Local Offer

Rockers and Rollers Day Nursery

Local Offer

 

How does the setting know if children need extra help and what should I do if I think my child may have Special Educational Needs (SEN)?

  • At Rockers and Rollers we are very lucky to have staff trained at a high level and some with a good knowledge, understand and experience of working alongside children with SEN, therefore we are able to identify needs at an early stage.
  • This is done through initial observations, two year checks and liaising with parents, carers and other outside professionals.
  • If outside involvement from professionals is required, the setting SENCO would require parent consent, and then a referral would be made to the correct agency.
  • Each family is allocated a Key Person, who has a strong relationship with both the child and the family. Parents and carers can raise any concerns they may have about their child to the Key Person, who will then liaise with Rockers and Rollers named SENCO and managers if necessary.

How will early years practitioners support my child and how will the curriculum be matched to my child’s needs?

  • All children who attend Rockers and Rollers are treated as individuals, and they are all planned for individually, based around their needs and interests.
  • Each child is allocated a Key Person who will identify their key children’s needs and interests, through observations, assessments, and planning next steps.
  • The room leader will then oversee all planning and bring it together for all children.
  • The named SENCO will oversee that children with identified SEN are planned for and their needs met.
  • When initially visiting Rockers and Rollers, you will be shown around by a manager, who will introduce you to all staff, and explain the key person role which is, that they are there to ensure that every child’s learning and care is tailored to meet their individual needs. The key person is also there to engage and support parents and carers in guiding their child’s development at home. On the child’s first taster session we try to let a natural bond form between a child and an adult before allocating a key person.
  • We have a SEN policy in place which adhered to and we do not discriminate, and believe in giving every child the same opportunity to reach their full potential, and putting the correct support in place to enable that child to do so.

 

 

How will I know how my child is doing and how will you help me support my child’s learning

  • All children attending Rockers and Rollers have a personal on-line Learning Journey which records photos, observations and comments, in line with the Early Years Foundation Stage, to build up a record of your child’s experiences during their time with us. We use Tapestry, a system, which is hosted in the UK on secure servers. These servers confirm to very high environmental standards and are proactively managed 24 hours a day.  Each Tapestry account has its own database and the code itself is developed using hack-resistant techniques.  Filenames are encoded for uploaded, videos and images, making Tapestry a safe and secure on-line Learning Journey tool.  The benefits to yourselves from Tapestry being on-line means you will have secure access (via a website which you login to using your email address and a password) to your child’s Learning Journey and, in addition to viewing our contributions, we encourage you to add to it by uploading photos and comments, or commenting on observations made by us. Once you have provided the nursery with an e-mail address we will be able to set you up with an account.  We will also give you detailed information on how to view/use your child’s Learning Journey.  If you do not have access to e-mail your child is still able to have an online Learning Journey which you can access through the use of the nursery computer equipment during specific dates throughout the year.  Each child will receive a CD with their Learning Journey on at the end of their time at Rockers and Rollers.
  • We invite all parents to book appointments with their child’s key person throughout the year. There is also opportunities to book appointments with the managers and SENCO. This can be to discuss any concerns or progress your child is making.
  • There is a formal review of your child’s progress at two years, which you will be invited to attend, and shared with your child’s health visitor, after consent has been given.
  • We have parent information board outside each room where planning is displayed and on your initial visit, this will be explained to you.
  • We ask parents to complete home interest sheets that are on the parent information boards to support our planning. We also have wow moments for parents to bring in to celebrate success.
  • We have previously run courses on Somerset Total Communication (STC) and invited parents to participate as this is used throughout the nursery.
  • We have a system in place called Fledgling’s which is a home communication system, where we are able to send an update of your child’s day and any other important information that you may need to know.
  • Also there is a noticeboard in the lobby of our setting with information such as menus, routines and contacts.

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

  • Every member of staff has first aid training.
  • Where needed staff will undertake individual additional training to support children with SEN and disabilities, and to cover any additional medical needs, such as allergies, physiotherapy, specialist feeding and individual medical procedures.
  • Care plans will be put in place to ensure any child with medical needs are met correctly.
  • It is the policy of Rockers and Rollers Day Nursery that medication will only be given where they assess it is in the best interests of the child and a written consent form is signed by parent/carer. As guiding principles the nursery will usually give medication prescribed by a medical practitioner or a person with medical knowledge such as a pharmacist, and preparations bought over the counter appropriate for the age of the child. ALL medication must be labelled with the name of the child when left by the parent/carer.

The greatest care will be taken to see that these are administered according to the instructions on the bottle or packet.  In particular no medication will be administered which is pasts its expiry date. Records of all medication administered shall be made on the medication forms, by a qualified first aider. A sample form is included in this manual, and signed and witnessed as indicated.

