Local Offer Shoreham

  1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?

Parents and children are encouraged to attend settling-in sessions at the nursery before the child attends a full session on their own. These are unlimited. Their timing and number are tailor made for each individual child. During these, parents are asked to complete a “Child Data Form”, which asks for specific information about their child, as well as a “Celebrating Me” document. This information is completed in conjunction with the child’s future key person in order that specifics can be clarified. Staff work closely with parents/carers who have children with special educational needs to create and maintain a positive partnership. The Nursery Manager also meets with the parents/carers at the end of the settling-in period to answer any queries, or pride further information to the parent, before their child starts.

From the outset, a child’s key person will observe, evaluate and plan activities based around each child’s individual needs. From these observations, the practitioner will be able to determine whether a child is learning and developing at an expected rate for their age, or whether they need additional support in any area. In all cases, feedback is sought from and given to parents. If either the parent or the child’s key worker feels that a child may have special education needs, further observations will be made by the key person and the nursery INCO/SENCO. Where relevant, advice and guidance will be sought from the FIRST team.

  1. How will early years setting staff support my child?

Each child’s key person will oversee and plan the educational programme, with support from the Nursery INCO/SECO; Nursery Manager and Early Years Professional who visits the nursery weekly as well as feedback from other practitioners who work directly within the group. Planed activities are on displayed on the “Environment Plan”, which details any differentiations that need to be made for children with special educational needs. This is displayed on the parents’ notice board along with a theme leaflet of activities for the forthcoming seven weeks which is also sent to all parents in advance, with suggestions on how they can get involved. The key person will help to ensure that each child’s care and learning is tailored to meet individual needs and will monitor their progress in their Young Sussex Story Book. They will make suggestions on how parents can support their child’s development at home. All key persons work directly with their assigned children. Each month, there is a managers Meeting attended by all he Nursery managers of Young Sussex, along with the Group Manager and Business Manager. The educational programmes as well as procedures are reviewed to ensure all children’s needs are met at all times.

  1. How will the curriculum be matched to my child’s needs?

Based on evaluations made from observations, each child’s key person will plan for a child’s next steps based on the next stage of their development. Differentiations needed will be listed to meet individual’s needs. This includes adaptations to resources, location of where activities will take place, time of day and support needed. This approach will help all children, as activities will be tailored to their needs. Individual education plans will be put in place where needed, reviewed termly alongside input from parents and carers.

Our effectiveness in meeting children’s needs is evaluated through Wellbeing and involvement scale observations and tracking individual children’s development on a Group Overview that informs us on the progress children are making towards the Early Learning Goals. If further support is needed in any area, adjustments can be made to planned activities and the environment and resources to support the child, in conjunction with parents and outside agencies.

  1. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

In addition to the normal reporting arrangements, parents are invited to a termly parents evening to discuss the progress your child is making. Parents and carers will be shown their child’s young Sussex Story which contains photographs, observations and development schedule summarising how well the child is doing. In addition, parents are asked to contribute to their child’s “Young Sussex Story” by completing a “Parent Feedback Form”. For parents with children aged two years, a progress check will be carried out by a child’s key person around their second birthday. Parents are involved in the assessment process, so that their views and experiences can be reflected in the progress check through a questionnaire. Parents and carers are then invited to a meeting so the key person can share with you their own observations. Together, you can then plan ideas to support your child’s future development. Parents will receive a written summary of how their child is progressing in the three ‘prime’ areas of learning. The Nursery will also seek feedback from others that may be working with your child such as health professionals and other organisations.

Each child has a home/school “link book” for the parents to record what the child has enjoyed doing whilst not at nursery, and for the nursery to feedback to parents on how these events have benefited the child in their learning. Parents are also sent a Theme leaflet every seven weeks, outlining the activities that will be taking place over the following months and how the parents can get involved at home.

  1. What support will there be for my child’s overall wellbeing?

From the outset, practitioners ascertain individual children’s needs from information shared with them by parents. Children who have medical conditions and SEND have a Health Care Plan detailing their condition, resources needed to support them, daily care requirements, and specifics of care routines that support their wellbeing. Children that require medication can attend the nursery and practitioners will administer the medication once the parents have completed necessary paperwork. If the medication requires technical and/or medical knowledge, Young Sussex will provide training to nominated practitioners by a qualified health professional in the administration of the drug or medicines as stipulated by the child’s general practitioner or consultant.

The Nursery Manager is responsible for Behaviour Management and will work closely with parents and outside agencies. Chidden with behavioural needs with have individual play plans agreed by practitioners, parents and other professionals. When necessary, Young Sussex will arrange for a child to receive 1 to 1 care for an agreed amount of time, if funding is available from the local authority. If a child’s behaviour becomes severe and poses a risk to the safety and wellbeing of other children and staff, Young Sussex a period of notice will be determined and parents will be informed verbally and in writing that their child’s place has been terminated.

