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HOW WILL MOONSTONE DAY CARE SUPPORT YOUR CHILD?

Moonstone Day Care caters for offers an inclusive setting which caters for all children of any background. Our childcare service is open from 7:30am-6pm where we cater for children from 6 weeks to 5 years.

We offer private childcare as well as funded childcare. Some children aged 2-3 years are eligible for funding which is 15 hours free childcare per week. Additionally all children from 3-5 years old are eligible to 15 free hours per week. Parents who work 16+ hours per week are also entitled to an additional 15 hours which we also offer. Should you need help with eligibility and checking, please feel free to contact us using the details above. 

We believe that all children develop and learn at different rates, as is reflected in the EYFS and our Vision Statement. However, there are some children who, at some point in time may find it harder to learn than other children. It is important that we identify a child’s individual needs as early as possible and put things in place to help them as soon as is possible. Early intervention has been shown to improve children’s long term outcomes.

A child is identified as having a special educational need and/or disability (SEND) ‘where their learning difficulty or disability calls for special educational provision, namely provision different from, or additional to, that normally available to children of the same age’ (Code of Practice 6.15).

The policy complies with the statutory requirements laid out in the SEND Code of Practice 0-25 (July 2014), which is produced by the DfE and describes the way both education provisions and Local Authorities should identify and support all children with SEND, and with reference to the following guidance and documents:

*The Children and Families Act 2014

*The Equality Act 2010: advice for schools DfE Feb 2013

*The Statutory Framework for Early Years Foundation Stage (EYFS)

*The Special Educational Needs and Disability Regulations 2014

* Safeguarding Policy

COMMITMENT

We are committed to working in partnership with parents/carers and relevant professionals to raise aspirations and expectations for children with SEND by focusing on the holistic development of each child to ensure positive outcomes and to enable all children to fulfil their potential. To achieve this, we will:

*Provide a welcoming, receptive and responsive environment in which parents/carers work in partnership with staff to meet   each child’s individual needs

*Ensure effective communication between staff ad children, staff and parents/carer, staff/parents/carers and outside agencies, and staff and other stakeholders

*Ensure that all children have access to a broad and balanced curriculum which is delivered to the highest quality and follows children’s own interests

*Plan for and regularly assess children’s individual needs following a “assess, plan, do, review” cycle involving parents/carers every step of the way

*Develop strong leadership and management team to support staff and stakeholders to identify needs and enable them to access training

*Meet with parents regularly allowing flexibility for meeting times and respecting them as their child’s first educator

*Ensure transition periods are well planned for and information is transferred promptly and confidentially

*Work collaboratively with the senior team to monitor progress and provision for children with SEND, and to monitor the accessibility of the physical learning environment, the curriculum and information for children with disabilities

*Ensure all policies are inclusive and are known, and accessible to all parents/carers and staff

*Ensure that parents/carers are well informed about the support they can expect to receive by publishing these in our newsletters and on our website

IDENTIFYING CHILDREN WITH SEND

If a child is identified as needing support to reach their full potential the child keyworker will make initial contact with the parents/cares to see if they also have any concerns. The child will be closely monitored by practitioners and all information will be brought together with the observations of the parents/carers and discussed with them fully. Practitioners will pay particular attention to the child’s development in the prime areas of the EYFS (personal, social and emotional development, communication and language development and physical development) when considering whether or not a child has SEN.

Another way a child may be identified as needing extra support is through concerns raised by parents/carers. Or the child may start the setting having been seen or had concerns identified by doctors, health visitors or a paediatrician before the child starts at nursery. Specialised agencies such as Speech and Language Therapy, Educational Psychology, Social Care etc. may therefore already be involved.

Importantly, the following needs/factors are NOT considered SEN, but may impact on progress and attainment:

*Disabilities (it is the duty of all provision to make “reasonable adjustments” to their setting to include children with disabilities as described in the Equality Act 2010—this alone does not constitute SEN).

*Health and Welfare.

*EAL (English as an Additional Language).

*Receipt of the Pupil Premium Grant.

*Looked After Child (LAC).

*Behaviour- no longer a way of describing SEN but a sign that a child has an unmet need.

A GRADUATED APRROACH TO SEN SUPPORT

Once a child has been identified as requiring extra support a ‘Record of Additional Support’ is started.  This outlines their specific needs and the types of support being accessed.  The level and type of support for each child will be offered on an individual need basis, and may increase or decrease over time as the child’s needs change.

