Kids Planet - Beamont

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Highly trained staff work alongside children completing individual planning and developing next steps. Staff carry out observations and identify children with additional needs through observations. Parents/carers can raise concerns at any time as the nursery operates an open door policy and well as taking part in parents evening, stay and play sessions, training sessions for parents/carers and a comments box.

How will early years setting/school/college staff support my child/young person?

You can raise concerns directly with your child’s key person, they will address your concerns and explain how your issues or concerns will be addressed. There is an open door policy and the Manger can be contacted directly.

How will the curriculum be matched to my child's/young person's needs?

Each child is allocated a key person on starting at the setting. This person is your first point of contact. They will assess starting points for your child, plan individually for them and plan their next steps. The process we use is explained during the initial tour of the setting and during settling in session before your place starts. The effectiveness of the provision is reviewed using monthly audits, tracking, setting plans and self-evaluation plans.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Each child is treated as an individual and they are planned for individually on a weekly basis. As required an Individual Education Plan (IEP) is put together and shared with parent/carers. Tracking is monitored by room leaders and management to ensure we are bridging gaps and learning journeys are available for parents/carers to look at. Assessment and planning is carefully monitored by management on a weekly basis and highly trained staff are confident at carrying out observations on children.

What support will there be for my child's/young person's overall well being?

Staff will have next steps for your child, showing that they know where they are currently and what their next level of progress will be. Staff will share this information at parents evenings and at any point where you wish to arrange a meeting. Learning journeys are available daily and staff fill in 2 year checks and transition reports for all children. Younger children have handover books so that parents and carers who are not the primary collector can be kept informed and can send messages back to us via this method. We use Facebook and Twitter to keep you updated about important events and use parent email to remind you about special occasions. We have recently run parent courses on Phonics and Messy Play which all parents/carers are invited to attend and we provide activities for you to take home and complete with your child. We also have a lending Library so that you can loan books from us to read at home.

What specialist services and expertise are available at or accessed by the setting/school/college?

Medicines are signed in and kept in a secure location. Only the Manager and Deputy Manager are permitted to administer medicine and all medicine must be prescribed by a doctor. Parents/carers must sign the medicine in, give clear instructions for its administration and the times it is to be given. We have a recently updated Behavior policy in place and we have 2 Behavior Management coordinators for the setting. Children are encouraged to have an input into their surroundings and help to decide on themes for role play areas.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

We have three qualified EYP’s, a staff member who can do basic Makaton and 5 staff who can do baby massage.

How will my child/young person be included in activities outside this classroom including school trips?

The Nursery Senco has just attended a 3 day Portage training course and is applying for her Level 3 qualification in supporting children with additional needs.

How accessible is the setting/school/college environment?

All children within the setting are able to access all activities and events carried out. The nursery is all on one level with wide doors and spaces for wheelchair access. We are part of the Inclusion Matters initiative.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

The building is fully wheelchair accessible, all on one level, wide doors for easy access and has a disabled toilet and changing facility. We have useful information sheets for parents/carers in home languages where English is their second language and use visual aids where English skills are poor. We have a named SENCo in place and highly trained staff.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Before your child joins the setting we plan three settling in sessions in advance of their start date. This allows the child to start bonding with the staff and the parent/carer to get to know the nursery and staff before their first day. You will jointly fill in a baseline assessment so that we know the starting points of your child and staff will introduce your key person and the staff based in your room. When your child comes to move to another room they will firstly go with their key person to visit for a short period, the visits will build up gradually and at the child’s own pace. They will then be ready to move up with little disruption or upset. Once a child is ready to leave us we invite their teachers in to visit them here at the setting, and send out Transition reports to new settings so that they know the starting points of the child.

How are parents involved in the setting/school/college? How can I be involved?

Once we have identified an additional need for support we engage with our Local Authority to assess the type of support we require. Parents/carer’s are involved in each stage of this and must sign their permission for us to seek additional support. Staff will continue to track the child and note any impact Individual Educational Plans (IEP) and additional support they may have received.