Preschool SEND information
Name of setting: Little Battlers Pre-school
Name of person to contact: Mrs J Williscroft Mrs T Mason
My child has SEND. I would like to look around. What do I need to do?
Children and their families are welcome to visit our pre-school and meet our staff; we can be contacted by telephone during the session or by email outside of sessional hours.
Our setting’s policies and procedures, most recent Ofsted report and
staff details are available to view on our website. Our preschool has an open door
Policy and so we welcome any visitors and parents to our setting at any time during sessions.
How will my child and I be made to feel welcome and how will you get ready for my child coming?
We welcome all children parents and carers to our setting
Our SENCO (special needs coordinator) will liaise with parents and other professionals in identifying children’s needs and ensuring additional support/equipment needs are in place prior to them commencing the preschool.
Our booklet ‘My time to grow and learn is given to parents to allow you to share your children’s interests likes/dislikes, comforters your child may have, the other agencies involved with your child, as well as sharing your family structure.
Our key person system supports children in the settling and with liaising /sharing information
We use pictorial signs throughout the setting and children’s coat pegs have a picture to encourage a sense of belonging and sense of security, helping them become familiar with their cohort group.
How accessible are your premises?
Our setting is on the ground floor and can be accessible for prams and wheelchairs with wide doors to the main room and a secure safe sheltered outside play area,
We have low child friendly sinks and urinals and nappy changing facilities to support all ages of children (0-5). We use visual signs and notices to support parents and carers, and are open to adaptation where possible.
The Local Offer
How will you keep my child safe?
Our preschool is based on the same site as Battling brook school, the Pre-school is set up daily, this means that equipment is unpacked and packed away every day allowing us to check equipment used
each time it is put out, this also allows us the opportunity to adjust the equipment to suit individual children’s needs.
Access to the preschool is strictly controlled with all external doors locked
and fitted with ctv in line with our policies and procedures
Child safety is paramount and all staff employed by the preschool have DBS checks and are suitable people to be employed in Early Years. They have undergone safeguarding training and are experienced early years workers.
To ensure children’s safety we maintain a high staff ratio and for children with SEND needs we would offer additional support.
Equipment used is always age and stage appropriate and additional equipment would be sourced to support individual needs where required.
How will you communicate with me what my child has done, enjoyed and learnt?
We can adopt a number of strategies to communicate with parents depending on your availability; the key person is available at the beginning and end of the session; home diaries and photo strips are used, where key worker/SENCO can share details of your child’s activities during the session, and even a reassuring phone call to let you know that they are having fun and playing safely.
Your child will also have their own personal Learning Journey recording their learning and development within the setting.
How do you work with other professionals?
We are very familiar with working and liaising with other professionals and welcome them into our setting; we facilitate groups such as social communication groups and small group work and work together to ensure a happy safe transition into main schools. We are also happy to work with other settings childminders sharing information and working on individual targets together.
We have a wealth of experience working with children with SEND; we are supported by regular visits from our Area SENCO and other agencies.
All children have an Early Assessment Review as they settle into preschool, if we have any concerns about a child’s development we can make a referral with parental consent to The Specialist Teaching Service or for a specific area a Single Point of Access (SPA) Referral.
What training have you /your staff had in SEND?
All staff have knowledge skills and experience working with children with SEND, the majority of our staff are qualified to level 3 with diplomas/ NVQ in childcare and education, EYE early years educator or NNEB. In addition to this all staff have undertaken additional training to support specific knowledge and skills,
Trina Mason our SENCO has attended appropriate training for this role, these include;
Understanding the SENCO code of practice and policy writing, partnership with parents,
Menphy’s special outreach service , Behaviour management training
Observation and play based assessment, Promoting equality of opportunity, Catering for the needs of developmentally young children, Lets communicate with signs and symbols in the early years, Hands on communication and social skills, Autism awareness level 1.
The manager Julie Williscroft has undertaken Every Child a Talker (ECaT) training to support developing speech and language.
Makaton signing is also used within the setting, as well as visual timetables and PEC Picture exchange system where appropriate.
All staff have a full understanding of any changes and developments in maintaining good practice and the requirements of individual children’s needs.
Trina Mason has attended a speech and language seminar “How to cope with ASD in the classroom”.
How will you adapt play opportunities for my child?
We would ensure that appropriate equipment is available to support a variety of ages/stage and abilities. A higher staff ratio will allow us to offer more support in play interactions modelling and using social stories to support children in play. Smaller group activities and social communication groups help to support language interaction and confidence.
We will also liaise with parents and use documents such as ‘time to grow and learn’ to identify your child’s interests and to offer these to engage your child in activities they enjoy. A picture book of activities may help them choose activities and the use of a visual timetable may help them change between activities within the setting. We would also seek additional specialist equipment if required through hiring or specialist toy library. We would endeavour to give regular reports to parents and have open communication with them again adapting a variety of methods to suit parent’s
Trina Mason has completed NOCN Menphys sos disabled children and young peoples course.
The Local Offer
How will you get ready for my child going to his/her new school?
To support transition we would set up meetings with professionals and the Teachers from the new school, to discuss individual needs and begin to plan the transitions with all professionals with your child giving their input and agreeing the actions to be taken alongside their parents and carers. As part of the transition process we offer a range of resources to introduce the new school such as school uniform added to dressing up and a photo board of the school’s classrooms and teachers. Visits from your child’s new teacher and additional visits to the new school can be arranged. During this process we would continue to liaise with other professionals and keep parents informed, and produce an individual photo book to encourage talking about the move to their new school to share with parents at home.
Transition progress summary reports, current ECH documents and reports would also be forwarded to the new school.
How will you and I know how my child is doing and how will you help me to support
my child’s learning?
Initially we would support parents during the settling into preschool, communicating frequently with parents either face to face or by the methods of communication most suited to them.
We are always available to discuss how your child is settling in and regularly update parents via reports and meetings on progress and development, as well as an
individual Learning Journey for each child.