Our SEND Offer
How accessible is the setting?
Our setting consists of a predominately open plan environment accessible at the ground level, with just our youngest baby room and sleep inaccessible to wheelchairs. As adjustments can be made we therefore have the capabilities to provide care to children of all ages.
How do does the setting support language development and those with English as an additional Language?
In early years we encourage language development and communication through the use of Makaton and the whole nursery uses visual aids to encourage children to know their routines, their environment and what resources are available to them.
We expect to have children and families with a variety of languages and cultures and we encourage families to share their home language and cultural celebrations with us as much as possible. The nursery SENCo carefully considers and plans the support and resources available to children with English as an Additional Language. Upon request we endeavour provide translated paper communications to families.
We hold regular events at the nursery to encourage a sense of community and support for all.
How do you identify if a child needs extra help?
Practitioners consistently monitor children’s learning, recording their development through written, photographic and video observations. Key carers are responsible for their own planning, which is tailored to the abilities and interests of each individual child. Observations of children’s learning and development are recorded in individual learning diaries, which are accessible to parents for viewing. More detailed assessments are made throughout the year, via 2 year old checks and quarterly assessments which are shared with parents during parent’s evenings every 6 months, and during two year check meetings at the time the child turns two. The key carer communicates daily with parents to ensure all the child’s and families needs are met.
If staff or parents have any concerns regarding a child’s learning and development then the nursery SENCo will be notified. Further observations will take place and this will be monitored with maximum input from carers and parents. When some evidence has been collected, the nursery Manager and/or the Nursery SENCo will have a meeting with the family to discuss what support would be best for the child and their family. This may include target setting within the setting or seeking assistance from other professionals.
Who will be working with my child and what are their roles?
We endeavour to always have a minimum of 75% of staff at Chapel Hill qualified to the equivalent of a Level 3 in Childcare and education or above and many of our staff exceed this. As a new setting our team is small (7 teaching staff), however we currently have in included in our teaching staff an Early Years Graduate, and 4 staff fully qualified at level 3. In addition to this we have 2 staff who currently hold a Level 2, with plans to begin working towards their NVQ level 3. We currently do not employ any unqualified staff who are not actively working towards the Early years qualification. The Company Director Danielle Long holds a Level 3 NVQ in Childcare and Education also.
Our 0-2’s Graduate lead is responsible for ensuring and monitoring the quality of the curriculum throughout both baby rooms. We are currently recruiting for a pre-school graduate lead/early years teacher.
The Deputy Manager, Catherine Present has a Level 3 NVQ in Childcare and Education and over 25 years experience working in Early Years. Catherine is also the deputy Designated Safeguarding Lead.
The Manager, Lynsey Elliott holds a Level 3 NVQ in Childcare and Education, as well as Degree in Education Studies and also holds Early Years Professional Status. Lynsey is also a qualified SENCO and alongside Chapel Hill works with the Early Years Teaching Alliance as one of Bristol’s Birth to three Specialist Leaders of Education (SLE). Lynsey is also the Designated Safeguarding Lead for the nursery.
As a new setting we are establishing relationships with local settings, and intend to play host to regular meetings within the area. Our managerial team woll have regular meetings with their staff for information and support. Both Manager and Deputy Manager have experience in dealing with SEN, behaviour management and supporting families.
How will I be able to raise any concerns I may have regarding my child’s development? How will I know if my child is making progress in their learning?
At Chapel Hill we pride ourselves on our compassionate staff and open communication with parents.
Before any child starts the nursery we offer settling sessions where the parents are introduced to the staff and the child’s learning environment and daily routines. This is a prime opportunity for parents and carers to discuss any concerns or requirements they have regarding their child starting at the nursery with the people who will be caring for them. This would also be an opportunity for the parent or carer to observe their child play and learn and would naturally offer up discussions relating to development and capabilities. We have an open nursery policy and encourage parents to stay and play with their children as long as wish. All parents receive a verbal handover at the end of their session and the under two children have a written hand over alongside this. This details the activities that the children have been involved in, what they have eaten or drank, how they have slept and any general notifications. The daily handover would also be a time for the key worker or a member of the family to discuss any concerns or queries that they may have.
The children have a learning diary, in which all observations, reports and photos are kept. General development assessments are filled out termly and development reports every 6 months and these are both shared with the parents via parent’s evenings. For children just turning two we carry out a specific ‘2 Year Progress check’ at the same time as the health visitor which we share with the parents.
The nursery has a Facebook group, our own website and email address and phone number if parents wish to contact us. Parents are encouraged to come into the office if they ever need to talk or have any concerns they may want to discuss with the manager or deputy manager.
What is the settings approach to supporting different children’s needs and how will that help my child? How is the decision made about what type and how much support my child will receive and how will I be involved?
As previously stated we involve parents in their children’s learning from the very first day they start at Chapel Hill. Each individual child’s need are supported by their key worker through monitored observation and the development of activities catered to their needs and interests. If key workers and the nursery SENCo have observed that a child may need some extra support the parents are the first person we contact to ask if there are similar needs at home. With the parents’ permission observations are carried out to by staff and the nursery SENCo, parents can see these observations at any time and contribute to them themselves aswell.
