are assessed by their Key Person by the use of:

• Baseline Assessment with parents at the initial Home Visit.

• ‘I Can’ statement forms completed by parents prior to initial Home Visit.

• Baseline Observations when a child enters the setting.

• Graduated approach, assess, plan, do, review cycle.

• Information received from other professionals.

Initially talk to your GP, Health Visitor (Tele: 01344 354207) or Speech and Language Therapist.  You will also find relevant information and advice at our local Children’s Centre, this is the Alders in Branksome Hill Road, Tele: 01344 354200, e-mail alders.childrens-centre@bracknell-forest.gov.uk.   You will also find access to the ‘Drop In Centre’ for Speech and Language at the Alders.  The SENCO and your child’s Key Person in the setting are also able to discuss your concerns with you.

The Key Person, with the support of the SENCO, will plan your child’s educational programme in partnership with yourself this plan will be shared with all members of staff in order that your child receives a continuity of support. Targets will be set that will consider your child’s individual needs, with a focus on supporting them through small personalised steps and targets using the Derbyshire Small Steps Profile (DSSP). An Individual Provision Map (IPM) reflecting these will be completed with yourselves.  In some cases other professionals from outside of the setting will also support your child, however, this will be discussed with yourselves prior to any contact.

All parents have the opportunity to attend a Parents Evening once a term where the Key Person shares your child's progress.  At this meeting the Key Person, with the support of the SENCO, will plan your child’s educational programme in partnership with yourself. Targets will be set that will consider your child’s individual needs, with a focus on supporting them through small personalised steps and targets using the Derbyshire Small Steps Profile (DSSP). An Individual Provision Map (IPM) reflecting these will be completed with yourselves, these IPM are reviewed every six weeks with yourselves.  If we still have concerns with regards to your child's progress we will discuss with you calling in other professionals for advice and support or suggest that you attend a Speech and Language Drop in at the local Children's Centre.

We support the child to become independent whilst maintaining appropriate support through:

Planning – this is done using the child’s own interests and our observations, differentiating the activity to meet the child’s level of development, adapting the environment where necessary.

Risk Assessment – we will use this to assess the benefits of an activity against the risk it presents for the child’s level of development.

Visual Timetable/PECS (Pictures Exchange Communication System) – will be used to help the child to understand the routines of the session. All staff carry a range of picture cards that give children an additional visual clue to support their wants and needs.

Key Persons – we will endeavor to obtain training and information to enable the Key Person to support the child’s needs.

Small Group times - either for stories or song times. 

IPM (Individual Provision Map)/SMART Targets (Specific, Measurable, Attainable, Relevant, Time) – will be used to specifically target support either through general play activities or small group activities.

We carefully monitor through observations and assessment the child’s development.  We provide developmentally appropriate resources and adapt activities to suit each child’s level of development, we do this by:

·         carrying out a Risk Assessment with the child’s parent/carer, to assess any additional resources that may need to be put in place prior to the child’s start date

·         general review meetings at regular intervals.

Children will receive support from their Keyperson and our Special Needs Coordinator who will seek specialist training when necessary.  We also offer support through Makaton trained staff.  Two members of staff including the Lead Language Practitioner have received ELKLAN Speech and Language training.

The teaching strategies the staff use have a multi-sensory approach i.e

·         Visual timetables

·         Emotion cards

·         Sandtimers

·         Makaton

The children have access to Communication Friendly Spaces.  Children have access to resources recommended by other professionals and the staff use strategies recommended by other agencies.  However, every child is unique and the teaching strategies will be tailored to the child’s needs and interests.

The pre-school employs a SENCO who will endeavor to find other revenue streams to fund additional support and resources for children with additional needs. Those child who do receive funding are not always guaranteed funding for the total hours spent in the setting per week.

We use ECAT (Every Child a Talker) monitoring tool and Provision Mapping within the setting to deliver specific interventions highlighted by these assessments.  If more specialist interventions are highlighted we are able to work onsite with these specialists.  Specific Intervention Plans are delivered dependent on the advice given by the specialists or the child's needs.

The setting would seek to source equipment highlighted by outside professionals.  We provide developmentally appropriate, accessible toys and equipment.  We have a sensory area indoor, sensory toys and equipment as well as a sensory path with sensory plants in our outdoor space.

Prior to the child’s first day we make a home visit where we form a baseline from information gathered from the parent.  The keyperson observes the child throughout their time in the setting and uses this information to track their progress, these observations form the child’s Learning Journey.  If necessary information from Learning Journey will be used to discuss with you how we both plan to progress the child with the completion of Provision Mapping where appropriate.  We hold formal parents meetings once a term and review/TAC meetings at more regular intervals as required.  For parents who are unable to attend the setting to discuss their child we use other forms of communication i.e. home/school communication book and/or email updates, online meetings are also an option.

