Once Upon a Time - SEND Local Offer August 2018

1) Identification of additional or special educational needs disabilities (SEND)

How does the setting identify children with SEND?

At Once Upon a Time Day Nurseries we ensure that all of the practitioners within the setting have a great awareness and understanding of inclusion and special educational needs and disabilities. Each setting has at least one named special Educational Needs Co-ordinator (SENDCO) with up to date and relevant training. The SENDCO works with other practitioners to agree and implement the SEN/Inclusion policy, co-ordinates the Special Education Needs provision within our setting, offers support for parents, supports staff development, liaises with other agencies, keeps appropriate records, assist staff in making observations and assessments, assists staff in planning for children with Special Educational Needs, works closely with other settings within Once Upon a Time and attends regular SEN meetings to obtain help and advice. The SENDCO’s will contact the Early Years inclusion facilitator at an early stage for informal advice and support.

When children with SEND start at a Once Upon a Time Nursery the manager, key person, parents and if possible any other professionals involved with the family will come together to complete a ‘Thought Process’ form. This form will give the setting a clearer understanding of the child/parents needs which will enable us to make reasonable adjustments to ensure that the needs of each family are met. We will encourage parents to give us as much information as possible about their child before the child starts at the setting. This will ensure that we have a better understanding of your child’s needs and will also help us \to identify the child’s development baseline to inform future planning.

Practitioners within the settings have experience working with children with SEND and are able to understand child development. If Practitioners suspect that a child who attends any of the settings may need extra support they will complete observations on the child to form a clearer view. We will always strive to build positive relationships with all parents. If a practitioner has concerns regarding a child they will always speak to the parents first and will ask for permission to involve our Early Years Advisory Team. Parents are encouraged to meet with the advisory team and have as much input as possible. We will work closely with any professionals working with your child. At Once Upon a Time we use a range of assessment tools which include, The Early Years Foundation Stage Development Matters, The Early Support Developmental Journals and the Early Years Speech and Language Folder.

Each child that attends one of our settings is assigned a key person. The key person will work collaboratively with the child’s parents in setting development targets; this will also be completed alongside the SENDCO. The key person will complete two year old checks for each child within their key group which will show the child’s development and highlight any areas that they may need support within. Care plans are also put into place if a child has a medical condition/or has long term medication, ensuring that all practitioners understand the individual care that the child needs.

What should a parent do if they think their child has SEND?

We are committed to working closely with parents allowing them to be fully involved in decisions that affect their child’s education. Our parental involvement policy ensures parents are involved in the nursery and their children progress. We support parents in helping their children make progress at home. We work in partnership with parents, carers and other outside agencies in meeting the children’s needs.

Should a parent have any concerns about their child we would ask them to approach us. Each nursery has an open door policy and practitioners are available to the parents at the beginning and end of the day or at a time that is mutually convenient. The nurseries are committed to working with families in supporting their children to achieve the best outcomes. Effective communication and sharing of information helps us to ensure effective relationships and seek the best possible support for children and their families. The nurseries will be able to sign post parents to appropriate services as well as seek support from the local authority inclusion team.

2) Support for children with additional needs or SEND

If a child is identified as having SEND, who will oversee and plan their education programme and how will parents be involved in this?

The Key Person will spend time with their key group of children, getting to know them and forming a positive relationship with the child and family. As the key person will know the child well they will be responsible for creating an education plan. This will be overseen by the SENDCO of the setting to ensure that the needs of the child are fully met. Parents will also have a strong input into this plan and will have lots of opportunities to tell us their aspirations for their child, which will be included in the plan. The manager of the setting and other professionals involved will also have input into the educational plan.

How will the setting differentiate the Early Years Foundation Stage for the needs of individual children?

