Our Local Offer

How does the setting identify children with SEND?

Practitioners work closely with each child to support individual needs. We have named SENDCO support within with inclusion training and working closely with parents whilst tracking each child, with integrated 2 year old check the setting can support early identification of any additional needs.The setting works in partnership with Hillingdon Early years advisory teams to refer where necessary and ensure relevant training is implemented for practitioners when needed and a support plan is created tailored for the individual child.

We do baseline line and progression observations in prime and specific areas of the Early Years foundation Stage using the Early years development matters and developmental journal tracking/ speech and language using tools such as Wellcomm and the Speech and language traffic light tool. These are then tracked to monitor progression and if early intervention has been identified. Any referrals are pursued with parental consent and working in partnership with Parents and external professionals such as the Inclusion team/ Child development Centre.

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

We would advise parents to speak with ease to our practitioners/ child's key worker should there be any concerns. The Setting has an open door policy for parents and they can discuss any concerns. The child's key worker, SENDCO named practitioner will work with parents and any specialist professionals to ensure the child receives the required support.

If a child is identified as having SEND, who will oversee and plan their education programme?

The child's plan will be overseen by the child's key worker and senior SEND practitioner at the setting in partnership with any external specialist support and parent partnership.

What staffing, resources and equipment does the setting provide for children with SEND? The setting works closely with the borough inclusion team to provide the necessary support identified.

We have an increased staff to child ratio and can support a child with SEND with more one to one care as well as small group care. Resources and learning environment are very visual and multisensory with opportunity for open ended free flow play. Equipment can be provided as necessary for the support as we have access to the inclusion funding if required and training can be delivered if required to the practitioners for any specialist needs. Currently within the setting, senior practitioners have carried out EKLAN ( specialised speech and language training) as well as providing the following programmes and tools, Attention Hillingdon (small group activity supporting children in developing attention and listening skills which are vital for early learning, including communication development) PALS (a small group activity that promotes social skills in children aged 3-6) WellComm (a speech and language tool kit that supports practitioners to identify areas of concern in language, communication and interaction development in order to ensure targeted early intervention) PECS ( Picture Exchange Communication Scheme )

How will the setting monitor children's progress and how are parents involved with this?

Parents/guardians will be involved with regular daily feedback as well as sessions to join their child within the setting to maintain the consistency of support. The progress is tracked and documented and child's key worker will work with parents to tailor individual next steps. Tracking documentation as well the developmental journals are used to monitor progress and support individual learning plans. These are shared with Parent's as well as any external professionals supporting the child. There are regular reviews and evaluations to ensure learning and development is evolved suitably.

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

The setting has a home visit policy and the SEND practitioner as well as the child's key worker implement a home visit plan when necessary in coordination with the parent/guardians convenience.

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

The setting provides regular feedback opportunities, stay and play sessions and workshops. The children are tracked within the Early years foundation stage as well as the characteristics of effective learning and developmental journal. Regular individual learning development plans are made in partnership with parents and these are updated when needs are met. Parents are guided to activities which can support their child at home working in close partnership with the child's key worker to feedback relevant information.

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

The children are involved in their learning plans, with sharing of their learning journeys, reflection and evaluation of learning activities and learning environments using visual/ photographic observations to support this. Children have opportunities to feedback the activities they enjoy to support the planning of their learning environment.

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

The setting works closely with the Borough's Early years advisory team to implement any necessary training to support the specific needs a child with SEND may have. The setting has practitioners trained in PECS/ Attention Hillingdon and PALS. All staff hold paediatric First aid certificates and any specialised medical training can be provided if necessary. Medication plans are made with parents for the child and ALL staff are made aware of the individual child's needs.

How does the setting manage the administration of medicines?

The setting documents any medicines linked to the child with all the relevant information provided by the parent. The medicine is kept in suitable storage away from children and administration is carried out by 2 practitioners , one as a witness, Time and dosage is all documented and this is shared with parents daily and relevant documents are signed accordingly.Only prescription medication can be administered and if any training is required for administration such as with Insulin for diabetes, practitioners are trained accordingly.

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

The practitioners will provide support as necessary/ private nappy changing area/ stools and toilet seats or potties for relevant support and accessibility to self care needs. If required external support can be sought to ensure the care is appropriate for example if specialised equipment is required. The setting has access to funding resources need to be sought to support with care/learning or development.

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

There are 2 graduate teachers who have specialised in Speech and language/ EKLAN level 3 and bilingual support. The senior practitioners have all received training in Attention Hillingdon/ PECS ( picture exchange communication ) , WellComm speech and language tool/ PALS - play and learning to socialise.

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

The setting will source specialist support when required when a SEND child has been identified according to the need- such as Speech and language, special support teachers have been used in the past.

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

The Parent/ guardian can discuss their needs with the SEND support and the relevant referral can be made working closely with the borough's inclusion team.

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

The SEND support attends regular trainings on SEND needs, inclusion support, borough schemes such as Attention Hillingdon/ play and learning to socialise. visual strategies/ EKlan speech and language support/ Medical training if required/ PECS ( picture Exchange Communication ).

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

Our graduate teacher has a qualification in multilingual and speech and language support/ EKLAN/ as well as the attendance of the local authority inclusion training

How does the setting ensure that children with SEND can be included in out of school activities or trips?

If required the setting would ensure suitable transport is provided/ increased ratio and one to one support if required/ welcoming the parent of the child on the trip if in the child's best interest and a trip is arranged with any individual needs in mind.

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

Regular assessement of the learning environment, any risks, entrance and exits, bathrooms are all evaluated, there are no steps and easy access to all areas of the setting.

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?

Transition support is provided from starting, settling to moving on. Prior to starting there are visits arranged for parent and child with stay and play opportunities/ All about me books/ one page profiles are shared with new settings and gradual settling process with regular feedback. When moving on, there are new school visits, sharing of information with the new setting. Inclusion support visits, transitional activities within the setting.

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

The child's key worker is the first point of contact if they are worried about their child or want to discuss an item.

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

The setting has connected with the local children's centre, regular newsletters are shared with parent signposting them to events and support agencies if required. There is also a parent board with any relevant information as well as an open door policy should a parent feel they would like to query any local support.

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

Parents can feedback to their child's key worker, co- managers. There is also a suggestion box, regular email contact where the parent can get in touch directly as well as a complaints procedure as according the the setting's policy which can all be accessed on our website.

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

The setting's SEND support attends regular SEND support forums for all the regular updates, as well as carry out audits to ensure the setting is effective in their provision. Parents/carers are fedback this as well as questionnaires to support the development of the effectiveness of this.