Before your child starts and settling-in (see below)
SEN – Our Local Offer (see below)
Got Questions? We Have Answers
Before a child starts with us, they will be allocated a Key Person who will remain with them in this role throughout their time at nursery. Families will be given written confirmation of their child’s sessional attendance pattern and a time and date to arrive for their first session. We expect parents to remain with their child for at least the first session, ideally two. This is to enable the key person to begin to develop a working partnership with the main caregiver and get to know about the child’s needs, routines and interests from them as the expert. The key person will then focus on establishing a positive rapport with the child so that they are able to separate from their main caregiver with minimal anxiety.
We strongly believe that settling in is a process, not an event and that this process varies from family to family and child to child. Therefore, we remain flexible in our approach to settling-in but will only act in the best interests of the child. We do not believe that children should be left to cry or to ‘get over it’ when settling in to a new place for the first time and this can be detrimental to their mental, emotional and social well-being. If we are unable to reassure and comfort a child so that they have a positive experience, we will call their next of kin. It may be that we ask the main caregiver to return to the setting, or to collect their child. Some children will settle into their full attendance pattern very quickly but for some children it may take several weeks of shortened sessions or days gradually building up to this pattern. All decisions regarding a child’s settling in process will be made in partnership with families.
At Graffham Nursery we have highly qualified staff with a deep understanding and awareness of child development. Each child has a key person who helps them to settle and develops a close relationship with the child and their family. Through this relationship and ongoing observations we develop a holistic understanding of the child. This, alongside the Early Years Foundation Stage Guidance provides an indepth insight of each child’s developmental stage.
If you think your child may have special educational needs or disabilities, please discuss your concerns with your child’s key person. The key person will liaise with the setting’s inclusion co-ordinator and a meeting will be arranged between parents/carers, inclusion co-ordinator and key person.
Your child will be supported in the first instance by their key person who through discussion with the early years team, and guidance from the inclusion co-ordinator, will prepare and undertake written individual education plans to suit the specific needs of the child. The individual education plans will be based on information collected through observations, learning journals, assessments and guidance from other professionals. The inclusion co-ordinator will meet regularly with the key person to assess the progress of the child based on the outcomes defined in the individual education plan.
Depending on the specific needs of the child, the inclusion co-ordinator will discuss the child’s progress with parents/carers on a regular basis.
The early years curriculum is designed to meet the needs of all children using information provided by parents/carers in the learning journals, observations and children’s interests. The environment is carefully considered and designed around the individual needs and interests of all children in the setting.
At Graffham Nursery we encourage an open door policy to all parents/carers. We value and respect that parents/carers/carers are the primary educators of their children. We develop positive relationships with parents/carers to enable children to develop, learn and achieve. Alongside the normal reporting arrangements there will be formal and informal opportunities for you to discuss the progress of your child with the inclusion co-ordinator. In collaboration with Graffham Infant School we offer parent workshops throughout the year.
The early years team at Graffham Nursery are extremely well qualified and experienced to support the pastoral care and social development of every child. We have a specific policy and procedure to manage the administration of medicines. Children are supported in a sensitive, caring manner in relation to their personal care and there is a specified policy in relation to nappy changing. All staff have the statutory 3 year child protection training and their suitability to work with children is certified by the Disclosure Barring Service.
We have an Achieving Positive Behaviour policy. This alongside staff discussions ensures all children are supported and included.
At Graffham Nursery our inclusion co-ordinator has specialist training in supporting the development of language and communication skills. Staff in the setting have backgrounds in psychology, early childhood development and early years teaching qualifications. We work in close collaboration with Petworth and Midhurst Children and Family Centres. We work closely with WSCC Inclusion Support who advise and guide our professional team.
At Graffham Nursery our inclusion co-ordinator has specialist training in supporting the development of language and communication skills. Staff in the setting have backgrounds in psychology, early childhood development and early years teaching qualifications.
It is our policy to ensure all children are included in activities both inside and outside including trips. This is done in collaboration with parents/carers. A risk assessment of the site is carried out prior to the children’s visit.
The building is wheelchair accessible and there is the opportunity to further develop this should it be necessary. There are disabled changing and toileting facilities. In the event of parents/carers with English as an additional language we would involve an interpreter.
At Graffham we offer home visits which provide an opportunity for new children and their families to meet the key person before starting at the setting. We also offer taster sessions to help children and their families familiarise themselves with the environment and staff. These sessions can be alongside their parents/carers or on their own. The Key person will develop a relationship of trust and support with the parent and the child.
If necessary we are able to meet with the healthcare professionals to help support the child’s transition into the setting, ensuring any relevant documentation is shared in the setting if necessary.
Transition to school or next setting.
At Graffham to support children’s transition to school, the key person would liaise with the school’s SENco and this would be supported by the Nursery’s Inclusion Co-ordinator. At Graffham the transition from nursery into reception is seemless as most children move from Graffham Nursery to Graffham Infant School. Nursery and reception classes work very closely together, therefore, the nursery children are part of the school community.
Current resources and staff expertise would support the needs of most children, however, additional resources could be accessed, if required.
The decision is made through discussion with parents/carers, key person, Inclusion Co-ordinator and the Manager, alongside advice from health professionals.
We encourage parents/carers to become involved in their child’s educational experiences at the nursery. We encourage parents/carers to spend time supporting their child to settle in the setting.
The SENco, Joanna Chambers, or the Nursery Manager.
Tel: 01798 867324; email: firstname.lastname@example.org
The following additional policies and documents are available for you to read at Nursery (or have your own copies if you wish).