Sticky Fingers Pre-School - Newlands and Redbridge

Local Offer


The purpose of the local offer is to allow parents and carers to clearly see what services are available for children with Special Educational Needs and Disabilities (SEND).
The information below is from our Special Educational Needs and Disabilities (SEND) policy, how we work with the SEND code of practice and The Children and Families act 2014.
In our setting we have a Special Educational Needs  and Disabilities Coordinator (SENDCo) as part of our statutory requirements. This will be visible on our Parents Notice Board as you walk into the setting.
The SENDCo’s role is to work with the Manager on implementation of the SEND policy
  • for coordinating the provision across the setting,
  • supporting colleagues in all aspects of their work with children with SEND  
  • Ensuring parents are closely worked with and their insight informs actions taken in the setting
  • Liaising with professionals or agencies beyond the setting.
  • SENCDO’s regularly monitor and review our children’s play plans and if necessary, make changes to them when we believe they have met their targets.
  • Targets are discussed with the child’s keyworker/1-1 and are made achievable after assessing the children’s needs and the areas they need to work on.
  • (For full details on the SENDCo job description please view the appendix in the SEND policy)
Our approach.
  • Each child has a key person who will help them settle into the group while building positive relationships and understanding their needs.
  • Each staff member is Makaton trained to help children to communicate their needs
  • Through information gained from parents/carers, other professionals and observations we will discuss if we feel your child may require some additional support. If we believe this to be the case we will ask for your written consent to refer your child to the right agency to help with their development.
  • Our SENCo will work with the child and parents/carers to provide a ‘Play plan’ to help everyone involved meet the needs of the child.
  • These play plans are used to record and review the child’s progress on a regular basis.
  • Play plan targets are sent home to parents to help with learning and progression at home.
  • If your child requires medication a member of staff will be responsible for administrating this with another member of staff as a witness. (More information can be found in our Health, Medical and First aid policy)
  • Staff also have training regarding children who have additional needs such as: Epilepsy and Hearing Impairment (HI).
  • If your child is displaying unacceptable behaviour, we will follow our Behaviour Management Policy and work with all those involved to improve and support their behaviour.
Accessibility.
  • We aim to have all our resources throughout the setting accessible for the children.
  • Staff plan activities that are inclusive for all.
  • If a ‘play plan’ has been set in place to support your child, staff will work alongside this throughout the sessions.
  • Because each child is individual we may feel it necessary to complete an access audit or additional risk assessments around the needs of your child. If it is reasonably possible the setting will try to put required changes in place to support your child.
 