We support children with SEN using a graduated approach:

Monitoring: At this stage concerns around development will have been raised by practitioners or parents/carers but more information is required before begin able to put support in place. Practitioners will monitor children closely for a period of time (around six weeks) and then meet with parents/carers to discuss their concerns and to decide together what can be implemented to support the child.

Increased Differentiation: Children at this stage have been identified as having requiring additional support to reach their full potential. A meeting will be held between the parents/carers, child’s keyworker and the nurseries SENCO. Targets will be set along with way in which the adults will be able support the child to reach the target.

SEN Support Plan: In this package of support meetings are held between the parents/carers, child’s keyworker and the nurseries SENCO every 3 months through monitoring, observation, updating the Early Years Summery Profile and meetings with parents. SMART Targets are set for the child with clear explanations on how the setting and parents can support the child to reach these targets. At this stage it is (normally) only the nursery and the parents involved. However referrals can be made to outside agencies should they be needed. According to the child’s progress at review meetings they may move back to the increased differentiation or they may move forward to the SEN & Early Support Plan.

SEN & Early Support Plan: In this package of support meetings are held between the parents/carers, child’s keyworker, the nurseries SENCO and any other professionals who are involved with the child and family, every term (around 12 weeks). Once again Smart Targets and outcomes will be set for the child along with actions for the relevant agencies linked to Health, Care & Education. Once again referral may be made to outside agencies if needed. Discussions may look at future placements, and whether application for Early Health Care plan might be appropriate.

Education, Health and Care Plan (EHC Plan) Parents/Carers or nursery staff may apply for an EHC needs assessment by the Local Authority if it is evident that the child’s needs are complex, will have a long term impact on their learning and/or the child requires more than 20 hours of one to one adult support in the setting. The decision to request an EHC Plan for a child takes place at a termly review meeting with parents/carers, Key Person, SENCo and all outside agencies represented. In order to proceed with the request for an EHC Plan, a child must be receiving input from a Community Paediatrician, a Speech and Language Therapist and an Educational Psychologist.   A Profile will then be prepared by the SENCo in close consultation with parents/carers and with input from any outside agencies involved. A Team Around the Child (TAC) meeting will be held to finalise the child’s Profile, which will be submitted by the SENCo, along with supporting documentation, to the Local Authority to request an EHC needs assessment. If successful, the resulting EHC Plan will detail the support required for the child to make progress and state the number of hours of adult support the child is entitled to (Code of Practice 5.39-5.46).

At every stage of SEN support mentioned above, children and families are at the centre of planning and wider family needs are considered.

At every stage of SEN support, the nursery may request help from outside agencies to better assess a child’s needs and gain appropriate strategies. These referrals are made only with parental/carer consent and a form will normally need to be filled in. Some of these agencies may include:

*Speech and Language Therapy

*Social Communication Worker

*Educational Psychology

*Occupational Therapy

*Music Therapy

*Dietetics

*Physiotherapy

*Sensory Service (for Vision/Hearing Impairments)

*CAMHS (Child and Adolescent Mental Health Service)

*Community Paediatrician

SUPPORTING CHILDREN AND THEIR FAMILIES

We put children and families at the centre of identifying, planning and supporting children with SEND.  We recognize the importance of parents as their child’s first educator and views on their child’s development are sought and recorded as soon as they start nursery.  Partnership with parents plays a key role in promoting a culture of co-operation between parents, the nursery, the Local Authority and others.  This is important in enabling children with SEND to achieve their potential.   Parents should be fully involved in decisions made about their child’s needs.  Parents/carers are supported at every step to understand what they can expect from us within the nursery’s own resources by the staff team.  This information is also available to current and prospective parents/carers via the nursery website.

Parents/carers are encouraged to visit our local children’s centres to access services and support.

PRACTITIONERS SKILLS AND TRAINING

The setting’s SENCO has participated in specialist special education needs training. If Specialist training is needed for practitioners to support children with additional needs this will be sought. Every month practitioners are given a refresher regarding any children with Special Educational Needs, any changes to those policies or updates. Moonstone also have an Equality & Diversity Officer who has received specialised training in that subject, they then cascade any information to the practitioners once a month. In addition, all our practitioners have the relevant training such as safeguarding, first aid and food hygiene.

MOONSTONE’S ACCESSIBILITY AND INCLUSION

The nursery recognises its responsibility in line with the Equality Act (2010) to identify and remove barriers to learning for all children.  This includes:

*Increasing and promoting access for disabled children to the curriculum and wider school activities such as trips out.

