South Milford Pre-School Playgroup Local Offer for children with Special Educational Needs and/ or Disabilities (SEND) 2014

 

Aim:

The aim of this document is to enable families to see the support that they would receive for their child at South Milford Pre-school Playgroup. It will provide clear information about what we already have in place to enable each child to achieve to their full potential, as well as offer reassurance in that we value each child as being unique and endeavour to meet their individual needs. We are an inclusive setting with experience in supporting and promoting each child’s needs, learning and development.

 

Our approach to supporting the learning & development:

  • Each child has a key person who will help them settle into the group whilst building up positive relationships, understanding their needs, care routines, interests and learning styles. This information is obtained through observations and informal chats with parents.
  • The key worker will make on-going observational assessments of your child that are linked to the development matters ages and stages of development. These assessment levels are tracked using the NYEY tracker. These rigorous assessments can in some cases identify individual needs. These needs would then be discussed with you as well as involving the setting manager (Sue Thirsk) and SenCo leader (Rachael Knowles)
  • We undertake a “2 year old progress check” for each child and offer a formal consultation with parents regarding the development of their child in the 3 prime areas of learning: Personal, social and emotional development; Communication and Language; and Physical Development. Parents are given a written summary detailing their child’s 2 year old check.
  • If any concerns come up in our assessment processes or by you as parents then the settings manager and SenCo will work closely with the key person to differentiate resources/ activities/ experiences, adapting and supporting in order for the child to achieve. More formal discussions will be had with parents and if we feel additional support is needed we will work with you to put an Individual Learning and Provision Plan (ILPP) and My Support Plan in place, to meet their needs and your requirements. All progress will be recorded and shared with you.
  • The manager and SENCo will liaise with other professionals (with your permission) such as Speech and Language therapists, Early Years Advisory teachers, Portage workers, Health Visitors and Area SENCo to gain further advice in supporting you and your child. We will then work collaboratively to ensure advice and strategies are implemented.
  • This process will be monitored, reviewed and evaluated with you and any other professionals on a regular basis.

 

 

How will parents/carers be included in the child’s education?

We value the knowledge you have on your child and want to work closely with you to ensure that your child’s learning is effective.

  • Before a child starts at pre-school, parents are asked to fill out a registration form and child profile form. This enables you to give us any information known already on your child’s individual needs. We encourage parents to continue to share information on your child e.g. likes/ dislikes, interests and development, throughout their time at our pre-school.
  • Parents will be invited to attend meetings to discuss your child’s progress and to celebrate their successes, aswell as to discuss next steps.
  • Each child has their own individual “Learning Journey” that documents their learning, development, next steps and progress. Parents can access these Learning Journeys at any time and we actively encourage you to share your thoughts and observations on your child’s development at home.
  • Parents are encouraged into pre-school to stay and play within your child’s learning environment. This can give parents an invaluable insight into what your child is learning at pre-school, and how they can further be supported in the home environment.
  • If needed, we can support individual children with a home communication book so that the parents can gain an understanding of your child’s learning and activities on a daily basis.
  • We hold regular review meetings with keyworkers, SenCo, parents and any other agencies that may be involved. Targets can then be reviewed to show successes and progress. New targets and support can be identified at these meetings.

 

 

Positive Relationships:

 

  • All staff are qualified practitioners who access training on a regular basis.

Sue Thirsk, the pre-school manager, is a qualified Early Years Teacher and has 21 years experience of working with young children in schools and settings.

  • Sue Thirsk is trained in Makaton and it is used with all children within the setting, but more specifically to support children with Speech and Language difficulties. All staff encourage children to participate in Makaton. We feel that this not only enables communication but reduces frustration and promotes emotional intelligence.
  • Rachael Knowles and Sue Thirsk are both SenCo trained. Rachael is our named SenCo leader at South Milford Pre-school. Rachael attends termly network meetings to gain further information and updates on specific issues. Rachael is very aware of picking up children’s individual needs and promotes the “response to early concerns” by parents or staff. SenCo updates form part of the regular staff meeting and enables Rachael to cascade information to other staff.
  • Staff meetings will ensure that all staff at the setting know the child’s needs and how to support them. At each staff meeting, every key worker gets an opportunity to raise any concerns, issues or support needed for any of their key children.
  • The setting has policies and procedures in place which are reviewed regularly ensuring our environment and resources are suitable and accessible to all.
  • We operate an open door policy for you to come and spend time in the setting with your child. Key workers are available both at the beginning and end of the session to answer parent’s questions and help with any concerns.
  • We have good relationships with other services within and around our community and can assist you by accessing the Toddler group, School and facilities at the local Children’s Centre. Parents of children with any speech and language concerns are directed to the local Speech and Language drop in centre at Sherburn or Tadcaster.

