Ladybirds Pre-School’s Local Offer.
At Ladybirds Pre-School, we aim to provide an accessible, nurturing environment that supports all children, including those who have a Special educational need or disability. (SEND) We are passionate about providing a broad and balanced curriculum, in an environment that is caring and stimulating. All children have a right to be valued, listened to and appreciated as individuals as we help them to fulfil their full potential.
The following document provides details about how we support children & their families and all relevant information about the enhanced SEND provision our team are proud to be able to provide.
How our setting knows if young children need extra help and what our parents / carers should do if they think their child may have SEND?
Our registration form allows families to record appropriate information specific to each child, some of which may highlight areas of concern. (We offer home visits prior to when children start at Ladybirds. Any sensitive information or areas of concern can be discussed in an informal environment at home if preferred, or during a meeting at ladybirds between SENCO and key person.)
Our admission process gives parents the opportunity to raise concerns, share information and ask any questions they might have regarding special educational needs or disabilities.
A robust Key person approach further supports parents and ensures that individual needs are met. Your child’s development, linked to the Early Years Foundation Stage (EYFS), is recorded using a variety of assessments and observations.
Our experienced staff have a good knowledge and understanding of expected development and work together as a team to recognise and highlight when additional support may be needed through a graduated approach with additional differentiation.
At any stage, parents are invited to raise concerns over any aspect of their child’s learning or development. An open-door policy and liaison with Key Person and Special Educational Needs coordinator (SENCo) allows parents ongoing opportunities to discuss concerns or extra help.
2. How our setting supports young children with SEND.
We provide information to families about our embedded Key Person approach. This helps build an attachment with each child helping them to feel safe and secure. We strive to support all children in any way we can. (A Key person buddy system is in place to ensure continuity of care.)
We have an appointed SENCo, who works closely with children, families, key person and the staff team. She offers support & advice and works together with Key person to ensure the environment, activities and routines are available to support your child’s individual needs. An assistant SENCo is appointed to offer further support across all areas.
The SENCo helps provide consistency of approach across the staff team and coordinates the sharing of any necessary documentation.
Setting SENCo also liaises with Essex County Council SEND services (including the setting’s SEND Operations Partner); for further guidance and advice.
Through liaison with parents and families, we can refer children to outside agencies for further assessment and support.
Whilst we respect and value each child as an individual, we do also use various screening tools to identify any gaps in expected development. For example, we regularly use The Wellcomm Speech and Language program to screen all children termly. Any gaps are easily identified and the program provides us with supporting strategies to practice skills and promote development in a wide variety of speech and language skills. This also promotes the use of the intervention techniques at home, which we like to use as part of our ongoing parent partnership working.
Observations, assessments, Two-Year-old check, baselines, One page profiles, Provision mapping (Individual Support Plans), Learning Journeys and Next Step plans are all used effectively to plan, monitor, evaluate and review each child’s progress and attainment. These documents are compiled in conjunction with input from children, parents, carers and families and shared between them and the setting.
We regularly monitor and reflect upon our methods, ensuring they are effective and efficient in order that we may fulfil our duty of care to the best of our ability. Our policies and procedures are reviewed at least annually; however we appreciate our policies as working documents and are constantly striving to improve our practice as and when needed.
3. How our setting creates learning and development opportunities for individual children with SEND.
We appreciate each child as an individual and recognise their uniqueness, helping them develop a positive self-image. Your child’s development will be at their own pace, supported by tailor made learning and development opportunities. Children’s preferences and views are considered when planning activities and next steps in their learning.
We follow guidance from the EYFS, monitoring progress using the Development Matters framework and Birth to Five Matters document.
We ensure, as an inclusive setting, that all children are given equal learning opportunities, as far as their ability and the environment allow. All children will have access to a range of activities, resources, and areas of learning both inside and outdoors.
We provide activities and resources that are suitable for all ages and stages of development. Through ongoing planning and Key person liaison, SENCo will oversee these to ensure they are differentiated appropriately. All staff are skilled in planning activities that meet the needs of individual children.
