At Kidzrus we are able to identify where individual children have special educational needs through an induction process where we meet with parents before their child commences their early years education with us. This incorporates the nature of the specific Special Educational Need or Disability, their individual needs and requirements and whether there is any support currently in place. We ask all parents and carers to fill in an ‘All About Me’ form during settling in sessions and our colleagues complete Baseline Assessments from our initial observations.
Where concerns are raised about a child who already attends the nursery, we request parents and carers permission to carry out detailed observations by Practitioners and our Inclusion Co-Ordinator and then detailed discussions are held to discuss any additional support that may be implemented, including referrals to an external agency where required.
If parents and carers think that their child may have a Special Educational Need or Disability, they can raise their concerns with their child’s Key Person who can then refer them to the Group’s Inclusion Co-Ordinator. We may arrange a meeting to discuss any concerns and additional support can be put into place where appropriate.
Our Inclusion Co-Ordinator is responsible for ensuring that all practitioners understand their responsibilities to children with Special Educational Needs or Disabilities and are able to offer advice, guidance and support where necessary. Regular training takes place to ensure that they have knowledge of changes in legislation, guidelines and policies and procedures. The Inscusion Co-Ordinator ensures that Play Plans and EHCP’s are completed and implemented, and supports Practitioners in reviewing them with parents. She collates resources or materials that Practitioners may need to ensure that progression targets are achieved in a timely manner. Our Inclusion Co-Ordinator maintains regular contact with parents to ensure that they are involved with decisions and to inform them of actions that are taken by the nursery, as well as liaising with external agencies to gain information and advice to better support children with Special Educational Needs or Disabilities who are attending the nursery.
Children are allocated a Key Person, who is often the first in the setting to recognise that a child may need additional support. This is frequently identified through observation, development tracking and differentiation in teaching and learning opportunities. The Key Person is responsible for meeting the day to day needs of children with SEND, such as helping with toileting and carrying out activities that are recommended by professionals. Key Persons participate in meetings alongside the Group Inclusion Co-Ordinator, with parents or professionals to ensure that the individual child’s needs and views are communicated effectively.
Children will be supported during transitions through the nursery by our Inclusion Co-Ordinator who will ensure that all information is passed over and that additional support is provided, such as settling in sessions and a Transitions Form is passed on to the new room staff.
All Practitioners will use differentiation when planning learning opportunities for the children in their care, implementing guidance from external professionals where appropriate, thereby enabling children to have full access to our Group Curriculum at all times. Activities promote engagement and are planned in accordance with children’s needs and interests at that time. Staff:Child ratios may be adjusted and one-to-one guidance given where needed to Practitioners to ensure that the child is supported at all times. Each of our base rooms is an enabling environment where our teams create learning and development opportunities for individual children with Special Educational Needs and Disabilities by using a variety of teaching strategies and focusing on their strengths and interests.
Consultation between parents and carers and the setting manager takes place as children are registered. At the first settling in session parents complete an induction pack with the room leader and this proves an ideal opportunity to share information about existing needs and strategies for child’s development. Face to face meetings take place each time a child attends the setting, both on arrival and on collection. We discuss what they have been doing at home and inform parents about their child’s day at nursery. Parents and carers are encouraged to contact their child’s Key Person, Room Manager or Setting Manager if they have any concerns regarding any aspect of their child’s development or behaviour. We hold regular review meetings with parents and carers to discuss progress and target setting in regard to SEND children so that we are continually able to support development. All parents and carers are invited to termly Parents Evenings and this allows us opportunity to discuss progress and targets for the next term. Parents are encouraged to extend learning opportunities at home and we provide age and stage appropriate Home Learning Packs and books for the Early Years areas of learning. Practitioners will also share activity suggestions that will meet a child’s particular needs or interests.
In settings we complete online assessments and record each child’s learning journey using our online portal, Famly and parents are able to view their child’s day at nursery and receive encouraging snapshots and wow moments.