Children who are 2 years old when they enter the setting will have their progress reviewed once they have settled in.

Targets will be based on current levels of development observed by the Keyperson using Development Matters/Early support small steps/DSSP to identify appropriate targets, with parents, these shared ideas will be discussed and implemented at/after progress review meetings.

You will be able to discuss your child’s progress at parent consultation meetings with your child’s keyperson. Your child’s IPM (Individual Provision Map) Reviews will be shared at the meeting and you will be able to contribute to this.

·         If your child has an Education, Health and Care Plan (EHCP) a review will be held annually to look at the progress made against the identified needs of your child. All of the professionals involved with your child’s care will be invited to attend this meeting.

·         Communication books.

   ·         E-mails/phone calls/online meetings for parents who are unable to attend the setting on a regular basis.

• Regular updates and IPM (Individual Provision Map) Reviews are undertaken. 
• We use e-mails, communication books, Website Blog and Facebook pages to update parents. 
• We telephone parents
• If these methods do not produce a response we would write a note for the parents to advise us of their preferred method of contact.

Parents are involved in writing their child’s IPM (Individual Provision Map) this will include targets which can be jointly worked on at home and suggested activities and practice tasks to achieve this. These activities and tasks come from the child’s interests shown in the setting and at home.  This IPM (Individual Provision Map) discussion will take into account the child’s strengths/difficulties and reflect what is seen at home and in the setting.

• Targeted information is provided to parents i.e. advice on sleeping that has been highlighted from regular conversations with parents. 
• The CDC (Childs Development Centre) have courses on sleeping and eating for children who are known to them. 
• We are in a position to offer basic Makaton support to parents who have a need. 
• We work with the Local Children’s Centre to provide PEEPs (Parents Early Education Partnership) groups to support parents/carers and children in a number of development areas according to the child's age and stage of development.

Children are supported to express their likes and dislikes, to make choices and to express their feelings using a range of resources and activities. Observations are used to provide information about the views of the child and their interests; these are fed into the planning.

Once a term a child will be the 'Focus Child' for a week, a form will go home to parents to seek the child's likes and interests at home.  Parents are encouraged to send in photographs of these likes and interest for the child to share with their Keyperson in the setting.  The Focus Child will also use a camera to take photographs of what they like and what interests them in the setting.  Often SEN children have they observation form left up all term.

We regularly review our plans for each child through the observations made by their Key Person.  Children’s progress is discussed at our regular weekly staff meetings and evaluated to ensure their effectiveness.  We seek the views of other professionals as well as parent/carers for their knowledge and feedback.

Communication books, feedback forms and parent questionnaires as well as regular reviews at termly parents meetings allow parents/carers to participate in the planning, reviews and evaluation process as well as the opportunity to offer their own input.

Support for my child’s overall well being.

Our SENCO has undertaken training through NASEN to review and assess the settings provision for children with Special Educational Needs.

Before any child starts we offer a home visit to enable the key person to get to know the family.  We also operate a Buddy Key Person system that enables the child to have another ‘special person’ should their Key Person be absent for any reason.  Our routines and boundaries are explained during the initial visit to the setting.

Prior to a child with SEND starting we work with parent/carers to offer extra visits to the setting, a book containing photo’s of staff, the building and any other information that would aid the child’s transition into pre-school is made and given to parents/carers in the weeks prior to the child’s start date.  We have a high ratio of qualified and experienced practitioners to help each child settle into the setting

We have a behaviour policy in place which outlines the strategies employed by staff to support children’s behaviour at pre-school.  This policy contains the procedure which enables the staff to set firm and consistent boundaries that have been adapted to suit the child’s cognitive and developmental level.   These strategies include discussing with them in a way that is appropriate for their age/stage of development how to resolve conflicts and the use of visuals i.e. cards showing emotions to help the child understand how their actions affects others.  The staff model accepted behaviour and give praise both verbally and through presenting children with a ‘heart’ notelet to share with their parents and/or stickers.  If parents have concerns or need advice we are happy to support them; in the past we have done this through imparting our experience, lending literature on behaviour, supplying information about parenting classes that may be of interest or seeking advice from other professionals.

At present all our staff are paediatric first aid trained.  We have clear policies for the administration of medicines.  We work with parents to develop Care Plans for specific medical needs based on a risk assessment carried out with the parents and information from medical professionals.  In the past we have received specialized training for specific medical needs. 

