Whitley, United Kingdom
07503 112 663

Policies & Procedures

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Policies and Procedures,
Local Offer and GDPR

Whitley Community Pre-School offers a caring, nurturing environment with experienced, dedicated staff. Our setting promotes a safe, secure place where children grow and learn through stimulating experiences and activities guided by the Early Years Foundation Stage Framework and following the Special Educational Needs code of practice. Building confidence and good relationships, based on the individual needs of the child. We are based in Whitley Village Hall, a rural setting with a good community support and positive links with Whitley School and other settings in the area.

1. How do you meet the individual needs of each child?

We currently have five members of staff at Whitley and we are all Level 3 qualified in child development and have years of experience in supporting children’s development, including children with special needs. All the staff are trained in Paediatric First Aid. All staff regularly attend courses regarding new practice regarding child development and in addition courses such as Makaton, SEND, I’m Two not Three, Food Hygiene, Monkey Bob training to help children deal with feelings, Taf training to support children and their families. Staff have trained in Wellcomm and use this toolkit regularly to support children’s speech and language in the setting.

We have two named Special Educational Needs coordinators, Gail Healey and Vicki Brown. Gail Healey has completed the latest up to date training regarding SEND in 2015 and has since attended regular SEND updates and meetings. We have experience in supporting children with SEND including, Speech and Language, delays in development such as social communication, Autism, Downs Syndrome, Diabetes. Gail Healey also has personal experience in SEND, as her son has a disability.

At Whitley we support children with SEND by working with parent/carer and all other professionals involved to make sure we can meets the individual needs of the child in the setting and having the correct equipment to make sure the child is safe and included. If we have identified a child with SEND with parent/carer support we use a Graduated Approach and work with many different agencies like Speech and Language Therapists, Early Years Specialist Support, Health Visitors, Paediatricians, Physiotherapists and also by setting smaller, achievable targets and monitoring them, helping the child to progress at their own pace.

2. How do you promote inclusive practice?

At Whitley we make sure all children are included in any activities we plan in the setting based on the individual needs of the child. We will access any resources and activities and make any adaptations necessary. An example would be if we have planned a baking activity, we may have to change/adapt recipe for a child with an allergy or lowering resources so a child can access them safely.

We regularly participate in visits outside of the setting such as walking to the local school, train trips, children’s farm park. All children are included and attend these trips and parent/carers are invited to come along. We always complete a risk assessment and plan the trip, which is shared with all staff members before hand. Ensuring we have the correct ratio of adult to child, that we have parent/carer permission, and that we have any medication or equipment needed prior to trip, following our policy and procedures if the staff have to administer any medications.

3. How do you involve parents?

Whitley Pre School offers an open door policy for parents and carers. We feel it is important that parents/carers are happy to come and talk to any of the staff about their child or any concerns they may have. They can also contact the Manager/SENDCO by email or phone. Also we take time to talk to parent/carers on a daily basis about their child for example if they had been upset that day or a new achievement met. Parent/carers can see their child’s learning journal at anytime and look at their child’s progress. For some children with SEND we will set up a home/school diary, to keep parents/carers informed and for parent/carer to let staff know anything they wish to. We encourage parent/carers to come to our sessions and help with our snack or activities. We regularly set stay and play dates and recently set up a café for the children to serve juice and biscuits to their families.

Before a child starts at the PreSchool, we ask the parents to fill in and “All About Me” document so we can get to know a little bit about the child before starting for example what they like to play with or if they have a comforter, who is in their family. This is also an opportunity for the parent/carer to express any concerns about their child or any other professionals involved with their development.

Each child has their own key person, who will support that child and their parent/carer. If this is a child’s first setting, their key person will do a 2 year progress check with their parent/carer within 6 weeks of start date. This is to discuss and evaluate where the child is in their development. Parents/ carers have regular progress reports sent home with details of their progress and their next steps. Children with SEND that have target in place with be assessed and reviewed every 6 weeks and parent/carer included and agree new targets. We work closely with parent/carers and other agencies for example the Early Years Support Team, Speech and Language Therapists, Psychologists, Autism Teachers.

4. What support will there be for children with SEND?

At Whitley Pre School we have years of experience in child development and can identify a child with SEND early on when attending Pre School and it is important to us to ensure the right support is in place for that child. Through our key worker system they will observe and build a relationship with that child and parent/carer. The first observations are in the Prime Area of Development:

Communication and Language
Personal Social and Emotional Development
Physical Development

Any concerns raised either by parent/carers or staff talking to parents could result in arranging an Action of Inclusion meeting (with parent/carer permission). The meeting would invite parent/carer, staff and any other professionals involved with the child such as Speech and language specialist. If it was decided that your child needs additional support such as a support worker or an adaption that could be made to the setting we may apply for Early Years Access Funding from the local authority.

