At Penguin Day Care Nursery we support the Local Offer as we have a Special Educational Needs Coordinator (SENCO) Laura Draper. We also have three additional SENCO trained staff who are; Neave Hilton-Askey, Dawn Carver, Sarah Howlett.

1. What is the ETHOS of Penguin Day Care Nursery regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?   At Penguin we aim to provide a caring and learning environment that all children including those with Special Educational Needs and Disabilities (SEND) can develop within.

At Penguin everyone works in partnership to provide the children with a place where they have the right to be understood as individuals and to be given the time and opportunity to develop as creative, competent learners in a secure and caring environment. We aim to identify every child’s needs and abilities to help them grow and develop, we assess each child individually and provide support dependent on their age and ability, this will determine the ratio of support.   

2. The following policies are accessible in the Entrance Hall of the nursery or please see a staff member:   

• Our Vision • Aims and Objectives • Admissions Policy • Child Protection Policy and Procedure • Accident Procedure • Allergies Policy • Immunisation Policy • Infection Control Policy • Administration of Medicines Policy -Medicine Consent Form and Emergency / Long term Medication Form • Illness and Injuries Policy • Sun Safe Policy • Dealing with Discriminatory Behaviour Policy • Inclusion and equality policy • Under 1’s Policy  • Behaviour management • Physical intervention policy • Bereavement policy • Early learning opportunities statement • Intimate care policy and procedure • Settling in policy • Special education needs policy • Supporting transitions • Shared Care Policy • Food and drink policy • Access and storage of information • Arrivals and departures and collection of children policy • Cameras and recording devices • Complaints and compliments procedure • Parents and carers as partners • Parental Involvement  • Staff absence management confidentiality policy • Confidentiality policy • Mobile phones and social networking policy • Staff and employment policy / safe recruitment of staff • Special consideration and training • Staff working with their own children / close relations • Students • Personnel • Substance, drug and alcohol misuse policy • Whistleblowing policy • Staff development     • Procedure for nursery closure In emergencies (weather / illness or breakdown of essential services) • Animal health and safety • Critical incident • Premises, environment, equipment and resources policy • Fire safety procedures • Health and safety policy • Policy on using the stairs • Healthy workplace • Procedure for lost or uncollected children • Manual handling • No smoking policy • Safety checks • Supervision of children • Supervision of visitors • Operational procedures for visits and outings • Waste management • Nappy changing and toilet training policy and procedure    

0-2’s 1 member of staff to 3 children.

2-3’s 1 member of staff to 4 children.

3-5’s 1 member of staff to 8 children, unless the member of staff is Level 6+ then the ratio is 1 member of staff to 13 children. 

At Penguin we follow a key worker system that ensures each child is regularly observed and supported with their development. The key worker plans around the child’s abilities and interests to stimulate their development through enhanced provision. The keyworker regularly assesses the child to identify any support that may be required, after assessments a joint approach with parents and the keyworker is implemented. 

We have a designated nursery SENCO (Special Educational Needs Co-Ordinator) at Penguin, as well as an additional three members of staff who are also trained by the local authority to support the child, family and key person with the child’s individual needs. 

When a key worker has a concern for a child’s development, they inform the SENCO and speak with parents. They then implement a joint approach with the area SENCO who will come and visit the child and help us identify their needs. We then put together an Assess Plan Do and Review (APDR) that targets specific areas that will enhance and support the child’s development. We review the APDR every six weeks to monitor the child’s development closely and ensure they are receiving the right amount of support. 

A child with Special Educational Needs and/or Disabilities (SEND) will be referred to be assessed by an appropriate panel, these will then help to identify the child’s needs and/or disabilities. They will then communicate with us to clarify next steps. These may include one to one support and an Educational Health Care Plan (EHCP).

To make sure we are supporting the child across all areas we have policies in place that are reviewed regularly, these help to ensure that our resources, environments, routines and procedures are suitable and accessible for all.

We support children with development needs through an Assess Plan and Do (APD), as these target specific areas and provide additional support for the child with their keyworker. We also complete a Targeted Support Plan (TSP), these follow on from an APD and are used when the child does not show much improvement and needs extra support.