1. 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?
At Sticky Fingers Pre-School, every child is allocated a key person. Their role is to make regular observations on the child linked to the Early Years Foundation Stage (EYFS) ages and stages of development. These observations will help identify individual needs which the key person will discuss with the Special Educational Needs and Disability Co-ordinator (SENDCO) and yourself and plan with you to support your child’s learning and development.
If you have any questions or concerns about your child you can speak to your child’s key person or the setting SENDCO.
2. How will early years setting/school/college staff support my child/young person?
On our registration form you will be asked to specify any Educational or Disability needs you know your child has. We will then discuss this with you before your child starts.
We will explain to you how your child’s key person will always be there to help them with their learning and how we will observe and keep track of your child and their learning whilst here at Sticky Fingers Pre School. 
Every person has a Key Buddy. If your child’s key person is absent from the setting at any point in time, then your child’s key persons buddy will have the responsibility of obtaining any observations that your child has taken part in during that day. The observation will then be added by either the buddy or key person for you to be able to access through our online portal ‘Tapestry’ as soon as it has been approved.
Through observations and partnership working with you, we may decide together to have the SENDCO produce a Play Plan for your child.
A play plan is a plan set out with targets/next steps on for the child to achieve and how we will help reach those targets/next steps as well as some information about their condition or need. We are always working on the child’s next steps as we involve them into our planning and the activities we have set out for the children.  With your permission we will contact outside agencies, if required, either for advice or to make a referral with any concerns. We will implement strategies and advice offered as appropriate.
3. How will the curriculum be matched to my child's / young person's needs?
Every child is unique and with the Early Years Foundation Stage curriculum (EYFS) the pre-school is able to support your child to develop and grow at their own pace. Your child’s key person will complete observations and record these on your child’s learning journal on Tapestry (online learning journal). From this they will be able to work with yourselves and the SENDCO to plan activities to support their development and targets for their play plans.
We update the play plans every term making sure all targets are being met or adapted to make them achievable. At the end of every term we also send out an end of term report on how your child is doing and we include a next step for your child to work on within the setting.  Eg, to throw a ball.  We would also encourage parents to support their child within the home setting to help their child to achieve this target too.
4. 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?
At Sticky Fingers Pre School we encourage all parents and carers to know how well your child is doing while learning in our setting. At the end of every term, you will receive an End of term report on how well your child is progressing and what we will be working on next with them.
If you would like to talk to your child’s key person or our settings lead practitioner, you can arrange a date to go through your child’s learning journal and talk about anything you may have any questions on or talk about any concerns you may have. 
On Tapestry (the online learning journal for your child) we can track your child and their development. As a parent you are also able to write down any observations you see your child doing and can add them to Tapestry this will help us work as a team and work on your child’s learning together.
On Tapestry, to help you know how your child is doing, we record what your child has eaten for snack, what they have eaten for lunch, whether they have had a nap and their nappy changes/toilet times. This will be found on your child’s care diary throughout the session.
5. What support will there be for my child's/young person's overall well being?
We offer settling in sessions, which will help familiarise children with the setting and the staff.
During the settling in time parents/carers can get to know the child’s key person and discuss any support needed, toileting requirements, allergies, medication etc.
We have a safe, secure and accessible building and a security procedures and passwords for the collection of children. We undertake risk assessments every day in the form of inside and outside checklists.
We have a positive approach to supporting behaviour. We will always discuss any behavioural concerns with you in order to maintain a consistent approach between home and the setting.
6. What specialist services and expertise are avaliable at or accessed by the setting/school/college
At Sticky Fingers Pre School we have a Special Education Needs & Disabilities Coordinator (SENDCO) who is always there to monitor and keep track of the children and any needs they may have.
We work with other outside agencies to help us provide the best learning opportunities for your child. Our Early Years Advisory Teacher (EYAT) comes in and can offer advice to the staff and parents/carers.
We also work with speech and language specialists and children’s paediatricians. If a child comes in with a certain condition or special education need, we make sure that members of staff are aware and some will be sent on training to understand more.
Our members of staff are constantly training and learning new things, making sure that all children are being well looked after and their needs are being met, this will include staff sharing their knowledge and experiences with other members of staff, discussions during staff meetings and access to a range of training online. 
7. What training are the staff supporting children and young people with SEND have had or are having?
We make sure all members of staff are trained in child protection, health and safety, food hygiene and first aid. Our SENDCO and lead will be trained for the role and attend additional training in relation to the children we have in the setting and how we can offer support.
We work closely with our Early Years Advisory Teacher (EYAT) and other professionals to ask advice and guidance on SEND issues. All staff are regularly kept updated on SEND policy and they access training as and when the needs are identified. We continually reflect on our practice and training is refreshed regularly.
At the end of the sessions, the SENDCO or members of staff do an activity called “Attention Autism”. Staff will have been trained to follow out this activity appropriately that consists of 4 stages. Stage 1 – Gain Focus,  Stage 2 – Maintain Focus/Attention Builder, Stage 3 – Turn Taking games – children to shift their attention and Stage 4 – Independent Work: Children focus, sustain, shift attention and then refocus. Each stage will be done in each half term. Within the attention Autism we have a ‘Bucket’ that will have toys, materials and natural objects to gain your child’s attention. The SENDCO will change these toys every half term to keep your child interested and focused.
We make sure all staff are supervised if giving child medicine or anything else a child may need for their health. As in our policies and procedures, which we always follow, we make sure there is always at least 1 witness to treatment and we then record and get the parents/carers to sign at the end of the day to let us know they were notified.
8. How will my child/young person be included in activities outside this classroom including school trips?
All children and their parents/cares are invited on trips and events with the pre-school. Outings are arranged so that all parents/carers accompany their child so that they have the full responsibility of their child on that day. Staff of course will help parents/carers with any child at any time on outings but they do not have overall responsibility for that child on any outing. The setting mobile phone and first aid kit are always carried on any outing and a full risk assessment is always carried out.  Although there is a main First Aid Kit that would be taken on trips and outings the preschool takes part in, each staff member will also have their own mini First Aid Kit that is attached to their bumbags that is filled with the correct equipment in case of an emergency.
9. How accessible is the setting/school/college environment
Our pre-schools are accessible to anyone and wheelchair friendly. We have no stairs making it easy if your child if they need support getting to places. All areas of the setting are spacious allowing plenty of room for plenty of children to play and move around.
For any child with Special Educational needs or a disability we will have discussions with the family about additional support or requirements that could be put into place where possible to support the child.
Whenever we have a child whose first language is not English, we will work with the family about the best forms of communication, key words in their mother tongue language and use of gestures or Makaton.
10. How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life
To help your child to transition to ‘Big School’ we have recently included times out of the setting during prime times to allow the children to visit a ‘Year R’ classroom. Although it may not be the chosen ‘Year R’ class your child maybe moving into, it allows your child to have a sense of being in ‘big school’, a sense of a positive change and to help them with their emotional wellbeing. However, during the transition change there will be dates given to you by your child’s chosen school for you to allow your child out of preschool for them to visit the school they will be attending that year.
When going into Reception, with agreements from the parents/carers we make sure that all information is transferred over to their new school and any advice or information is given to help them. We have meetings to discuss information about your child and what can be done to help your child and their learning and development. We will also encourage more visits to the child’s chosen school as this will help them feel more comfortable and confident about going somewhere new.
11. How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We will be able to identify these needs by looking through their current stages of development and where they are on the EYFS and their reports to determine, in which area they may need some more support in. 
If your child gets funding for their special educational needs, the money we receive will be used wisely. We plan and decide what we will spend the money on and how this will develop the child’s learning and their development. 
12. How is the decision made about what type and how much support my child/young person will recieve?
We also hold regular committee meetings to discuss the parents/young peoples ideas and how we could improve ourselves as a setting and what you find we do great in. Alongside these we hold Coffee mornings within the setting that allow parents to get to know other parents and discuss anything they think of the setting, how well they think their child is learning and ask any questions or queries they may have.
13. How are parents involved in the setting/school/college? How can I be involved?
We are a committee based preschool. All members are past or present parents and are always giving feedback and ideas on how we could change the pre-school to make it better. We also get parents to fill out questionnaires about the pre-school giving their opinion and views on what we do and what we could do. We encourage all parents to speak about what they feel we could do to improve our setting or what we could do to support your child and their learning here.“The level of service at Sticky Fingers Pre-School is fantastic. Having been a customer for many years, I am consistently impressed by the professionalism of every staff member I have come in contact with. Thank you!”

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