The settings are able to differentiate in many ways depending on the child’s needs. Some children with special educational needs or disabilities may find it hard to meet targets under the EYFS. If this is the case then Development Journals may be used. To help support the children many different strategies may be used such as different forms of communication, or visual aids. All plans for each child are differentiated to ensure that all children are supported in meeting their full potential. The activities provided for the children take into consideration their individual learning styles and are adapted to meet individual children’s needs, they will use specific identified equipment and differentiate language using related communication methods. The nurseries will use a well-stocked collection of resource books that support with differentiating and planning for the children.

What staffing, resources and equipment does the setting provide for children with SEND?

Throughout our settings the number of adults present enables us to meet your child’s individual needs. Each child is able to progress at their own rate in all areas of development and they are supported to reach their full potential. We are experienced in working in close liaison with professionals across the range of special needs. We ensure our provision is inclusive to meet the needs of all the children that attend.

The settings always work to a higher ratio’s than is stated in the welfare requirements. This enables us to be able to give extra adult support to children with SEND. The setting also has access to Inclusion Funding that is available through the Local Authority to fund additional support if needed. The settings have many items and equipment that support children and have collected this over the many years of supporting children with SEND. Once Upon a Time is an 8 setting company and often loan and share equipment between us all. The settings also uses the Local Authority’s Resources Lending Library and will use specialist equipment that has been advised from Occupational Therapists such as specialist chairs and standing frames. These are shown to the practitioners of the setting and they are taught how to use the equipment and look after it to support the child. All practitioners at the settings are knowledgeable and trained in all different aspects of SEND. There are staff members who are trained in communication, including Sign a Long which enables them to be able to communicate with the children using many different methods. All practitioners work closely with the Local Authority advisory teachers and the Inclusion Facilitator. The settings also access training from the Local Authority to ensure that our knowledge is up to date and that each child is fully supported regardless of their need. The setting uses many programmes to support the children such as PALS which is a small group activity that promotes social skills in children aged 3 and over, Bucket time which supports children in turn taking with high interest activities; and Attention Hillingdon which supports Autistic children in concentration skills.

3) Children’s progress

How will the setting monitor children’s progress and set targets and how are parents involved in this?

Individual educational plans are written for the children and parents are encouraged to input into these, they are regularly reviewed and feedback will be given to parents. Practitioners will complete observations on each child to monitor progress. Practitioners will also be available daily to give feedback or ensure any questions are answered. Other professionals are welcomed into the setting, with parent permission.

At Once upon a Time, we recognise the importance of early identification. We do this by implementing the assess, plan, do, review strategy and by using the one page profile. Staff will monitor and plan for children’s individual needs and development through the use of tools such as; Individual Support Plans (ISP’s), development journals, Education, Health Care Plans etc. We will incorporate advice and guidance from specialists that are involved with the child and family.

An individual record of each child’s development is maintained, showing their abilities and progress. Targets will be set and to help meet these targets the staff will assist and encourage the children to attain their maximum potential. Evidence of the children’s achievable targets is noted in observations, photographs and anecdotal notes. We acknowledge that children learn in different ways and at different rates and plan for this accordingly.

What arrangements does the setting have for regular home to setting contact?

Parents evening takes place twice each year and we also have two coffee mornings per year. We have a parent’s board displayed within the hallway with relevant information and a notice board on the front door for parents to look at. Newsletters are completed each term and sent home to all parents. We also have a comment box and we send out questionnaires. The manager is contactable on email and parents can also telephone the setting to speak to all practitioners, the manager, deputy or senior will be available at drop off and collection times.

Once Upon a Time uses an online system – EYLOG as a form of contact. We complete home link books and daily sheets via EYLOG to allow parents and practitioners to share information. The key person will write an account of the child’s week at the setting, they will also include and reminders. We request that parents reply and let the key person know what the child has been doing while away from the nursery, share any mile stones and targets achieved.

How will the setting support parents to help their children's learning?