If a child continues to struggle and their development does not improve then we can apply to the panel for support with their learning, this may include an enhanced ratio.

We regularly evaluate our own practice, to keep up to date with expectations and requirements. We gain feedback from staff with one to one conversation, feedback forms, peer observations, room inspections, evaluation forms, supervisions and appraisals. We gain feedback from parents and visitors by one to one conversation, feedback forms, anonymous comments box, telephone and emails. We also gain feedback from early years professionals during visits by receiving reports, evaluations, one to one conversations, meetings, emails and telephone.

The children also help us to gain feedback through opportunities such as circle time, one to one conversations, asking how they like nursery or the activities.

We use this feedback to adapt our policies and procedures to meet everyone’s needs. 

Every three months we asses each child’s development by carrying out a developmental overview, the keyworker uses the early years development matters framework to check where the child is across the ages and stages.

We review our Assess Plan and Do’s (APD) every 6 weeks to ensure we are monitoring the children’s development and providing the correct amount of support.

Education, Health and Care Plan (EHCP) is a document that is done by professionals and it is a plan to help children develop. It takes 20 weeks to complete from the date of referral. This gets reviewed every 6 months. 

We provide enhanced ratios for children who need extra support with learning and development.

Every child is given a keyworker, who works alongside the child to encourage their development through stimulating, challenging and enjoyable activities based on the child’s interests. The keyworker is chosen for the child based on their bond and attendance. The keyworker will observe the child monthly and assess the child’s development to find specific areas to improve and work on next.

When a child is not working at their expected ages and stages and they seem to struggle, an Assess Plan and Do (APD) is used to target areas and provide extra support. The keyworker will work closely with the child to improve the targeted area.  When a child continues to struggle and is not working at their expected ages and stages a Targeted Support Plan (TSP) is used for the child, this aims to support the child’s development further, through planned strategies by the keyworker.

When a child is referred and accepted through the panel they are provided with an Education, Health and Care Plan (EHCP) these are more specific for the child’s individual needs and development. An EHCP aims to support the child as well as their keyworker for the child’s progression. 

We update information regularly to ensure all staff are up to date with all relevant information regarding each child. We also update staff during staff meetings (every month), appraisals (annually) and supervisions (every three months), this is to discuss any changes that have occurred to any child’s development needs, these include any children with Special Educational Needs and/or Disabilities (SEND).  We have Special Educational Needs and/or Disabilities (SEND) boards in each room informing staff of any children who require additional support. 

7. How will our nursery let a parent/carer know if they have any concerns about their Child’s learning?

We would discuss the concern in a private manner by arranging a meeting with the parents/carers. 

• Speech and language Therapy • Portage • Health visitors • Educational Psychologist and Behaviour Support • Family Support • Tweendykes & Northcott Outreach Service • IPaSS (Integrated Physical and Sensory Service) • Local area Special Educational Needs Co-Ordinator (SENCO) • Early Years

We have five members of staff on sight who are Special Educational Needs Co-Ordinator (SENCO) trained, these staff help to support the other staff with their knowledge based on Special Educational Needs and/or Disabilities (SEND). The staff share information and provide advice to the team to help guide and support one another. We provide in house training that takes place during staff meetings, this helps to update everyone’s knowledge and gives staff chance to discuss and share any potential worries. 

Teaching and provision is adapted for every individual child, teaching is monitored regularly after each observation as we evaluate development and plan for the child’s next steps.   A child with SEND will be provided support from their keyworker, as they observe their development, carry out a developmental overview, create Possible Lines Of Development (PLOD) and then work with the child and parents to initiate progression through the child’s abilities and interests. They are also given an Assess Plan and Do (APD) that will target specific areas with even more specific outcomes.