Some support during play or one to one sessions with a member of staff may be appropriate and may be able to be facilitated within the nursery. A meeting will be held with the parents to put together an Individual Education Plan for their child with some ideas and achievable targets suggested and agreed upon by both parties to support the needs of the child. Resources could be adapted, routines could be changed, transitions could be made smoother and the relationship between nursery and home could be strengthened. We would look to do all the above before contacting any external agencies and we will never contact external agencies without first obtaining permission from parents. If the nursery and parents both agree that their childs needs require more specialised support than the nursery is able to offer then we will suggest involving external agencies such as the local Portage and Inclusion team, an educational psychologist or the help of a speech and language therapist.
External agencies come to observe children, talk to nursery staff about their development and see any evidence that has been collected before making a decision about what kind of support and how much support the child may need. If there is funding available to enable the nursery to facilitate this support the local education authority will work with us to apply for this. The parents are involved and informed as much as possible at each stage of this process.
If a child has been supported as described above and they have been identified as having a specific special educational need, we would discuss the development of a Support Plan with the parents. The whole team of agencies and professionals supporting the child will be part of this.
What training have the staff supporting children with SEND had or are having?
The Nursery SENCo Lynsey receives ongoing training from the Local Authority’s Early years team, and is responsible for feeding this back to nursery staff and supporting them in their roles on a daily basis. All staff participate in an annual training day, during which SEN and behaviour management updates, practices and policies are one of the main focus.
How does the setting manage administration of medicines and manage personal care?
At Chapel Hill we are committed to providing the highest standards of care, and as such we can only administer medicines prescribed by the child’s doctor and this medicine is only administered by a senior member of staff, with the written consent of the parent or carer. This will be witnessed by another member of staff who will check the child’s name, type of medication and dosage. The only exception would be in the case of child displaying high fever whilst at nursery. In this instance, when the parent is more than 30 minutes away from collecting their child and in order to minimise the risk of febrile convulsions, with previously signed consent from the parents required during the initial registration, a senior paediatric first aid trained member of staff would administer Calpol in order to reduce fever. A normal medication form is completed along with a ‘child sick at nursery form’ to log the details of the fever for parents to sign on collection to acknowledge the actions taken.
In case of a child requiring a long term medical care plan, such as inhalers or creams, or in the case of an allergy these will be discussed individually with parents and a health care plan shall be completed.
In case of an allergy, an allergy action plan, provided by your child’s doctor, will be requested from the parents and a copy will be held at the nursery, along with the above mentioned health care plan. Although all preventative measures will be taken in order to prevent the consumption or contact with an allergen, as part of the child’s care plan Parents will be asked to provide their child’s epi pen or similar and in house training given to staff that need to use them.
Only staff who hold a DBS check are permitted to change children and help with toileting. Where possible nappy changing areas are open with remain discreet and will always consider the child’s privacy and dignity. For older children, or children who find nappy changing upsetting there is always the option to change children on a changing mat on the floor so they do not have to be lifted on to a changing unit. The nursery provides nappies, cream and wipes. Any alternative creams or wipes that are of preference to families will have to be provided. Toilets and pottys are located in both buildings to encourage children to begin toilet training. As a nursery we try to support this in any way we can and have put together a pack with advice and information from the children’s continence charity ERIC and have role play pottys, babies and nappies available for the children at all ages and stages of development.
How will my child be prepared to move onto the next stage within the setting or onto school?
At Chapel Hill staff are sensitive to the needs of the children and parents/ carers when they first start to attend the nursery, move between age groups and eventually leave the nursery to go to school. We offer support in the following ways;
– Information sharing with parents or carers and internally between key carers in each age group.
– Children who are joining us will be given a transition booklet which contains a general routine and photos of the practitioners within age group they are joining.
- Settling in sessions prior to starting at the nursery and the new age group.
- Where possible, during transitions between internal age groups, children will be kept with their peers during settling sessions.
- We actively encourage children to bring in comforters or favourite things from home to share.
- Special arrangements can be made to support children who speak English as an additional language and support from outside agencies where necessary.
- Where a child attends an additional setting outside of Chapel Hill. We will, with parents’ permission, endeavour to contact the other setting in order to work in partnership with them and share information regarding the child’s learning development.
- Each child has a learning diary, documenting their interests and learning development.
- In our pre-school group, activities, circle times and discussions will focus on ‘going to school’ as a theme from July to September. Display boards, books and role play uniforms will be made available to the children to explore during this time to encourage familiarity. We will also encourage children to make their own ‘going to school’ books with parents at home to share with the nursery.
- For children with SEND leaving for school or changing settings, with the parents’ permission, the SENCo of the new setting will be invited to a review with either the current SENCo or nursery Manager along with the parents or carers of the child and any other professionals that are involved in supporting the child and their family. A transition programme will be decided upon at this meeting with achievable aims to be facilitated by all agencies involved, detailed in an I.E.P (Individual Educational Plan).