We use ‘Tapestry’ online Learning Journal system to record and celebrate children’s achievements. A ‘SEND’ assessment tool helps break down areas of assessment into smaller, more manageable pieces, allowing us to more easily recognise all progress and development, however small and at whatever rate.
4. How our setting works in partnership with parents / carers.
Information relevant to any child is shared as and when needed, however often this may be. We have an open-door policy, promoting and welcoming parent / carer partnerships. Our individual ‘One Page Profile’ is completed by parents, outlining areas needing support, recognising strengths and documenting special interests and motivators.
We offer home visits to support families and ensure an appropriate settling in plan is established.
Key persons and / or SENCo will be available to discuss concerns and share information regularly.
We invite parents / carers into setting to review support plans and outcomes termly.
Sharing of information with parents through additional carers is provided via use of a home / school diary or by direct telephone conversation at a mutually agreed time. (Permission for Partnership working with additional settings, child minders, carers etc. is documented in a child’s learning journey on an ‘additional setting’ agreement form.)
When next step plans etc are shared, parents / carers’ views are invited and valued. (They are recorded in the ‘Parent’s Voice’ section.) Agreed aims are shared and documented after a joint discussion.
Progress is closely monitored, and baselines are completed termly to help highlight areas of concern and plot progress. These are also shared at parent / carer interviews.
Home Learning Environment (HLE). Staff has undergone training based around this important area. Opportunities for home learning are suggested on next step plans and discussed, making sure they are realistic for all the family, appropriate and beneficial.
We offer signposting to parents regarding various learning events or training via our Parents Information folder, newsletters, social media and setting notice board.
SENCO, whenever appropriate, offers to attend relevant appointments, such as S<, OT, Teacher for the Deaf sessions, Good Beginnings Autism parent training sessions and community paediatrics, etc. (These may be face to face appointments or those held via ‘online’ meetings.)
Our ‘Tapestry’ online learning journal provides opportunities for parents, carers and families to upload their own observations, document achievements, highlight milestones and share celebrations and events with us. Staff and key people also then have the advantage of sharing on iPads in setting with individuals which provides many additional learning opportunities through discussion, picture clues, sound, and video.
5. How our setting supports the wellbeing of young children with SEND.
We strive to provide the best possible childcare and education for all, including those with SEND.
Daily risk assessments are completed to ensure safety, with individual risk assessments specific to children completed when necessary. These are reviewed regularly by Health and Safety officer, incorporating input from all staff.
Individual risk assessments / Health & Safety reports may be carried out in partnership with the parent / carer.
The building itself is fully accessible, including ramp access, with allocated disabled bays directly outside.
We help children to stay safe using various methods, including presenting scenarios through a ‘Persona Doll.’ She helps deliver stories around a wide range of topics and helps children value themselves as individuals, building their self confidence and sense of self-worth.
We have a Behaviour Management coordinator who has completed relevant training. The settings Behaviour management policy supports a consistent, clear and concise approach.
Clear behavioural expectations are outlined, with positive reinforcement, visual strategies and continuity of approach working to underpin school rules and setting expectations. We promote a ‘SMART thinking’ strategy and use a living doll puppet to present different scenarios and demonstrate desired actions and responses. Role play in small groups is included in our routine to help children explore their emotions and feelings, actions, and approaches. Children respond positively to our resident puppet, ‘Rufus’ and spontaneously refer to what he would think, how he would act or what he would like to choose to do.
Liaison with parents regarding behavioural issues is provided when necessary. (Referrals to home support can be suggested for additional behaviour management strategies.)
We have an ‘Administrating Medicines’ policy in setting to ensure that all prescribed medication is administered safely and appropriately.
With children requiring extra care, an individual Health Care Plan is implemented after consultation with parents and any outside agencies. (Staff will be provided with additional training if needed.)
Children’s views are valued and considered when planning individual approaches to learning, development, and the environment.