 

 

 

 Support for each child’s Physical and Emotional wellbeing :

  • At South Milford Pre-school we are totally inclusive, creating a safe, secure and happy environment for all children ensuring that it is suitable for all children to develop their full potential.  
  •  We concentrate on promoting their Personal, Social and Emotional skills, building on what they can already do and creating challenges to build their confidence and self-esteem.
  •   We will offer a visual timetable/ choice board as and when needed to help children make choices, understand the routine of the day, offering structure on what is happening now and what is going to happen next.
  • We encourage co-operative play between all children helping them to understand, value and respect others opinions and ideas.
  • We are flexible in our approach which means that we can adapt what we do to accommodate any need or health issue by having relevant plans in place.

 

Helping with transitions:

  • Parents are encouraged to visit the setting prior to their child starting at pre-school. This allows the child time to play, to become familiar with the environment and to meet their key person and SenCo.
  • We talk to you as parents about the best way to settle your child and can adapt our settling in policy to ensure your child settles as quickly and as smoothly as possible. We can then ensure a smooth settling in process for each individual child. We will work closely with you so that you feel you can stay with your child for however long necessary in order for them to settle.
  • If special educational needs or disabilities are known before starting at pre-school, we would gain as much information as possible from you and any other professional involved with your child before the child’s start date, enabling us to ascertain the level of support needed and appropriate targets for their ILPP.
  • We would ensure any relevant documentation is shared in the setting if necessary e.g. paediatric reports; Portage reports; previous ILPP’s.
  • If a health care plan is required, then the setting will talk with health care professionals is order to facilitate their health care plan.
  • To aid transitions between other settings, we would talk to the relevant staff involved, arrange meetings and visits where information can be exchanged and the child can be supported in the new environment, familiarising themselves with the surroundings.
  • Transition plans are put in place with sufficient time to support your child to their next setting or school. This will involve visits to the school/ setting; transition meetings with staff/ keyworker; sharing documentation and ILPP’s/ My Support Plans; looking at tracking and progress; looking at effective strategies for learning. It will involve advising the next setting/ school on any adaptations to the routines/ provision needed.

 

How accessible is the environment?

  • Our setting is based in a village hall where the main room is large and accessible for all children. The hall can be accessed by wheelchair users and there is a disabled toilet.

There is a small step to the outdoor area which is on two levels. By putting a small ramp on the step, the lower level would be wheelchair accessible. We would carry out specific risk assessments for accessing the different parts of the garden and other measures may need to be put into place to support your child whilst playing outside.

  • We provide multi-sensory experiences as part of our core provision.
  • We use Makaton sign language to help us communicate with all children.
  • Inclusion funding and Two Year Old Funding can be applied for to support the child within the settings environment. Funding may be used for additional resources, additional staff and for staff training.
  • Signs, posters and pictures can be translated or use dual languages. 
  • Visual cues will be used to support understanding. 
  • We can explain the limitations of the building/ garden and would make adaptations to existing resources to ensure all children can access them, if possible. 

For further information:

  • Please feel welcome to discuss your child’s needs prior to starting preschool. You would need to contact Sue Thirsk, South Milford Pre-school Playgroup manager.
  • Once your child has started pre-school, their Keyperson is always available for advice and support in the first instance. There is a list of every child and who their Keyperson is in the Keyworker folder on the front desk.
  • Sue Thirsk, Manager, and Rachael Knowles SENCo are also available to offer advice.
  • We can signpost parents to other professionals that may be able to help such as health visitor, speech and language therapist, children’s centre and others.  
  • If your child’s need has been referred to a specific team we will be able to support parents in accessing their services.        
  • Family Information Service – www.northyorks.gov.uk/article/23540/Early-education-and-childcare
  • North Yorkshire County Council Local Offer - www.northyorks.gov.uk/article/23542/SEND-local-offer

South Milford Pre-School Playgroup,

The WI Hall,

71 High Street

South Milford

Leeds

LS25 5AF

07518 138656

Email: suethirsk@sky.com

Website: www.pre-school.me.uk

 

 

 Updated: August 2018

 

South Milford Pre-School Playgroup

The WI Hall

71 High Street

South Milford

LS25 5AF


Phone: 07518 138656

Pre-School Session Phone Number:07526 537722
E-mail: suethirsk@sky.com



 

Where to find us:

Business hours

 

Monday 9.15am- 11.45am; Lunchclub 11.45 - 12.45pm

Tuesday 9.15am -2.15pm

Wednesday 9.15am- 2.15pm

Thursday 9.15am -2.15pm

Friday 9.15am- 11.45am

Lunchclub 11.45 - 12.45pm





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