We acknowledge parents as primary educators and encourage parental involvement as outlined in our parental involvement policy. We build home links in order to enhance and extend children’s learning both within the nursery environment and in the child’s home. The key person will set individual learning targets and will share these with the parents, they will request the parents input. We also invite families to join us for play sessions where the parents are able to stay and play with their child and experience some the nurseries activities. The nursery also shares some of its equipment with families to enable the child’s learning to continue at home.

The practitioners will suggest different activities for parents to complete with the child at home. We also have a lending system in place where families can take a selection of different books and toys home with them. We have recently put into place going home boxes. When the children have really enjoyed playing with materials such as sand, playdough, slime to name a few, we will then send some home with them, for them to continue their learning at home. Parents are also welcomed into the setting to come and play alongside children and practitioners. As well as this, practitioners will provide ideas and support for parents whose child has recently started toilet training, show unwanted behaviour or any other situations that parents may need advice with.

How will children's views be sought about the help they are getting and the progress they are making?

The children’s views are valued within the setting and practitioners will gather children’s views by speaking to the children and parents. As some children may not be vocal we find it very beneficial having conversations with parents as the information given can be used to help make the child’s time with us more enjoyable and therefore will help the child develop. Practitioners will observe the children regularly and practitioners are play mates to children so they will get to know each child as an individual. As all of our settings are High/Scope based the routine gives the children the opportunity to communicate what they would like to do, this is called the ‘plan, do, review’ process. Children are able to decide what they would like to do and are then given the opportunity to review what they have done. For children who may not be vocal or are less confident we provide photographs so that they can still take part in this process by pointing to what they would like to do.

4) Support for my child’s overall well being

What support is available to promote the emotional, social and medical needs of children with SEND?

All settings will devise a care plan for any child with medical needs; training may be sought if needed to ensure the child gets the support they need. Practitioners will seek advice from other professionals to help support the individual child and their needs, individual educational plans will be completed which will include advice from other professionals and be planned around their interests. Children who attend the setting have the opportunity to take part in the Attention Hillingdon programme and we also complete PALS.

The nurseries settling in procedure assures that children have time to settle and start to feel safe and secure in the environment. When offered a place, the parent/carer will firstly be invited to spend an hour in the Nursery with their child to get to know the staff and children. At the next visit, after the parent/carer has stayed for a little while, the child should stay for a short period of time on their own – for up to thirty minutes. On the third visit the child will stay for a longer time, and will usually have a meal with us. Since each child settles at a different rate, we will change the settling in period to suit the individual child. During the settling period the key person will spend time with the child and parent forming an attachment; it is just as important for us to know that the parent also feels secure in the knowledge that their child’s needs will be met at the nursery.

All children in the nurseries are supported in forming friendships with their peers. The children that attend the nursery are very much used to seeing specialist equipment in the environment, including standing frames and specialist seating. For children who are immobile or use specialist equipment the practitioners will support the child by taking them to activities with other children, as well as ensuring that the activity allows other children to participate and engage. The settings use adjustable tables which allow children who use specialist seating to sit with their peers at activities and meal times.

We work closely with the health professionals in ensuring that any medical needs that a child may have are met during their time at the nursery. We work together to develop health care plans for the child and ensure that all health care professions that support the child are involved.

How does the setting manage the administration of medicines?

Practitioners will follow the policies and procedures of the setting. All medication administered at the setting will need to be prescribed by a doctor. A medication form will be the completed and signed by the parents and practitioners will then be able to administer medication. Training may be sought to enable practitioners to be able to administered medication such as epi pens.

How does the setting help with personal care where this is needed e.g. help with toileting, eating?

Practitioners are able to support children within the settings with personal care; we have nappy changing areas which can be used and toilets if needed. Practitioners will take advice from parents and other professionals with regards to feeding and toileting and will ensure that all advice is put into practice. Different meals and textures of foods can be provided if needed. If a child requires tube feeding practitioners will receive training to ensure that they are able to do this.