Where appropriate, we will investigate accessing specialist equipment to fully support a child’s wellbeing or look into extra staffing possibilities. (This may be through different funding opportunities and individual grants.)
We will always remember that a child’s views are at the heart of our planning and provision. We will support them to have a voice and be fully involved in their learning, development, and wellbeing.
6. Staff training and experience in supporting young children with SEND.
SENCo and Assistant SENCo have both completed Code of Practice Training relevant to SEND. They hold a level three Certificate for SENCOs in Early Years (CERTSY), which is a nationally recognised qualification.
A member of staff has completed Picture Exchange Communication Systems (PECS) training (Phases 1 to 6), as we presently use this strategy with an increasing number of our non-verbal children.
We are extremely proud to be recognised as a ‘Makaton friendly’ setting and have achieved our first award. We use Makaton signing within the daily routine and have it firmly embedded at Ladybirds.
‘Attention Autism’ training (with Gina Davies) has been completed by a member of staff, who delivers regular group sessions for our children.
All staff are trained in Paediatric First Aid and Safeguarding and have relevant experience supporting children with allergies, medical & physical requirements and Asthma.
Online E-Learning modules, including those specifically relevant to SEND, are completed by the staff team. (These include Autism Awareness, One Planning, Child centred approach, SEND and Safeguarding.)
Staff have attended all three Inclusion Development Programme modules. Speech, Language and Communication (SLC); Autism Awareness and Behaviour and Social Difficulties (BSD.)
SENCo has completed Elklan Speech and Language training. (Supporting children with unclear Speech, Speech and Language for Under Fives and Communication Counts 0-3’s) - as part of the ELDP (Early Language Development Programme.)
SENCo and assistant SENCo have registered on the Tendring Talks project, focussing on communication, language, phonological awareness, school readiness etc.
We were working towards the Good Beginnings Early Years Autism friendly setting bronze award. The appointed Autism Lead is setting SENCo, Kathryn Long. (Unfortunately, this has been temporarily suspended before our completion.) However, it has helped embed our practice and ensure a consistent developing approach in supporting children with Autism.
In house and external training opportunities are regularly attended, ensuring a best practice approach. Staff work hard to cascade relevant information to the whole team and disseminate up to date techniques and approaches in all areas of SEND. For example staff have recently received ‘Intensive Interaction’ whole group in house training to further support some basic communication techniques.
We work with numerous outside agencies to review our practice and ensure we provide a differentiated approach for all children. We have had several meetings with a Teacher for the Deaf recently to help us integrate a child with hearing impairment into our routine and pre-school life.
If child specific training is required in order for us to fully support individual children, we will willingly undertake any as and when required. (We have previously received in house training from an Epilepsy nurse and have recently completed online training on ‘How to support children in early years settings with Down Syndrome.’)
We have an appointed Equality named coordinator (ENCO), who has attended relevant training and oversees and monitors our inclusive practice.
7. Specialist services and expertise accessed by our setting.
At Ladybirds, we are always keen to work with specialist services to help support our children with SEND, their parents and families, who are absolutely at the centre of our One Plan approach.
We access a variety of different services and liaise closely with many other professionals. These have included: Speech & Language therapists, Behavioural support, Specialist teacher, Educational psychologist, Occupational therapist, community paediatric team and SEND Operations partner.
We have hosted team around the child (TAC) meetings with professionals and parents, working alongside specialist teachers, Health visitors, social workers, and Family Support Key workers.
With parental consent, we can offer to prepare referrals for various professionals, such as Speech & Language therapists, Children’s Centres, or the Community Paediatric team. (Including requests for home support.)
Staff are available to attend meetings with professionals, such as diagnosis meetings, speech and language sessions etc.
Parents have been accompanied by key persons when attending training, such as the Good Beginnings workshop.
Liaison with specialists is imperative in order that we can deliver recommended activities and intervention programmes in setting. We value, appreciate, and recognise their expertise.