When a child in our care becomes unwell it is our usual practice to contact the parent/carer and discuss the situation.  Should they request administration of medication to minimise the child’s distress as an interim measure, and the medication be available, then the staff will administer it making the necessary entries on the medicine record sheet.

  • Our setting enables children to socialise and form bonds with adults and peers, we plan activities to include Personal, Social and Emotional development. Children who require support in these areas will be given extra opportunities to try new activities and say what they would like and dislike. We encourage children to talk about their ideas and choose different resources that they need for chosen activities. We respect their needs when they do or do not need any help. We encourage children to talk about how they and others feel, this is achieved during small group times and circle time. We encourage children to play co-operatively, taking turns with others.

How will the setting ensure they take account of my child’s views as appropriate?

  • We build good bonds with children through our key person systems, and ask the children for their ideas and views and include these in our planning and next steps. We ensure that we listen to children and teach them to listen to others.
  • To encourage language and communication, we encourage children to talk about families, events and home life. We often use photographs from home to support group time sessions. We also have a nursery bear who visits children’s homes and they fill in his special book which is then shared at group time.

What specialist services and expertise are available at or accessed by the setting?

  • Our SENCO has many years’ experience working in a setting specifically for children with SEN, and attended several training courses, including Somerset Total Communication, Manual Handling, Feeding, Managing Behaviour, Calling All SENCO’s and 3 day Portage Workshop.
  • We have lots of other outside professionals who visit us including, Area SENCO’s, Speech and Language therapists, Physiotherapists, Occupational Therapists, Educational Phycologists, Translators and Portage workers.
  • We have also trained a second member of staff as SENCO so that in the absences of the main SENCO the deputy SENCO can continue her role.

 

 

What training have the staff supporting children with SEN and disabilities had or are having?

  • Main SENCO – Calling All SENCO’s training (2 day), Portage Workshop (3 day), STC level 1, Manual Handling, Managing Behaviour, Feeding, individual Tracheostomy training, individual Oxygen training, Epi pen, Using Feeding tubes, Paediatric First Aid.
  • Second SENCO – Calling All SENCO’s training (2 day), STC level 1, Managing Behaviour and Paediatric First Aid.
  • Other Staff training includes – Paediatric First Aid, STC and Managing Behaviour.

How will my child be included in activities outside the setting, including trips?

  • Permission is sought from all parents on joining our setting to say they are happy for their child to attend any outings or visits.
  • All visits outside of the setting are risk assessed, and any individual child’s needs would be considered when completing these.
  • Any medical equipment, walking aid or wheel chair will be taken on any visits outside the setting, and any appropriate routes would be taken so these are accessible.
  • Additional adult support with be provided where needed.
  • Advice will sought from parents before any trips, and additional permission forms will need to be signed if it is a visit required transport.

How accessible is the setting environment?

  • Our building and garden is fully wheelchair accessible, including a disable toilet.
  • Parents and children who have English as an additional language are supported through the use of interpreters, where required.

How will the setting prepare and support my child to join the setting, transfer to a new setting or move on to school?

  • All children are offered taster sessions before joining our setting, these start at an hour session and build up over the next few weeks until the child is happy and settled into their new environment. During this time the key person will be assigned.
  • We use our online learning journal system Tapestry to help settle children by taking photographs of staff and their new environment to share with parents at home.
  • Pre-school entry plan meeting are held for children with SEN to discuss any needs the child may have and how these will be met.
  • When moving on to school or another setting a School Entry Plan meeting will be held or another pre-school entry plan meeting.
  • When moving on to a new setting, we share any information with parent consent, including a copy of their online learning journal, Individual Education Plans (IEP) and any care plans.
  • Settings are invited to visit us when the child is here to spend time with the child and key person to build bonds and gain knowledge.

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

  • If there is no known SEN, the key person will observe the child within the setting, if there is a concern about a child the settings SENCO will be called to spend some time with the child, the next step would be to talk to parents about any concerns. If the parents share concerns and give consent we can gain involvement from the Area SENCO, who will come to the setting and observe the child and make recommendations on how best to care for the child and extend their learning. They will also advise if funding should be applied for and what level of funding. This would then be discussed with parents. Children are reviewed regularly with parents and key person through IEP review meetings and reviews of care plans to see if child has met set targets, and set new ones where required.

Who can I contact for further information?

  • If you wanted to discuss something about your child you can arrange a meeting with your child’s key person. If however you need further information that the key person cannot provide, you will be able to speak to a manager or the settings SENCO.
  • For information about join our setting please contact,

Liz or Lisa

On

01749 678995

Or

contact@rockersandrollers.com