We encourage parents and carers to inform staff of any activities that their child has particularly enjoyed at home and this will then be included in planning to extend that activity in nursery. This is particularly important for children with SEND as it enhances the partnership between us as educators and parents and allows us opportunity to provide additional experiences to extend learning. If a child with language and communication difficulties participated better in language activities using puppets at home then we would use them in the setting to ensure that they get the most out of the activity, enjoy it and make progress. We also request that parents share special achievements that a child may have made at home by taking with Practitioners and sharing photos, either in person or via our online portal, Famly. We may also use these, where appropriate, in planning and assessment.
Progression for all children is recorded on our online portal, Famly with both written and photographic evidence, from observations and art and craft work that children take home. We make assessments in line with Early Years guidance, Development Matters and progress is monitored termly to highlight and areas in which an individual child may need additional support. Our end of term Parents Evenings allow us to ensure that children are progressing in their learning. At the age of two years, each child’s Key Person will work in conjunction with parents and carers to complete a mandatory Two-Year Progress Check, which describes a child’s current levels of attainment.
Where a Play Plan is introduced to support a child with SEND then parents and carers are invited to an informal meeting with the child’s Key Person and, where appropriate, the Group Inclusion Co-Ordinator. Other external professionals, such as a Specialist Teacher or Language and Communication Therapist may also be invited and targets are written based upon areas of need identified. We also consider and record parents aspirations for their child and recommendations from outside professionals and set appointment dates for periodic reviews of progress.
We carry out risk assessments at the start of each session in all areas of the nursery; both indoors and in the grounds to ensure the safety of all children. Individual risk assessments are completed in partnership with parents and carers where a child may have complex needs and risks may be presented to both the child and the people around them.
Positive behaviour is promoted within settings by praise and positive reinforcement. We constantly provide verbal praise and award stickers and certificates. Our Practitioners act as positive role models to demonstrate positive the behaviour that we expect of our children. We embed British Values into our Group Curriculum and we have Room Rules that the children are taught and these set out what we expect of them. Our Practitioners use visual prompts and these are displayed around the base rooms to reinforce these rules and we ensure that all of our routines and internal and external environments are adaptable to meet the needs of the children.
If a child is prescribed medicine whilst they are at the setting then it is stored in a sealed cabinet or fridge, clearly labelled and administered in accordance with dosage instructions by the setting manager or deputy with a witness. Personal care is provided in the most discreet way possible by the child’s Key Person so as to maintain respect and avoid embarrassment.
All children are encouraged to contribute their views through discussion with their Key Person, via art work or with communication aids such as puppets.
All colleagues within the Kidzrus Group complete mandatory Safeguarding training as part of our robust recruitment and onboarding practice and this is refreshed annually. Each setting has two designated Safeguarding Officers who participate in frequent development meetings with our Local Authority to promote best and safe practice. All staff complete SEND training and we have a dedicated Group Inclusion Co-Ordinator. All staff complete mandatory and accredited Paediatric First Aid training and also participate in Behaviour Management training.
We communicate with parents and carers at morning and afternoon drop off and speck with them about activities, day trips or outings that they have done on a day that their child is not at nursery and use this information to plan exciting and innovative activities that meet the interests and needs of the child to involve them in our day-to-day routine. We will carry out a risk assessment for the activity to make sure that it is safe for the children within the room or within the grounds of the setting and we use differentiation to ensure that the activity meets the development needs of every child. For example, when doing hand printing if a child does not like the feel of paint then we will use pens to draw around their hand instead. We frequently plan outings and also invite professionals into the nursery, such as fire brigade and police and also invite parents and carers to come in and talk about their job roles. We carry out risk assessments on these visits so that staff are aware of the possible risks and how they may be minimised.
Where necessary, we are able to support a child with Special Educational Needs or Disabilities during their transition to school with visits from/to their teacher and to become familiar with their new classroom.