8. How our setting includes young children with SEND in community based activities and outings.
We organise our own events where parents / carers and families join together for celebrations and fundraising.
We invite members of the community and professionals in to talk to children about their different jobs and roles; these are often parents or family members of children attending setting.
Parents and family members are also invited to share their knowledge and experiences in setting. We ensure these visits are suitable and accessible for all children with SEND.
When external trips are planned, staff visit prior to the arranged date and carry out appropriate risk assessments. This ensures accessibility and suitability for all children.
Parents are consulted to confirm they are happy with arrangements and to discuss any additional requirements.
We visit accessible local village amenities, such as Thorrington playing field and the mini play park, providing extra staff or additional equipment where needed. Risk Assessments are carried out and shared with all staff and parents prior to an activity or outing.
Our setting strives to provide all children and families with a range of community based activities and outings throughout the year.
9. Our accessible environment.
Our building is wheelchair friendly, has accessible toilets and changing facilities.
Our outside play space has direct wheelchair access and ramps to indoors.
Equipment, toys and resources are placed at all levels around the playroom, ensuring all children can access them and can fully experience the activities we have on offer.
We have increased the use of visual aids, timetables, signs and dual language resources.
We have accessed individual Disability Access Funding (DAF) budgets to help us provide specialist equipment and resources to ensure our environment remains suitable and accessible for all individuals.
We have used an interpreter to communicate with parents and children whose first spoken language is not English. (Dual text books are available and we would be able to provide documents in additional languages whenever needed.) We have used recordable devices to provide children’s families the opportunity to add verbal ‘captions’ to family photos in their home language as we recognise this is of great importance and can also act as a favourite comforter or motivator.
We have completed an Access audit and altered the environment to reflect its findings. This audit is reviewed to ensure our environment remains fully accessible and inclusive.
We have also sourced additional supporting resources through Essex Libraries Inclusive Communication Essex (ICE) These are also appropriate for children with English as an additional language (EAL)
10. How our setting prepares and supports young children with SEND when joining the setting and transferring to another setting or school.
Each child is treated as an individual and a settling in approach is agreed with the parent or carer tailored to each child. We want to make sure we are well prepared to welcome each child, taking into account their needs, likes & dislikes, motivators, ways of communicating etc.
Home visits are offered to all children and parents, as highlighted in the setting’s prospectus. (Key person and SENCo / Manager would attend where appropriate.)
When parents complete a registration form, they are also invited to add details to an ‘All about Me’ document. This is placed in a child’s Learning Journey and acts as a useful tool where parents can list any particular likes, dislikes or management techniques, in order that we can support each child to settle and flourish smoothly, confidently and effectively.
If a session time needs to be reduced to aid settling, or long term to take a particular need into account, this will be discussed and arranged between child’s parents, Key person and SENCo.
A robust Transition package is implemented each summer term before the move to Primary education or specialist provision.
Many resources and activities aid the transitional period; including home / school story sack, parent school readiness prompts, PE changing practice, increased focussed activities, school role play and Reception teacher visits.
We also provide additional visits to the local feeder primary schools. These do not act as a replacement to planned visits to school with children’s own parents, but act as a ‘stepping stone’ for those who need additional support or who have no older siblings already at school. This is especially beneficial to any children with SEND to help familiarise them with the environment and reassure them about the process.
A written report is supplied for each child when they leave for an additional / alternative setting or primary school, with any relevant records being shared. We may need to include information about a Health Care Plan, EHCP and learning journey. We have implemented the Tendring Transition Passport for all children moving onto primary school, or may choose to use a SEND Transition Passport.
Additional meetings can easily be arranged between parents, school staff, SENCo and key person to discuss individual needs, equipment etc. (This may be before, during or indeed after the actual Transition process.)
11. How our setting organises its resources to meet the needs of young children with SEND.
With differentiated activities planned daily, including a selection of child and adult led activities; each child’s needs are catered for. We are passionate about including all children and making our setting fully accessible throughout each and every day.