*Improving access to the physical environment of the nursery by, for example, providing physical aids to facilitate a child’s access to education.

*Improving the delivery of written information to disabled children and their families.

Moonstone is a very accessible building with a large front door that creates wheel chair and pedestrian access. 

TRANSFER TO NURSERY OR PRIMARY SCHOOL

If a child is on the ‘Record of SEN Support’, the SENCo will inform the primary school they will be attending. Before transfer to primary school the receiving SENCo is contacted to ensure that the transition to the reception or nursery class is successful.  Arrangements are made for visits for staff to share information and look for ways to support the transfer process.  Whenever possible, preliminary visits will be made with the children to the receiving school or nursery.  In some cases, a transition meeting will be arranged including parents/carers, Key Person, SENCo, all involved agencies and the receiving school’s SENCo will be invited.  On transfer, the child’s records will be passed on to the receiving school or nursery.  It is recognised that some children may need detailed transition plans. 

SETTLING IN PROCEDURE

When we have a new child starting the setting then settling in sessions are booked. Settling in sessions are there to support a child in becoming used to the setting and become familiar with the staff.

Settling in sessions are provided free of charge for a child and the amount provided are based on each child and how well they settle into the nursery. Settling in sessions are never going to stop a child from becoming upset but they will ease the separation process.

The usual plan for settling in session are as follows:

1st session is for 30 minutes where a parent stays to complete forms while allowing the child to explore the setting and meet the staff.

2nd session is for 1 hour and allows for a parent to leave their child for the first time at the setting.

The next sessions and all following sessions will be booked dependant on how well the child is settling in.

Please be assured that your child will receive lots of cuddles and attention if they are upset and we will do our utmost to ensure they settle in easily and as quickly as possible. All children are individuals and some may take longer than others. Please feel free to telephone us as often as you like during the day to see how your child is progressing and to discuss anything else relating to the nursery.

We do not encourage children to bring toys into the nursery. However, if your child has a special comfort toy or blanket, etc, which you think would help them to settle better and feel more secure, they are welcome to bring it into the nursery.

PARENTS/CARERS AS PARTNERS POLICY 

The staff working at Moonstone Day Care recognise that parents and carers are the first educators of their children. In recognising the role of parents and carers, nursery staff acknowledge the benefits of working in partnership with families, to ensure care and learning for the children.

On occasion, children attend other registered provisions as well as the nursery and good communication between staff and other relevant providers will contribute towards the child’s time at nursery being happy settled and productive.  

This policy identifies to parents and carers the commitment to the nursery staff in involving them and any other registered provision their child attends fully in their child’s development, learning and experiences. This will be achieved by ensuring that families are always kept fully informed of events and activities in the nursery, by sharing information with them, answering questions and addressing any concerns fully, and by encouraging families to participate in the life of the nursery. Other registered providers will be invited to share and exchange information relating to the child’s interests and development and learning, if families are in agreement.

All staff working in the nursery will:

*Recognise that at all times they are accountable to the parents and carers of the children in their care and encourage parents to trust their judgement regarding their own child.

*Gather from parents and carers information which will aid their child settling at nursery.

*Share with the child’s family, information about children’s daily routines, the activities being planned and carried out.

*Inform parents and carers regularly of their child’s progress and development, through parent’s evenings and encouraging them to be a part of their child’s learning journey.

*Encourage parents and carers to share any skills, interests and hobbies that might extend the children’s experiences

*Encourage parents and carers to share details of any other form of registered provision their child attends.

*Ensure that parents are aware of the nursery policies and procedures and that they are available at all times.

*Operate a key person system involving parents for open discussions and information sharing regarding nursery and home circumstances, and individual needs.

*Inform all parents of the systems for registering queries and complaints or suggestions, and check that these systems are understood by parents.

*Provide opportunities for parents to learn about the EYFS.

*Provide written contract between the parents and the nursery regarding conditions of acceptance and arrangements for payment.

*Respect the family’s religious and cultural background and accommodate any special requirements whenever possible and practical to do so.

*Find out the needs and expectations of the parents. These can be obtained through feedback via questionnaires, providing a suggestion system and encouraging parents to review working practices. These can then be evaluated by the nursery to promote practice, policy and staff deployment.

*Produce Monthly Newsletters and keep our website up to date helping to ensure that Parents / Carers are continually kept up to date on all aspects of the care of their children.

If you have any additional questions please contact us at your local Moonstone Nursery . We encourage perspective parents to come and view the setting to speak more in depth regarding their child’s needs & how we can support them.

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