Gail Healey has attended meetings and courses with parents at Children’s Centres. Also Vicki Brown and Gail Healey have been involved in gaining Early Years Access Funding for a child, in this case for a support worker and Action for inclusion meetings regarding the transition to school.

If a child needs support in managing behaviour in our setting we have a Policy in place for staff to follow which all parent/carers and staff have to read and sign. All staff are aware of the importance of teaching British Values and the rules we set regarding behaviour and we often have circles times and talks regarding positive behaviour and how it makes you feel when someone does something to hurt another either by words or physically or how people are different in many way such as colour of skin, wheelchair users, different family set up. We often use props such as Teddies, books, picture’s in our setting to help. Children are supported by positive praise, stickers, note’s home. We also use visual timetables, timers to help share resources and visual symbols. This all helps to build positive relationships and the child’s self esteem.

We are a small setting so although the children have an individual key person, all staff are aware of the child’s needs and interests. All staff will help that child work towards their targets and this encourages your child to form relationships with various adults and not to be dependent on any one person.

5. How do you access external specialist support?

To access external specialist support we would first need the permission from the Parent/carer and this would be based on observations carried out for all children within 6 weeks of starting at the setting and information shared from the parent/carer.

Health professionals such as Health visitors have been invited to Pre School, to give their knowledge, experience with a child/family. Also physio’s who might train staff on how to help a child. We have had nurses to help a child with toilet training. Health professionals will also attend or submit a report when an Action for Inclusion meeting takes place.

Education professionals, such as an Educational psychologist, who may assess a child in the setting and at home. Social Care professionals may also attend or submit detailed reports for meetings or Educational Health Care Plans if required.

6. What training have the staff had or plan to have to support children with SEND?

Paediatric First Aid
Safeguarding
Food Hygiene
All about Special Educational Needs and Disability (SEND) in the Early Years Foundation
Makaton
Autism Training
Speech and Language Workshops
Wellcomm Toolkit
Monkey Bob training
Epilepsy Training

One of our most recent experiences 2017/2018 was supporting a child with cerebral palsy and additional complex medical needs. This has been both enriching and rewarding and we are very proud of the care given by our team to ensure inclusive practice and the safety of the child at all times. In this particular instance we employed an inclusion worker with medical experience which meant the child was able to access more provision due to the experience and level of support provided. External professionals such as OT, Physio, S<, Outreach support ,Epilepsy Nurse, Homecare Nurse visited the setting on a regular basis and we maintained excellent relationships with all throughout. The family of the child were extremely satisfied with our provision and gave excellent feedback on our high level of care.

Positive feedback relating to our support of this child was also given by all the professionals involved.

7. How accessible is the setting?

Whitley Pre School is all on one level and has wheelchair access through the main entrance with double doors. There are double doors, which need a security code for staff to get in and a bell for visitors to enter Pre School. We have a large hall with space for a wheelchair user. Some equipment and resources may need to be adapted purchased depending on child’s individual needs and professional advice. We use fire exit to access outside area and grass leading to a play area, this would be assessed for child’s needs. We have an accessible toilet and a smaller childs pre-school toilet and low level sink with a changing unit designed to support both staff and children with changing and toileting needs. We have 3 other adult sized toilets where there are steps and smaller seats to put onto toilet and steps up to adult sinks to wash hands. Throughout Pre- School we used visual timetables, sign symbols, some words in other languages. We sometime use displays to reflects other cultures and language. We have no children at the moment with English as a second language, however we would we would seek advice and use different tools to communicate such as translating letters for Parent/carers, learning some key words from the language to help child and again use visual aids.

8. How will the setting prepare and support children join the setting/ transfer to new setting or school?

With help from other professionals who may be involved with your child and having Action for inclusion meetings, this will help the setting to achieve the correct support for your child such as the building being risk assessed, adapting building or equipment, applying for any funding for support. Also having settling sessions before start date and all staff getting to know your child.

We have close links with the local school and they join some of our activities and concerts and Pre- School children visit Whitley school.

When your child is school age, there are transition afternoons at school to meet their new teacher and classroom, the term before they start. The school have a buddy system where an older child from the school helps your child, i.e showing them around school, reading with them. If your child has SEND we will arrange an Action for Inclusion meeting with your chosen school and pass on all the relevant details that they will need to support your child. Teachers and Professionals from all Schools and settings are welcomed to help transitions, we would also support by visiting other settings and schools.

9. Who can I contact for further information?

Manager (SENDCO): Vicki Brown
Deputy Manager (SENDCO): Gail Healey
Tel: 07503112663
Email: [email protected]