Ladybird Kindergarten

Ladybird Kindergarten

 

The purpose of this ‘Local Offer' is to improve choice for families by providing information about services available for young children who have special educational needs and/or disabilities (SEND).

 

Ladybird Kindergarten welcomes and supports children with special educational needs and disabilities by providing an environment in which all children are supported to reach their full potential. We:

 

o    comply with the statutory Framework for the Early Years Foundation Stage and the Equality Act 2010.

o    have regards to the Special Educational Needs and Disability Code of Practice (2014)

o    ensure our provision is inclusive to all children with special educational needs and disabilities.

o    support parents of children with special educational needs and disabilities

o    identify the specific educational needs and disabilities of children and meet those needs through a range of SEN strategies

o    work in partnership with parents and other agencies in meeting individual children’s needs.

o    monitor, review our policy, practice and provision and, if necessary, make adjustments.

o    have a designated SENCO (Special Educational Needs Coordinator) and ENCO (Equality Coordinator).

 

The learning environment is carefully planned to meet children’s individual needs, focused on long term outcomes, bringing together support from education, health and care.

 

Working with other professionals

We work in partnership with parents, other professionals, such as speech and language therapists, occupational therapists, health visitor, social workers and the Area SENCO.

 

Identifying children with Special Educational Needs and Disabilities

o    The ‘All about Me’ forms completed by parents/carers will inform us of any Health and Safety risks measurements to be taken to  maintain the child’s well being.

o    The progress of children is monitored regularly by key persons, practitioners and Managers. Ongoing observational assessments  are made of all children linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage).

o    We undertake a progress check at age 2 which supplies parents/carers with a short written summary of their child’s development.

o    Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development.

o    Each child has a key person who works closely with each child and the family, and may identify a possible need.

 

All observations, assessments and evaluations contribute towards the Education, Health and Care plan (EHCP). We will review targets, plan new ones and give parents ideas to support their child at home. We work in partnership with children, parents/carers and ensure that children and their parents are at the centre of decision making.

 

Supporting Children with SEND

o    Our SENCO will work with all staff to ensure our SEND provision is relevant and appropriate.

o    We use the graduated approach system’ for identifying, assessing and responding to children with special educational needs

o    We access additional support from other professionals where necessary.

o    We ensure that parents are informed at all stages of assessment, planning, provision, monitoring and review of their child’s progress. Learning Journeys (key person files) are available to view at any time and may be borrowed to take home.

o    All documentation is kept in the child’s file in a locked filing cabinet to ensure confidentiality.

o    Further funding can be applied for to support your child.

o    Our SENCO and ENCO completed specific SENCO and ENCO training.

 

Positive Behaviour Management

All children are supported with their social and emotional development. Clear routines and boundaries of behaviour help children to make sense of the world. We take children’s views into account and offer them choices to make them feel in control. Our routines are flexible to accommodate individual needs of children. We give children the time to develop their own pace of learning, following their likes and interests, ensuring that each experience supports each child’s social and emotional development, as well as physical and cognitive development. We display visual images of children and adults with diverse needs in our pre-school.

 

Training

Staff will attend training sessions with the Area SENCO, courses via Essex County Council and e-learning on the website.

 

Accessibility to the environment

Our pre-school is on one level and wheelchair accessible, with a ramp/ handrails, leading to the in/outside area, and has disabled toilet facilities with handrails and a nappy changing area. We have excellent parking facilities with easy access to the pre-school.

 

Moving to another setting

We have well established links with schools. Teachers visit our pre-school to familiarise themselves with, and observe, the child and to share information in partnership with parents. Where a school makes home visits, staff will visit the school instead and bring back an information folder with the school's daily routine. We have clear information sharing procedures in place with schools with the aim for a smooth transition as possible.

 

Further information

The child’s key person would be the first point of contact.

The SENCO and Manager are also available for appointments.

Local children’s centres who can provide families support.