burnham
Pre-school
Volunteer -
Join the Committee!
If you have a couple of hours to spare each month get involved in running the pre-school! You will be part of our Committee and will have a direct view into day to day running of the organisation, as well as be part of our social activities and fundraising.
Come along - it's fun!
Our Policy
Local Offer for Children with Special Education 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/ren in our setting. It will provide clear information about what we already have in place to enable each child/ren 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 a wealth of experience in supporting and promoting their needs, learning and development. Over the past 10 years there has been a range of children access our setting with a variety of needs; medical, physical as well as developmental. All children have gone onto mainstream education and continue to make good progress.
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 observation and informal chats with parents.
Any concerns throughout the above process are raised initially with the Special Education Needs Coordinator (SENCo), who will work closely with the key person to differentiate resources/ activities/ experiences, adapting and supporting in order for the child to achieve.
If after talking to you we feel additional support is needed we will work with you to put a Play Plan or Individual Learning and Provision Plan (ILPP) in place, to meet their needs and your requirements. All progress will be recorded and shared with you.
The SENCo will liaise with other professionals (with your permission) such as Speech and Language therapists, Early Years Advisory teachers, 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. From the outset your key person will involve you by asking you to complete key information about your child, helping us to understand their interests, likes/dislikes and favourite toys/games/places. This sharing of information will be on going throughout your time at the setting.
You will be invited to attend regular meetings to discuss your child’s progress and celebrate their success. Each child has their own Learning Journal, which you can access at any time, sharing with you our findings, gaining your thoughts and ideas.
If needed we will use a communication book or activity board so that you can gain an understanding of what your child has experienced on a daily basis.
Risk assessments are undertaken daily at the preschool before opening to report or take action on anything that could cause harm, if an outing is planned then we would liaison with parents/carer to assess suitability of venue and if using a travel operator.
Positive relationships
All staff are experienced and qualified practitioners who access training on a regular basis.
All staff use Makaton sign language and encourage children to participate. We feel that this not only enables communication but reduces frustration and promotes emotional intelligence.
Our setting SENCo (Julie Abbot) is qualified which enables her carry out her role NVQ3 – The Code of Practice-from principles to practice
Designated Safeguarding Lead Practitioner
Paediatric First Aider
SEND Training – Signing across the Day, Inclusion Development Programme
Supporting children to achieve their goals. She also attends termly network meetings to gain information and updates on specific issues. She has some involvement in Every Child a Talker (ECAT) training which has enabled the setting to promote communication, implementing necessary strategies to support their learning/development.
The setting has policies and procedures in place which are reviewed regularly ensuring our environment and resources are suitable and accessible to all. New staff are inducted and given access to all relevant material, with outside training available or through in-house training programme.
Transition, Differentiation.
We operate an open door policy for you to come and spend time in the setting with your child. Staff are available both at the beginning and end of the session to answer your questions and help with your concerns.
We have good relationships with other services within and around our community and can assist you by accessing the Area Senco, Children’s Clinic, Speech & Language
Therapist, Toddler groups, School and facilities at the local Children’s Centre.
Support for each child’s Physical and Emotional wellbeing
We consider ourselves to be inclusive, creating a safe, secure and happy environment that is suitable for all children to flourish.
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.
There are signs and symbols around the playroom, helping children identify the areas of play.
We will offer a visual timetable 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
Prior to your child starting at the setting, we would invite you and your child to visit.
This allows the child time to play, becoming familiar with the environment and for you both to meet your key person and SENCo.
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.
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.
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.
How accessible is the environment?
If the family has English as a second language, we will be happy to help communicate through a family member or friend.
We use Makaton sign language to help us communicate with all children.
Our setting is on one level and therefore provides good access within the playroom.
Toys are at child level and accessible to all. There is a ramp which allows access to our outside area.
We are based within the village hall, which offers a disabled toilet and wheelchair access is good throughout the preschool.
are here to help in any way we can with your child's development, not just in education, but in health as well. We pride ourselves on providing individual care and attention made possible by a high ratio of trained staff to children and by the support of a key person.