5) Specialist services and expertise available at or accessed by the setting

Are there any specialist staff working at the setting and if so, what are their qualifications?

Each setting has a SENDCO. The manager of the setting will have experience meeting a wide range of additional needs and will have had specialist training. Practitioners have experience with children who have speech and language delays, global delay, autisms, epilepsy as well as others.

What SEN support services does the setting use e.g. specialist support teachers, educational psychologists, teachers for hearing and visual impairment, speech and language therapy, occupational therapy and physiotherapy etc.?

The settings welcome other professionals, if a child attending the setting is supported by any outside agencies then practitioners will ensure regular communication between these are had. Professionals we have worked with in the past include the Early Years Advisory Team, Speech and Language therapist, Schools, Educational psychologists, Occupational therapists, Portage workers, Health visitor, Community nurses and many more.

What can a parent do if they think that their child needs help from one of these services?

Parents will be encouraged to communicate with practitioners regarding their concerns, practitioners will then, with parent’s permission, be able to involve the Early Years Advisory Team. Who will then be able to observe and involve the most appropriate team.

6) Training of setting staff in SEND

What training will the staff supporting children with SEND have had or receive?

Practitioners complete regular training. This is based around what is needed within the setting at that time. Training can be in house or will be booking through the local authority website. Practitioners have completed sign along training and this is used within the setting. This training was completed by the majority of the team as we felt it as something that would be beneficial to us at the time.

Do any of the setting's staff have specific qualifications in SEND?

All staff at all of the settings have first aid at work and paediatric first aid training and only these staff are able to administer any medication or treat any child who may have injured themselves. The staff have also been medically trained in the administration of epi pens. Specialist training will be sought to cater for specific needs.

7) Activities outside the setting including trips

How does the setting ensure children with SEND can be included in all activities and trips?

When planning outings we look at each child’s individual needs and cater for this, it may be that a child might need a 1:1 ratio or that the parents will be more comfortable if they also attend. We will try to be as flexible as possible to ensure that all children can be included. Location is always considered and alternative locations are given if possible. We will ask for parents’ consent for their child to attend trips and practitioners will complete outings forms before the trip. This will identify any risks and how we can best minimise them.

8) How accessible is the setting environment?

How does the setting ensure that all of its facilities can be accessed by children with SEND?

After the ‘Thought Process’ form has been completed, we will look at any reasonable adjustments that can be made to ensure all children are able to assess the setting, this may be lowering equipment, leaving more space around the room or even looking at specialist equipment that may need to be used. All of the settings are already wheelchair accessible.

9) Preparing my child to join the setting or to transfer to a new school

What support will there be for a child's transition e.g. before they join the setting. Move on to the next stage or move on to their next setting/school?

At Once Upon a Time we recognise that transitions may be difficult for children, and work in partnership with parents, carers, schools, children and any other relevant people to ensure that the impact is minimal.

When each child goes to school we will hand over relevant information to ensure they are aware of children’s needs and stage of development. We will also, as much as possible try to meet with the new teacher or be available to answer any questions. Children who stay on at Once Upon a Time whilst at school will also have reports sent to the school with updates of how the child is progressing - the child’s main setting will keep children’s main learning journal.

When children move rooms within the setting the staff will settle the children in a similar way as when they first start at the setting. This will be done gradually with a short time in the new room, then gradually increasing to whole session. Children change rooms when we feel they are ready, and not specifically on when they reach a certain age.

Please see our settling in policy. At nursery during the day we support children with their transitions by the use of visual time tables, and singing songs for things such as when they are reaching the end of that activity and have only 5 mins remaining and when it’s time to tidy up. We aim to keep changes to a minimum, such as changes to routine and key persons etc. We work together to support children and keep them involved to changes as they may arise, ensuring that as much as possible it is a gradual transition.

Who should be a parent's first point of contact if they want to discuss something about their child or they are worried?

We would encourage the parent to speak to their child’s key person, the deputy or manager.

