Oughtrington Pre-School

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?

As part of the Every Child A Talker Programme, each child’s speech and language and prime areas of learning and development is assessed within the first half term. This is followed by a progress review meeting with parents/carers and the child’s key person. As part of the registration process you can raise any concerns and at any point speak with your child’s key person or with the supervisor. Each child’s learning and development is tracked every 12 weeks and achievements are celebrated. This unique ‘learning journal’ is a shared document All staff are Makaton trained and have previously nurtured and taught children with learning difficulties such as Behavioural Problems, Speech and Language Delay, Attachment Disorders and children with  Autism.

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

As part of the registration pack, you will have the opportunity to raise any concerns in writing. This will be looked at by the Special Educational Needs Coordinator (SENCo). We have lots of experience with a range of children whom have needed additional support. Raising concerns can also  be done during the induction session, informally or formally. Staff are available on a daily basis to discuss any issues. You can also email the supervisor out of hours.

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

The planning is overseen by the supervisor, whom is also the SENCo, this person ensures that children with identified needs have targeted plans to promote progress through a range of play opportunities on a daily basis. They will also be responsible for ensuring that all staff understand the responsibility to children with Special Education Needs (SEN), they provide advice and support to colleagues, ensure that parents/carers insights and professional advice are incorporated into daily practice. Your child’s key person will also plan activities on a weekly basis as part of every child’s personalized planning. Our inclusion officer monitors children’s needs and home backgrounds, this information is used to add resources and identify staff training. Continuous reflection and review of the provision takes place on a weekly basis to ensure effectiveness. In addition, each child’s learning and development is tracked to monitor that progress is being made.

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?

Children with additional learning needs have an Individual Educational Plan (IEP) or children with medical conditions have an Individual Care Plan, this identifies what difficulties a child is experiences, how and when we will support that child and is reviewed every 6-12 weeks. This cycle continues to ensure that 1 to 1 support is given to target specific areas of learning and development. These targets are incorporated into continuous provision. Each child has a learning journal that evidences progress from the setting and from home. Individualized planning considers children’s next steps in learning; this is identified from observations, tracking information and from evaluating each child’s characteristics of effective learning. This allows us to focus of a particular skill, area of the curriculum in a way that fosters the child’s interests and play preferences.

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

At the initial induction session, your assigned key person will give you a detailed overview of our planning processes; we will work with you to identify your child’s agreed starting points. During each progress review meeting practical advice is given to how next steps in learning and development can be fostered at home, this will also provide an opportunity to discuss how future learning will take place. Information about planning and activities, and opportunities for learning at home will be given to you via a newsletter, produced every 6 weeks and daily notes on the display board. As part of our home- school link, our mascot ‘Oscar the owl’ will accompany your child for a sleep over. As a duty helper you will have access to your child’s learning journal, the evidence within this journal is annotated and clearly related to your child’s learning experience. Staff are available on a daily basis for informal chats.

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

A key person system is in place to offer a unique support system for each individual child. Long term medication can be delivered as part of the child’s individual care plan; we have recording systems in place for all administration of medicines, both long and short term. Storage and procedures are incorporated in our Health and Safety policy. We do not exclude children on the basis of medical conditions, however, where illness is deemed to be contagious and a risk to health parents/carers will be advised to keep children at home. Please refer to our sickness policy and procedures.

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

All staff have received makaton training, the SENCo/supervisor has undergone training in ‘Every Child a Talker’, ADHD, Challanging Behaviour, Autism Spectrum and has a qualified Early years Teaching certificate.

We have a budget allocated for children with Special Educational Needs (SEN) or disability, this is a small amount. However as a registered charity we undertake fundraising events for more specialized equipment and are proactive in locating additional funding from outside agencies. The budget is allocated in relation to the child’s needs, support required and equipment that secures that the child makes good progress in their learning and development.

In allocating support and resources identified needs are at the centre of the decision making process. The SENCo will assess the type of support and how frequent it will be delivered, including 1 to 1 support, support for targeting learning and development, for example, speech and language or personal assistance. Each child key person will provide 1 to 1 support and interaction on a daily basis, as part of their role and responsibility as a key person .An initial assessment will outline any resources and specialized equipment, this is then done every term. As part of children’s tracking we will monitor each child’s progress every 12 weeks. The information is presented to the treasurer and the necessary funds are released, where expensive equipment is required an action plan is drawn up and given to the fundraising team.

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

In house training is provided by the Supervisor/SENCo, staff have accessed Inclusion and Equality, Behaviour management 0-5 training and more recently trained to administer invasion medication for children with Diabetes type 1.

All staff have received Makaton training, the Supervisor/SENCo has undergone training in ‘Every Child a Talker’, ADHD, Challenging Behaviour, Autism Spectrum and has a qualified Early years Teaching certificate.

How accessible is the setting/school/college environment?

Trips are subject to risk assessments, as part of keeping your child safe elements will be reflected in this process. In the past we have designated 1 to 1 support when taking children on trips.

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 has wheelchair access and children can move independently indoors, a small step leading to the outdoor area does mean that staff will assist children accessing outdoor play. Once outdoors children can access a range of activities. We also have provision for toileting and hand washing. Where children have English as an Additional Language (EAL), we use a range of visuals, recorded messages and encourage parents/carers to share key words and phrases.

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

Children and their families are invited to an open event, visit the setting before they register and to discuss how best to meet the needs of the child. This may include a discussion about specialized resources and equipment that may need to be purchased. During the induction session, your child will receive a taster session, where both parents/carers and staff can observe and agree any further approaches, amendments to layout and resources that will be required.

How is the decision made about what type and how much support my child/young person will receive?

We have a budget allocated for children with Special Education Needs (SEN) or disability, this is a small amount. However as a registered charity we undertake fundraising events for more specialized equipment and are proactive in locating additional funding from outside agencies. The budget is allocated in relation to the child’s needs, support required and equipment that secures that the child makes good progress in their learning and development.

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

In allocating support and resources identified needs are at the centre of the decision making process. The SENCo will assess the type of support and how frequent it will be delivered, including 1 to 1 support, support for targeting learning and development, for example, speech and language. Each child key person will provide 1 to 1 support and interaction on a daily basis .An initial assessment will outline any resources and specialised equipment, this is then done every term. As part of children’s tracking we will monitor each child’s progress every 12 weeks. The information is presented to the treasurer and the necessary funds are released, where expensive equipment is required an action plan is drawn up and given to the fundraising team.