We have a written policy on the administration of medication and this includes written authorisation from parents as well as an individual care plan.  A record of medication administered is maintained, witnessed by another member of staff and signed by the parent/carer when they collect their child.  We store medicines as directed on the prescription.  Medication that needs to be refrigerated is done so in a secure room, all other medication is stored in a high cupboard in an area not accessed by children.

We have policies covering nappy changing, lunch, food and drink. Children's personal care needs are managed sensitively. We have private changing facilities for nappy changing and in the event of a toilet accidents. We have child sized toilets and sinks.  We provide steps to reach both toilets and sinks, toilet training seats and potties, however, we work with parents should they wish to bring in their own potty if this enables the child to feel more secure and confident.  Children are reminded to wash their hands after using the toilet, before eating snack and lunch, there are visuals for hand washing. All permanent staff hold a Level 2 Food Hygiene Certificate.  At both snack and lunch time we sit with the children to enable us to offer support where needed.

Advice from other agencies is sought with regard to toileting or dietary requirements as necessary.

The manager has Early Years Professional Status (EYPS), therefore, also holds a BA (Hons) degree and is the Lead Language Practitioner having gained a Level 3.

Our SENCO has a Level 3 qualification and has worked in childcare for 30 years. She has held this post for 2 years.

All Key Persons are qualified to Level 3 or working towards this qualification and our Senior Inclusion Support Assistant has this qualification, she also is qualified to Level 8 in Makaton, most staff have Makaton up to Level 3.   Staff undertake regular training provided both in house and at local authority level to update their knowledge and skills, this is then cascaded at our weekly Staff Meetings. 

We work closely with our local Health Visitors and the local Children’s Centre.  We work with the local authority who can provide specialist support for children with SEND through the following agencies:-

·         SAL therapy

·         Home Learning

·         Sensory consortium

·         CYPIT (Children and Young People’s Integrated Therapies)

·         Occupational Therapist

The professionals from these agencies are welcome to visit our setting to observe the children play and also to discuss strategies and progress with staff.

Parents are very welcome to speak to their child’s key person and/or the SENCO.  We provide information regarding the opening times of the local Speech and Language Drop in.  Parents can seek advice from their Health Visitor via the local Children’s Centre and CYPIT (Children and Young People’s Integrated Therapies) please see their website https://www.berkshirehealthcare.nhs.uk/ServiceCatInfo.asp?id=128

All our keypersons are qualified to Level 3 or are working towards this qualification.  Our Manager holds a BA (Hons) Children’s Development and Learning 0-16.  We have at present 1 member of staff working towards their Level 3 qualification.

Practitioners are encouraged to participate in training courses when they arise through our Early Years Foundation Stage Inclusion Team.

We have also been part of the ECAT (Every Child a Talker) programme for a number of years.  We continually support practitioners with supporting the children’s speech and language development.  We support the Keyperson to undertake activities as recommended by speech and language professionals.

All practitioners have received basic in house training in Makaton.  Our Manager, SENCO, a Keyperson and Senior Inclusion Support Assistant (SISA) have had specific Makaton training.  Our SISA has a Level 8 Qualification in Makaton.

The Manager and Deputy Manager work together to manage the staff team and conduct regular supervision meetings (on a formal and informal basis), appraisals, staff meetings and regular morning meeting to improve practice and keep all practitioners appraised of any changes.  The SENCO attends SENCO Forums and other Special Educational Needs and Disability training, information gained is passed on to support practitioners within the setting. In the past and in the future, if need be, we have undergone specific training for a child’s medical needs.

Our Manager holds a BA (Hons) Children’s Development and Learning 0-16 which required her to take a module in SEN.

Our SENCO has undertaken the SEN module within her NNEB.

The Manager, SISA and one Key Person have completed the recognised ELKLAN Speech and Language programme at Level 3.  As stated above our SISA has a Level 8 Qualification in Makaton.

We are at present awaiting specific training in the new SEND Code of Practice for all our Keypersons.

We would risk assess any activity in the initial stage of planning and liaise with the child’s parent.  Where highlighted by the risk assessment we would get extra support either by way of extra adults or resources to enable the child to take part in the activity.

We would firstly ask if the parent would prefer to accompany their child or indeed a familiar person i.e. grandparent.  If this is not possible we would provide extra support by way of staff or voluntary helper who would be used to free up a qualified practitioner. The destination would be contacted where possible to ensure the provision is accessible.   We would use the risk assessment to forward plan the activity and look at the environment and provision available at the destination. 

Written permission is sought from all parents before children are taken out of the setting.

We have on street parking available to the front and rear of the building, the rear of the building is linked to the front via an off-street footpath.  We have a ramp to access the main door into the building with doors wide enough for wheelchair users. The setting is all on one level with easy access to the various areas of play.  Our outside space is level and accessible to all made up of a combination of tarmac playground, astro-turf and grass. Risk assessments and safety checks are carried out on a daily basis ensuring safety for all children in our care. We have toilet facilities for disabled people and the children’s toilets and hand basins are specially sized in addition we have three toilet and washbasins that are low level.