The Nursery premise is checked daily to ensure it is safe for the children and staff to attend. Regular risk assessments of areas and equipment are carried out, and accidents analysed to ensure no re-occurring incidences are arising.

The children communicate their views through group & personalised activities which are recorded through observations. Quotations are displayed on their work and used to evaluate an activity and plan for the next stage in their learning. Features are run in our newsletters and on Facebook where we interview a child, asking them about what they like / would change about our nursery.

  1. What specialist services and expertise are available at or accessed by the early years setting?

Young Sussex employs two staff members who have Early Years Professional Status. They work with all practitioners and groups of children to ensure they receive high quality care and support in their learning.

The Nursery Manager attends regular Business and Welfare meetings for local nursery managers held by the West Sussex County Council Early Years Team, who signpost them to forthcoming childcare initiatives and provide support to the and their teams in many areas including SEND. We can also access online guidance, documentation, tools and formats to support and extend our existing knowledge and practice

The nursery has access to the Early Childhood Service’s Workforce Development team who work with us to improve the way activities are delivered. They do this by supporting the recruitment and training of practitioners and encouraging attainment of higher levels of qualifications.

The FIRST (Facilitating Inclusion through Reflection Support and Training) Team also visit us regularly to observe individual children in the setting suggest ways to support children’s individual needs and plan next steps with practitioners and parents. The FIRST Team is made up of early year’s advisory teachers (inclusion) and speech and language therapists.

The nursery has a SENCO/INCO that attends regular Network meetings and mandatory training from the FIS.

  1. What training are the staff, supporting children with SEND, had or are having?  

A Key Person with a child who has a severe hearing impairment has attended hearing impairment training which covers basic sign language, hearing aid, cochlear implant and radio aid management. This training was delivered by the West Sussex Sensory Support Team.

Explore the adults role in promoting speech, language and communication in all children.

Encourages partnership working with families and identifies strategies for all children to value and respect different languages and cultures and to reach their potential

Explores attitudes to inclusion and how practitioners can develop inclusive practice. The key issues of including and working with vulnerable groups of children and their families will be considered

Investigates how sensory play is linked to all seven areas of learning and development and examines sensory play in relation to brain development, physical development and how children learn

This course is designed to support practitioners in developing language rich provision and activities. Attendees will use everyday resources and learn games and songs which will help them to support the development of essential skills

Explores the quality of early attachment relationships and how they have long-term impact on both personal relationships and openness to learning

  1. How will my child be included in activities outside the early years setting including trips?

Outings and visits are planned to complement and enhance learning opportunities and extend play opportunities for the children. They are carefully planned in advance with an outings plan being completed beforehand and with prior consent from all parents. A senior member of staff will always carry out a risk assessment identifying any potential hazards on the journey or at the location prior to the outing.

  1. How accessible is the early years setting environment?

The building has limited wheelchair access to the play spaces on the ground floor. At present we do not have disabled changing and toilet facilities. We ask parents/carers to translate words or research translations so we are able to display different languages within the nursery. Many of the resources in the nursery as a whole are stored in clear, low level containers, with pictorial labels on the boxes accompanied by Makaton signs. Any equipment can be locked away, whilst the nursery is not in use.

  1. How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting/school?

Children will be given settling in visits to the nursery and we will ask parents/carers to fill in an information form asking about their child’s likes and dislikes. If your child enjoys playing with certain toys we will ensure that these resources are set up during their visits. We also have a ‘Welcome Booklet’ which can be taken home with photos of the nursery and staff. If a child attends more than one setting then the key worker will fill in a form about the child’s interests and development at nursery and pass this information on to the other key worker, we would then ask for the same information from the other setting, ensuring a clear development plan.

When your child is ready for school we will invite their new teacher to our nursery where they can meet the child’s key worker and discuss your child’s development and next steps. A transfer to school document will be completed for the parents and entry school during the final term that a child is with us

  1. How are the early years setting’s resources allocated and matched to children’s special educational needs?

We carefully assess, monitor and review each individual’s needs. Resources are then allocated so that children have full access to the curriculum. The ‘Special Educational Needs Coordinator’ will work closely with the family and outside agencies to ensure your child is receiving all the additional support required.

  1. How is the decision made about what type and how much support my child will receive?

Funding from the local authority can be requested depending on the individual and they will assess what extra support, including specialist equipment, can be obtained.

  1. How are parents involved in the early years setting?

We ask parents/carers to fill in our questionnaires and all suggestions are considered. We email our ‘Newsletter’ to all parents informing them of upcoming events.

  1. Where We Are

Young Sussex Shoreham is situated in a picturesque setting on the edge of Buckingham Park. For information on how to get there; or to speak to your child’s keyperson, the nursery manager, or our SENCO, Tina Burt, please go to our Contact Us page.