Kidzrus settings allow easy movement through the building for everyone and our outside areas are wheelchair accessible. Where necessary rooms may be rearranged to accommodate children with specific mobility difficulties by allowing them to have a playroom on the ground floor. All resources are stored at the child’s level ensuring that they can select their own activities. We make use of visual aids to support children with communication difficulties to express both their needs and wishes. We welcome all children, our ethos is ‘Every Child, Every Chance’ and we respond appropriately to each child’s background and needs. We are able to translate words and literature into their language within the room where English is not their first language and welcome the participation of parents and relatives in translating to support us doing this.
The Kidzrus Induction Procedure is adapted to meet the needs of each child and they attend an initial settling in session in their base room where we are able to discuss with parents and carers their childs likes and dislikes, medical and dietary needs and provide other relevant information that supports our practice. Parents are provided with a Registration Pack and also a Kidzrus Group Brochure which allows them to become familiar with Kidzrus. Their child is able to stay and play for XX, followed by a further two sessions that are arranged to support the child in settling into their new room and routine.
Transitions to school are carefully planned and managed to ensure that each individual child is happy and feels supported. We request that parents confirm their child’s new school so that our setting managers are able to make contact with their new teacher and arrange a visit to the nursery. At that visit, teachers spend time with the child and Key Person to discuss development and additional needs that they may have. They often bring photographs of the school, their new classroom and uniform. With parental consent, we share information to ensure that the new school is best able to support a smooth transition from nursery. In Pre School we talk with children about going to their new school, read stories and encourage them to role play and dress up in their uniforms as this allows them to become familiar with their new surroundings and routine.
We obtain and allocate resources for children as individuals on a need-by-need basis with additional funding that has been sought and awarded. External professionals such as Speech and Language Therapists will provide us with a report of both findings and recommendations, and once received the child’s Play Plan or Education and Health Care Plan will be reviewed and updated to take into consideration any additional needs. Resources will then be allocated to the child’s base room in the setting to enhance their learning experiences and support development. An example may be that where a child has limited language or vocabulary, our Inclusion Co-Ordinator will introduce flash cards to extend the child’s word bank.
Where we may have initial concerns regarding an individual child’s development, we invite parents and carers into the setting and allow them an opportunity to also express their views and provide an explanation. Where our Inclusion Co-Ordinator and setting manager consider the need for additional expertise or resources, a referral to external agencies may be made for additional support in their particular areas of need. We will, of course, begin to provide support whilst that referral is being processed. Once assessment has been completed we will be in receipt of a detailed report of findings and recommendations. Regular meetings with our Inclusion Co-Ordinator, Key Person and parents and carers to ensure that everyone involved is fully informed of the child’s progress, and where required additional support or resources may be obtained.
Where appropriate, with parental consent, an Education and Health Care Plan will be applied for and the assessment proves will be communicated to parents and carers. This is most likely to be where a child has significant additional needs or disabilities and/or before they make the transition to school.
We make every effort to involve parents and carers in the care and development of their child. Their views form part of our ongoing quality improvement plan, ‘Visions, Inspirations and Reflections’ and we also discuss their ideas and incorporate them into planning activities for their child and base room to reflect their needs and interests. We openly communicate with parents at pick up and collection, and throughout the day provide information via our online portal, Famly. Parents are invited to periodic Parents Evenings and support sessions regarding the development of their child as well as celebratory events such as Mothers Day and Fathers Day. We also invite our parents and carers into the nursery to read to our children and also to talk about their job role, culture or special knowledge and interests.
Parents and carers of children with Special Educational Needs or Disabilities attend regular catch up meetings with our Inclusion Co-Ordinator and their child’s Key Person, or with external professionals who may have input in their child’s care. They contribute to their child’s Play Plans and Education and Health Care Plans and consent is always requested before any action is taken or additional support implemented for children with SEND.