Our setting is carpeted on one side of the building to minimise noise and to provide soft areas for listening and for the children to be able to chat with their friends in a comfortable environment. The building has lots of windows, one being full length allowing for extra light.  We have attended Elizabeth Jarman training courses and use neutral colours and maintain a calm atmosphere so that children feel relaxed and at ease within the setting. We have a cosy book area where we have blankets and cushions for comfort and to absorb noise. We have a number of communication friendly spaces (both indoors and outside) where we can have focused group activities to promote language and other development needs.  We would try to acquire any specific resources that the parent and SENCO deems to be of benefit to the child.  Changes to environment i.e. bright lines to highlight changes in surface etc have been taken for children who have attended the setting in the past.

There are 3 accessible child sized toilets and hand washing facilities for the children. We have accessible toilet facilities for visiting adults and staff.  Nappy changing and changing of clothes are untaken in the accessibility toilet to provide privacy for the child, adults inform a colleague before they change a child.

The setting would accommodate the parent’s needs in a way that was most beneficial to them. We offer home visits, communication by telephone, E-mail, newsletters, Facebook, Website Blog and text. We provide written reports  and communication books.  Alternatively we can communicate via carers and childminders if this is more convenient.

Our setting welcomes children who speak English as an additional language.  We have in the past received support from the Early Years Alliance in Nepalese, Spanish and Polish, they have helped to translate and compose letters to impart information to parent/carers in the home language, and have attended meetings with the parent’s consent.

We would discuss fully your child’s needs and what would be the most beneficial way to help your child settle. We offer every child a home visit and allocate a key person.. For some children we arrange a TAC (Team around the Child) meeting so that other professionals who may be involved in your child’s care can pass on relevant information that will help with your child’s transition. We can prepare transition books with photographs of the setting and our routine along with staff so that parents can prepare children with the transition into Preschool.  We hold regular Mums and Dads Sessions (MADS) to which prospective children are invited to, these are held at the weekend or in school holidays, older siblings are also able to attend these session.  At the end of the Easter and Summer term we hold events/picnic to which new children are invited.

Any changes i.e. start to attend an afternoon session when the child has only attended in the morning previously is supported by the child’s keyperson after discussion with the parent.

We will liaise with a new setting preparing a transition plan, extra visits accompanied by the keyperson and arrange a TAC (Team around the Child) meeting so that we can share information, strategies and targets.  We can arrange for a photo book of the new setting showing relevant people the child will come into contact with.

We will arrange a TAC (Team around the Child) meeting with all professionals involved and parents/carers to discuss transition and parental concerns around their child's transition.  At this meeting we will share any strategies we use in the setting and targets we are currently working towards.

We will arrange a TAC (Team around the Child) meeting to discuss transition and to share any strategies and targets and progress reviews. The child’s learning journal will be passed onto the next setting along with a transition document (an extra copy will be sent to the school SENCO), progress review, ECAT forms and Provision Map.

Please contact the Manager or Administrator if you are considering registering a place at the setting.  We also have information on how to register your child on our website, however, we would suggest that you make an appointment to look around the setting prior to registering your child bringing with you any documentation relevant to your child's diagnosis/needs.

Please discuss any concerns with your child’s key person, the SENCO or Manager.

We do not have any specific support for parents in the setting but we can offer guidance, support and contact details of relevant agencies.

We have good links with the Alders Children’s Centre, who have run PEEPS sessions in the setting.   All new families are given a registration form for the Children’s Centre at their home visit if they have indicated on our registration form that they have not already done so and up to date information regarding the Children’s’ Centre Activity Schedule is provided to parents on a regular basis. We receive regular correspondence from various agencies regarding courses and support groups and pass this on to our parents. We also have a notice board with information about external/voluntary agencies.

We welcome and value feedback from parents/carers and actively seek parent’s views on their children’s care and education. After children have been with us for a term we send out a questionnaire to collect parent’s feedback. We also have a comments box.  We seek parents comments and feedback at parents evenings, which happen once a term.

Any complaint, no matter how trivial, will be treated seriously and investigated thoroughly.  Most concerns can be resolved by talking to the parent and taking appropriate and prompt action.  The Pre-school Manager and Deputy are available to discuss issues in confidence.  We have a Complaints Policy which is followed where agreement cannot be reached; this is available in the front entrance of the setting.

If you feel that your needs, comments or complaints should be taken further then it is also your right to contact OFSTED directly if you wish to do so.