We follow an open-door policy and offer support to parents and carers at all times. We advise parents to speak with their child’s keyworker as they know the child the best, but other staff are always available to help. If parents would prefer a more private approach they are able to book meetings with the child’s key worker or other staff if necessary.     Parents of a child with Special Educational Needs and/or Disabilities (SEND) can also book meetings with the child’s keyworker, SENCO or nursery manager when they feel they need more of a set time to discuss any issues or problems.  We work closely with all parents to build a solid relationship that parents feel they can rely on for support and advice.

When assessing our physical environment, we consider the abilities, ages and stages of all the children within our care. We adapt the environment with a specific procedure for each age range to suit the abilities. Within each room the resources and routine are adapted to suit the children’s age and stage of development. The environment surrounding the nursery is also adapted to suit each child’s ability. At Penguin we aim to provide everything the children will access at their own height, making the environment welcoming, accessible and sufficient for the children’s ability of development. 

For example, at Penguin we have a set of stairs that the children will access, we have a policy in place that ensures the safety of the children when they use the stairs. There should always be two members of staff supervising the stairs when they are in use (one member at the top and one at the bottom), with only one child using the stairs at a time.  

When the nursery goes out on local walks the procedure will change dependent on the age and ability of the children. The ratios will cater for the right number of children including extra staff, to help with the transportation. On some outings, staff will use push chairs that may vary from a 1, 2 or 6 seaters.  

We also provide a range of challenging equipment, that are chosen for the children’s specific ages and abilities. The equipment is accessible at certain ages and stages within the child’s development. For example, indoors we provide walkers and ride ons for those who are beginning to explore their gross motor movements, we have stairs with slides for those who are practising their balance and climbing skills, we have soft play for children who are also climbing, rolling or jumping. Outdoors we have a large climbing frame suitable for ages 3+ to extend their gross motor skills, we also have a number of tires to balance on, as well as smaller climbing frames, and a variety of bikes, scooters and ride ons.  

Children with Special Educational Needs and/or Disabilities (SEND) are provided with the same opportunities within their physical environment, however if necessary they may be given more support to enable enjoyment and ensure safety.  

At Penguin we provide a range of facilities that help promote all areas of development. We have a variety of sensory resources including themed baskets, bottles, musical toys, books, sensory walls and dens. We also have soft play equipment that provides either energetic or calm play. We have sensory stepping stones for indoor and outdoor use. We also have a large dark tent that is used with sensory lighting. 

Keyworkers also produce individual Special Educational Needs and/or Disabilities (SEND) resources specific for the child, these may be matching, grouping, sorting or finding activities. As well as activities that promote fine or gross movements. 

We have a policy that aims to support transitions, as they are a key time for any child. The child’s key person will plan the transition with communication from parents and the room or setting the child is moving to, to ensure the transition runs smoothly and the child is supported throughout. The key person will work closely with the parents to communicate the child’s progression during their transition, this helps to arrange appropriate times for the child to settle into the nursery at their own pace.

When a child transitions to another room (throughout their time at Penguin), the key person will communicate regularly with the new key person to handover all the information they will need to know about the chid. The key person will complete a ‘I am moving form’ that covers specific areas relating to the child’s routine, development, interests and preferences. Parents are also given the opportunity to add to the ‘I am moving form’ and comment with any additional information. Parents will also be given a new ‘all about me’ to complete, this will also go with the child to the new room. The ‘all about me’ provides extra information about the child, including their personal details such as; names, D.O.B, allergies, religion, culture, home language, relatives, comforter and development stage. Before moving to the next room, the child will have a number of visits that help to settle the chid into the room and gives them the chance to familiarise themselves with the environment, staff, routine and children. The visits will be gradual and will start with a couple of hours, to half a day to eventually a full day session. The children are given the chance to visit the next room with their keyworker and other children from their room who are also at the stage of moving up. The new key person will use all of the information provided to help settle the child and ensure that their needs and interests are catered for.

When a child is ready to transition to School or another setting, Penguin will pass on all relevant transition supporting documents, including ‘I am moving’ and ‘all about me’ forms, the child’s developmental overview and if completed their two-year check.   Children with Special Educational Needs and/or Disabilities (SEND) have visits to their school with their keyworker to help the transition run smoother and support the child through their change. 

For further information please contact the nursery manager.