How does the early year's provision identify and assess children with special educational needs and disabilities?

How does the early year's provision identify and assess children with special educational needs and disabilities?

Nursery staff will share any concerns with parents if they feel their child has a special education need. They will do this by first observing the child and collecting the evidence to identify this. They will then share evidence and observation findings with the parent and agree strategies best to support the child. A support plan will be put in place which will involve parent/carer, SENCO and key person. If we identify that the child needs extra support from outside agencies and professionals, we will make a referral with the permission from the parents/carers. We will use our observations from nursery and home to identify any additional needs. If any additional support or diagnosis is identified, we will seek advice/training to best support the child. We will work closely with parents/careers and other professionals involved.

(Due to the current climate with Covid cases we are not  accepting any parents or visitors into the setting) please ring nursery for updated information as this could change week to week. 

How will the curriculum be matched to meet children's developmental needs?

How will the curriculum be matched to meet children's developmental needs?

The child's key person will adapt the curriculum/planning to support the needs of each child. They will match activities to the ability/need of each child. A support plan is created around the child to meet their interests and next steps. Small group work will take place to promote the skills identified in the child's support plan. Support plans will be reviewed regulary.

What specialist services and expertise are available at or accessed by the early years setting?

What specialist services and expertise are available at or accessed by the early years setting?

We actively seeks and welcomes the involvement of parents and carers and all services and agencies to the setting to educate and meet the needs of children with SEN in their setting. Both the specialist service and nursery will work together to ensure each child's needs are met. Louisa Nursery use SEND services for further information and attend SEND business meetings regularly to ensure they are up to date with the latest training and information.

 

What training have the staff supporting children with SEND had, or are having?

What training have the staff supporting children with SEND had, or are having?

Louisa Nursery SENCOs are:

• Abigail Welsh - Level 3 Diploma in Childcare and Education.  Level 3 Senco 

Staff receive training specific to the children in their care. Currently the nursery has experience caring for children with:

• Autism
• West Sydrome
• Down Sydrome
• Oral and verbal dyspraxia
• Multiple mircro vascular arterioveous
• Communication delays
• Hearing and visual impaired
• Hyper mobility
• Prader Willi Sydrome
• Dwaine Sydrome
• Crouzon Syndrome 

Staff have also attended Makaton training and ECAT (Every child a Talker)

Two members of staff have completed Blast training to support children with speech and language delay.

Staff also carry out daily sessions of the Baby Beat activities which assists children with early language and emotional well being through music.

How accessible is the early years setting environment? (indoors/outdoors)

How accessible is the early years setting environment? (indoors/outdoors)

We are situated on the fourth floor of the Louisa Centre in Stanley. Access is through automatically opening doors and a lift is situated on the ground floor. The nursery is all on one level with a babyroom and pre-school room. The outdoor area is a balcony which can be accessed from both rooms. There is also access to a garden at the rear of the building. This is accessible by walking around the outside of the building which is on one level. Parking is located to the side of the building. Disabled parking bays are at the front of the building.

 

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

Children with SEND are given extensive level of support before they leave for a new establishment.

Meetings will be arranged with all professionals involved, parents and staff from new establishment. A plan will be set in place for the new teacher/support worker to visit the child in nursery to meet him/her and discuss their routine with their key person.  A number of visits can be arranged to help plan for the child's transition. Parents are invited to discuss transition visits with the childs new teacher/key person.

The child's key person will then visit the new establishment with the child to help introduce the child to the setting and get familiarised with building and routines.  The key person, with permission, will take photographs of the new establishment and staff and use them to help the child become familiar and discuss their new school/nursery with them. 

Additional visits will be carried out with a nursery key person, parents, the child and new school in the summer term. Information will be shared about the child's development during their time at the nursery.