- How does the setting identify learners with SEN?
By observation, tracking using Early Years Foundation Stage (EYFS) developmental record, Locke and Beech, ECat audit, parental contributions and referral to external agencies where appropriate. WE use a continuous cycle of observation. We assess, plan, do and review following the guidance from the SEND Code of Practice (2014).
- Is your setting physically accessible to all learners?
Crosspool Community Preschool (CCP) rents a room from Lydgate Infant School, a Victorian building. Preschool is on the ground floor and wheelchair accessible toilets are available by external ramp. The first floor library and wildlife garden are inaccessible by wheelchair. Visual aids such as visual timetables, communication in print and basic Makaton are used as routine. We do not currently have specific disabled changing facilities. The playground is a safe, secure environment, fenced and gated, accessible via buzzer except at the beginning and end of the day. Preschool children eat in the classroom with up to 15 of their peers.
- How does your setting adapt the curriculum for learners with SEND?
The setting has a SENCO and she works in partnership with a child’s key person and parents to plan and provide suitable provision for individual children. All children are planned for as individuals based on key person observations and knowledge of their key children. Activities are provided to meet a range of abilities and challenges for all our children, and we would endeavor to provide suitable resources for children with SEND. Where appropriate CCP would try to adapt the routine of the setting in order to make it accessible to learners with SEND. All children participate in small group times and these could be adapted to meet the needs of individuals for example social skills or communication groups. We may have an extended settling in period and where possible allocate sessions to best meet the needs of the child.
- What training have your staff received to support learners with SEND?
The SENCO has received SENCO training from Early Years Inclusion team, some basic Makaton training and attends all SENCO briefings. The SENCO and staff attend relevant SEN training throughout the year as necessary. The most relevant training attended, within the past two years, has been: Autism awareness, Supporting Peer Interactions and Social Skills, Developing and Guiding Young Children’s Behaviour, Promoting Well Being, and Supporting Children with Motor Coordination Difficulties. Learners needs are shared at regular staff meetings to ensure all staff are aware of individual needs. All staff are trained in Epipen administration and would undertake appropriate training from specialists to, where possible, enable children with specific needs to attend the setting.
- How do you communicate with and involve families?
The setting uses e mail, text, monthly newsletters, informal drop ins and regular parents’ evenings to communicate with parents. Parents are also welcome to speak to staff at the beginning or end of any session. Parents are always invited to termly reviews for learners with SEN, and review progress and set targets in conjunction with SENCO, key person and any other involved professionals at these meetings. We currently do not provide training or SEN groups for parents, but would consider this in future if a need became apparent. We provide written communications in English. Staff members are fluent in several other home languages, and we would look for bilingual parents in the school community for support if needed. If we have been advised that there are additional needs prior to allocation of places we will meet with the family to ensure, where possible, the appropriate allocation of sessions to best meet the needs of the child. However, if concerns arise after allocation of places we would still meet with the family to discuss how to best meet the needs of the child. If a child has special educational needs, a disability or a medical condition or there are other professionals working with the child, preschool staff (including the SENCO) will meet the family and any other professionals involved before the child begins at preschool. The opinions of parents, preschool staff and other professionals will be carefully considered before we allocate the sessions, to try and best meet the needs of the child. This may mean recommending a specific combination of sessions, where available. This will be reviewed and where applicable may be amended at each of the child's review meetings.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
We record and track all learners progress, and also evaluate learning for children with SEND at termly review meetings. Sessions are evaluated on a daily basis where the needs of individual children are identified. Activities planned for individuals are evaluated by key person. We annually review our Local Offer and discuss priorities for improvement. SEND effectiveness forms part of the Setting Improvement Plan which is overseen by the management team and Management Committee.
- What support do you provide for the learners' overall wellbeing?
We provide personal, social and emotional groups to support learning in this area, and use the key person system to provide specific social and emotional support. We ensure that books, role play and small world play represent diversity. We have a named Equal Opportunity Officer. This role also encompasses disability. We use small group times to encourage friendship groups. Staff model social interactions, set up play situations for children to interact and scaffold interactions, backing out when possible to allow friendships to develop.
During free flow play we support children in making choices by using visual prompts, or offering a choice of two activities when a child finds decision making difficult. Staff are always available to interact with children, read stories and support play.
We support all children by offering transition visits, welcoming parents to stay as often as necessary to settle children. Learners may bring comfort objects and could chose to attend for short periods rather than full sessions.
- What kind of behavioural interventions do you use?
Initially children are given a chance to change behaviour and then asked to choose a different activity if unwanted behaviour continues. Staff use observations to ascertain the build up to unwanted behaviour and plan to alter or avoid these situations. We keep parents well informed and work closely together to ensure a consistent approach to behaviour management.We choose activities for the children that are struggling to focus and use a "time in " strategy and reflective space. We may use visual timeline, now and next cards and rebus symbols and/or sandtimers. We use a blocking technique if children become physically distressed and will only use physical restraint should they become a danger to themselves or others. We record this and inform parents that day.
- How do you ensure learners with SEND are included in non-classroom based activities?
Our children have free flow access to the outdoor area and we have a high ratio of staff to children to ensure adequate supervision at all times. When planning activities and trips, risk assessments would be undertaken and parents/carers consulted where appropriate to ensure participation and accessibility for children with SEND. This may mean asking parents to accompany their children on a trip, using physical restraints such as reins or a hand strap.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
- How do you consult with and involve learners in their education?
We regularly observe children and may record their words. We use home to pre-school books and ask parents to contribute to developmental records. We gather information about the children's likes and dislikes prior to starting Pre- School in the " All About Me" booklet and try to follow their interests at Pre-School as they arise.
- Do you have an online prospectus? Are there open days for families and learners?
Our Welcome Book is available on request at Pre-School.
Parents and learners are welcome to make an appointment and look round prior to joining the waiting list and before starting.
- Do you offer outreach to home educating families?
Home educating families are welcome to use the setting for early years provision.
- Does your setting offer any additional services for learners with SEND?
We work with a range of professionals involved with children with SEND and implement recommendations as appropriate throughout the year.