The large, single storey play room in the village hall is set up daily and ensures that all activities are accessible and can be easily adapted. Resources and furniture is placed to allow easy access, including for wheelchair users and those children who use supporting walking aids. Toys and activities are placed at all levels. (Floor and table top.)
We do use specialist seating and ensure this is readily available during each session.
Our outside play space is accessible with low level activities and garden pots & planters for growing and gardening activities.
Many visual strategies and timetables, including daily routine, First & Then and choose boards are used to support children with SEND.
A Makaton ‘sign of the week’ is practised, usually linked to a topic or theme, alongside many signs and gestures to aid communication.
We deliver regular Attention Autism ‘bucket activity’ sessions to children who need extra intervention.
Twice weekly speech and language focus groups are delivered by assistant SENCo. Various resources and games are used from Elklan resources, the Speech therapy direct programme and The Ultimate Guide to Phonological Awareness.
Large group times are differentiated, according to individual ages, stages of development, understanding or need.
Additional staff may be supplied, where SEN premium has been allocated to an individual. For example, hover support may be provided, workstation activities are delivered and assistance with developmental or medical needs is given.
12. How we decide on appropriate support for young children with SEND.
The child and parents / carers are at the heart of any decision making around levels of support needed. We fully respect a child’s or parents’ feelings, different views, wishes and ongoing aspirations.
Each decision, based around the sort and level of intervention, is treated as an individual case. The amount and length of support may vary considerably.
One Planning. We collate Support plans, Outcomes documents and Pre-School Observation summaries, with children, their parents, carers and families at the centre. This helps to ensure the support we provide has a clear, concise agreed approach, which is easily understood and implemented by all supporting adults.
Our SEND team will be contacted for additional advice and support.
Outside agencies will review progress via Provision and outcome forms, which closely track progress and methods used. Information will be collated, evaluated, and reviewed.
We constantly review our planning process to ensure adequate support is provided for all children with SEND. All staff reflect and review to inform future planning and make sure it is effective.
13. How we involve all parents / carers in our setting.
We value parents as children’s first educators.
We appreciate all contributions from parents / carers. We include the parent’s voice in individual learning journeys via speech bubble pages, ‘wow!’ vouchers and One Page Profiles as part of the One Plan process
Newsletters, emails and parents notice board all help keep parents supplied with relevant and useful information.
We ensure that parents are kept fully informed throughout each small stage of support, assessment, planning and review.
We strive to support all parents in a non judgemental, sensitive and caring way. Especially with reference to those parents of children with SEND.
We provide daily updates at drop off and pick up times and observations and communication via our Tapestry online learning journal system, which is a really useful tool to promote parent partnership working.
We can assist with in house or external training for parents and staff covering a wide range of SEND topics.
We use our social media pages to offer suggestions for home learning opportunities. We outline our different topics and involve parents and families in activities and challenges wherever and whenever possible.
14. Who to contact for further information.
We hope you will feel able to approach us at anytime should you wish to ask questions, offer comments, and discuss your child in any way ‘face to face.’ We pride ourselves on our open-door policy and will always be able to find time to talk with you. We are always ready to listen and very happy to offer you our support. (We can also signpost you to other organisations for additional help and advice.)
You can approach and talk with your child’s individual Key person or any member of staff will be able to help in the first instance if you prefer. Staff will pass information onto our setting SENCo and arrange a suitable meeting. A communication diary in setting ensures relevant and important information is effectively and promptly passed onto the correct member of staff and sensitively recorded for future reference.
The setting SENCo and Owner / Manager is Kathryn Long, with Assistant SENCo Claire Hellis. Please use any of the following alternative methods to contact us:
Telephone: 07592-344367.
Visit our website to use the ‘Contact us’ form: www.ladybirdsthorrington.co.uk
Ladybirds Pre-school’s Policies and procedures are contained in the EYFS framework folder and are available in setting. (A list of all relevant policies is included on our website.)