What arrangements does the setting have for signposting parents / carers to external agencies which can offer support such as voluntary agencies?

The settings will signpost parents to local children centres which run a variety of walk in groups, we are able to refer to speech and language if needed. Practitioners will also ask for parents’ permission to involve other agencies that will support their child within the setting and at home.

How can parents give feedback about SEND provision offered by the setting, including compliments and complaints?

We welcome all feedback; we would encourage parents to come and speak to a member of the team. Parents are also asked to complete questionnaires when their child has been here for 6 weeks and when they leave us. The settings have a comment and suggestion box for parents to use.

How does the setting access the overall effectiveness of its SEND provision and how can parents / carers and children contribute to this?

We are regularly audited by the Early Years Advisory Team; we will create an action plan with feedback given which enables us to make any improvements needed. Comments from parents/carers are also used to improve the setting. The children’s voices are of the upmost importance and practitioners will observe and get to know the children to ensure their views are incorporated within the setting. Practitioners also complete peer on peer observations and practice is reviewed regularly, training is also completed regularly.

How does the setting communicate with parents / carers who have a disability?

When joining a Once Upon a Time nursery parents are required to complete a contract. Support will be given to parents when needed, practitioners will read thorough and explain in more detail to ensure that this is fully understood. Throughout the child’s time at nursery practitioners will keep parents up to date with their child’s development, interests and day to day activities. This will be done through speaking with the parent, writing home link books and observations and by showing photographs. Staff have attended Singalong therefore we use this to communicate both with parents and children.

How does the setting communicate with parents/carers whose first language is not English?

Within the company we have staff that speak other languages therefore they would help and support a setting that requires this service. If required we are able to offer documentation in other languages for parents to have full understanding. We will show parents photos of their child taking part in activities so they can visually see what their child is experiencing at nursery on a daily/weekly basis. Within the setting we have different languages displayed around the areas.

10) Discussing concerns about a child

Who would be the first point of contact for parents if they want to discuss something about their child or if they are worried?

If a parent had a concern or wanted to discuss something about their child we would always suggest speaking to the key person first. Parents are also welcome to speak with the nursery manager as well as the SENDCO.

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

We hope that at all times you will be happy with the service provided and that you might like to voice your appreciation to the staff concerned. Complaints will be dealt with professionally and prompt to ensure that any issues arising from these complaints are handled effectively and to ensure the welfare of all children. We welcome any suggestions from parents on how we can improve our services and provide a comments and compliments box for parents to use, we will give prompt and serious attention to any concerns that you may have by following our complaints procedure If a parent/carer has any cause for complaint or any queries regarding the care or early learning provided by the nursery, we would recommend in the first instance that you take it up with your child’s key person or a senior member of staff. If the issue remains unresolved or that the parent feels that they have received an unsatisfactory outcome, then these concerns must be presented in writing to the Nursery Manager. Parents are also welcome to contact OFSTED with a complaint.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

As the nurseries we will continuously reflect on our practice and welcome suggestions and recommendations to enhance our provision. Yearly we receive visits from our Early Years Advisory team who will carry out observations and audits, which help us to ensure we continue to offer high quality childcare. From these an action plan is drawn up and implemented. The teams are also on hand as and when needed to offer advice, offer personalised training for the setting and assist with any changes we would like to implement.

The nurseries are constantly looking at ways to improve our service to parents. We send out parent questionnaires every other year. Parents are able to make comments in confidence about the service we provide, these are then returned to the area manager. They will then be shared with me and we will make a plan of what we need to be addressed. A reply is then sent out to the parents.

The managers are confident in sign posting parents to outside agencies/organisations that will help and support the child's or the parents need. The nursery works with the local children's centres, health visiting services and other organisations which are required. If there is a service you require that is unknown to us then we will not hesitate in contacting the local authority FIS or inclusion team, health visitor or children’s centre.