Lightcliffe Pre-School

Tracking children’s development and taking into consideration children’s experiences and developmental stage practitioners make formative and summative assessments which highlight any additional needs.
The setting considers that it is successful at making appropriate differentiation in order to include all children in every experience provided in our setting.

Practitioners reflect and discuses with parents and other professionals concerns to plan next steps to enable children to progress.

Lightcliffe Pre-School has high expectations for all children, in reaching their full potential.
We promote positive parent partnership and work together in enabling children.
The team have had experience with children with autism, communication problems and genetic disorders; these have been managed within the setting.
Pre-school has an experienced SENCO who is familiar with new practices SEND and has worked with in a multi-disciplinary team.

Pre-School has worked closely with other professionals which include Portage, SALT, Early Years support teachers, Occupational therapy, Physiotherapy , ADS team, Local SENCOs in primary schools, health visitors. Quality ISO’s
If a concern was raised the SENCO would talk with the prime care giver to agree the next steps for example who to contact Portage – provide a brief outline of areas of concern.

Using evidence from tracking learning, pre-school makes adjustments to activities so the child is able to participate.
• Next steps are planned so that the child is able to enhance their learning
• All practitioners are experienced working with children with additional needs and work as a team sharing their knowledge.
• Working with parents and including them.

• Child centred approach – working within a multi disciplined team
• Ensure all those involved with the child work together – good communication
• Strong parent partnership
• Special organisations – e.g. Pre-school learning Alliance Toy library
• Dcatch Funding.

In the setting practitioners provide a positive role model which supports children to meet their individual needs.
Pre-school encourages independence by breaking tasks down into achievable targets.
In addition the prime areas of the EYFS are targeted into specific groups groups:
PSE group target skills such as sitting ,focusing on a given instruction, listening and sharing
Physical groups encourage gross motor skills turn taking communication. Pre-school buys in additional expertise in facilitating development children’s physical skills( supported by Provision)
Experienced in supporting SALT programmes.

We support children with multiple and complex needs by having an understanding their individual needs which is initially done through parent partnership. This is done through experienced in special educational needs team. Pre-school considers it has an excellent working relationship with all agencies involved.

Parents are welcome to discuss any concerns at any time.
A brief verbal handover is carried out at the start and the end of session
EHCP’s are reviewed half termly with other agencies and parents are invited to attend and contribute to these meeting.
Regular staff meeting where all practitioners are encouraged to contribute to child’s progress.

Transition Policy.
Liaise with other setting or primary school.
Visits to schools.
Make a transition book – learning journey.
Using role play, books, circle time, photos.

We measure our effectiveness by the child’s progress
EYFS tracking
E.H.C.P are discussed with parents, staff and multi agencies (if applicable)
SEND Code of Practice
Parents evenings

Attending any relevant training offered through various agencies i.e Calderdale and DCATCH
Peer observations
Experienced staff: 50% of staff have SEND training
Using other professionals to gain advice and expertise
Regular staff meetings cascading learning back to whole team

Parents can talk to their child’s key person or Pre-School leaders at any time.
Parents can contact the Chair person either verbally or via letter/e-mail.
Compliments and complaints policy.
Children’s learning journey’s are accessible for parents to contribute to.