SEND Information Report

SEND Information Report for Chichester Montessori 

How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities (SEND)?  

Information is gathered before each child starts Chichester Montessori during the initial parent visit; subsequent conversations and forms completed and settling sessions when the parents stay with the child and staff. We can tailor this to work with the family for the best outcomes of the child. Then an initial judgement is made as to what we all feel the child needs to settle them into the environment and individual plans are drawn up with parent consultation. This can take place with meetings, telephone conversations, emails etc. 

Depending on the nature of the disability/SEN relevant help and support will be put in place in the setting by the team. This can be done through practitioners attending training courses to acquire the appropriate skills needed for supporting the child’s needs. This will lead to different strategies being put in place in the setting to support the child’s development. External professionals maybe invited into the setting to observe the child to ensure we are removing any potential barriers, making adjustments and are as inclusive as possible.  

Our Development records, a way of tracking, monitoring and establishing progress will ensure that if a child develops a need for extra help while at nursery this will become apparent to the staff. This includes the work of the SENCO (Special Educational Needs Coordinator).

Each child has a Key person, who gets to know their key children really well, supporting their interest, knowing their personalities, progress, nest steps and development. We stress the importance of communication, with management, the SENCO and with parents/carers when we feel additional support/adjustments may need to be established. 

Potential SEND issues are discussed at our regular staff and management meetings.

How will early years setting staff support my child?  

As above ,each child has a Key Person, someone who really tunes into and gets to know the child as well as being a communication point for parents/carers and other professionals where needed. This Key Person is supported by a key buddy to help ensure consistency. Everyone works together as a team.  

The manager/deputy support and promote positive behaviour techniques with support from the SENCO/INCO (Inclusive Needs coordinator).This is cascaded to all staff members for a consistent approach and approaches/support sort where needed from the Learning and Behaviour Advisory team, Our EYCA (Early Years Childcare Advisor) or Targeted Setting support at West Sussex. 

Parents Evenings are held throughout the year for catch ups on development, progress reviews and a chance for parent/carers and Key people to come together and share information about the child- always listening to the voice of the child.  

More structured meetings can be arranged to support children and their individual needs where needed. 

The setting has a Special Educational Needs Co-ordinator (SENCO) and an Inclusive coordinator (INCO) This job role entails having an oversight on the day-to-day operation of the Special Educational Needs and Disability Code of Practice, and to contribute towards implementing changes relating to relevant legislation.  

The SENCO co-ordinates provision in the setting for children with SEND, alongside the child, parents/carers, management, the child’s key person and any other services involved. The SENCO acts as a focal point for the provision given to monitor the observation, identification, assessment, and support of children identified as having SEND or needing additional support.  

The SENCO will collate all the information on the individual children, alongside the child’s key person and ensure that all records are maintained and kept up to date. This information will be passed on to any other settings in attendance by the child, support services being accessed by the child and family and ultimately, when the child moves onto the reception year in school.   

The SENCO is also there to provide additional support and advice for parents if they should need it. They will also be there for the team to advice on strategies to help the child they are caring for and any relevant in-house training sporadically. This may be focused on a particular area of need, strategies that support a child or more generalised. 

The SENCO is also responsible for liaising with any relevant agencies on the delivery of provision and the individual needs of children with SEND. 

Outside agencies and referrals can be made/called in if necessary and support provided by the Early Childhood Services (ECS), for the best outcomes of the child. 

At the heart of any decisions, practice, guidance etc is based and encompassed around the voice of the child and their best interest and outcomes.

How will the curriculum be matched to my child’s needs?  

We follow the government guidance documents called the Early Years Foundation Stage (EYFS), Development Matters. We do this by giving each child a Development Record which is designed to track their progress, meeting milestones and individually track their next steps. 

The child’s interests and views as well as the parents’ views are taken into account to ensure the child enjoys his experiences at nursery.  

Focus week sheets are handed out in a cycle, to ensure we capture children’s current interests and comments from home to implement into learning, continually moving their learning and development forward. Feedback is provided to parents on results from the focus week. 

When a child has been identified with special educational needs or disability (SEND) we increase their individual tracking to include an Individual Plan (IP) where targets are set to according to their needs, these will be monitored by the key person, the SENCO, INCO and supervisor. These can be discussed and planned for various needs identified such as Communication and Interaction needs, Social, Emotional and Mental Health, Cognition and Learning needs, Physical, Health/Medical and Sensory needs.  

A One Page Profile is also completed so all staff know how to support the child. We may also set a profile in place for them to support any behavioural needs , known as an IBAP or individual behaviour plan. These will all be reviewed with parents/carers. 

We can use various tracking tools to support your child and home in on an area of development.

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

Parents can speak to staff each time they drop off and pick up their child and via telephone and email during the day.  

Formal and ad-hoc parent meetings are held regularly where the Development Records and any outside agencies involvement is shared and discussed. Attending these meeting can be the Key Person, and/or the Supervisor and/or the SENCO and/or the Manager. 

Parent meetings either face to face or via telephone can be organised whenever required and is a good chance for the child’s key person and parents to discuss anything relevant to the child’s learning and development. This may include achievements, working towards something together, changes in routine, family ,home life etc. 

Using Development matters, we have checkpoints set out in accordance with the EYFS which allows Practitioners to identify any areas the child is not developing as expected. This will be discussed with management and parents/carers and strategies to address this will be agreed. 

The Key Person reviews the child’s progress when completing development records, using focus sheets and an overall assessment of the child using theirs and others observations, against the EYFS. These are shared with parents/carers at parents meeting throughout the year and are able to be accessed by the parents/carers in the classroom.  

Key people will also complete a Two Year check for children , ensuring that they are on target for their development and milestones and any areas that are highlighted as needed potential support are addressed with parents/carers.

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

The overall well being of your child is of pivotal importance to us and we look at and plan for each child individually and holistically. 

We have a purpose built environment where we plan positive opportunities for the children to enjoy and increase their skills, such as knowledge, Independence confidence and self esteem. 

We plan for their health care by having policies and procedures in place that are adhered to and monitored and reviewed.   

All classroom staff are either trained or are training in Early Years Child Care. We continue to support and further train staff both internally and externally in areas we identify for support or of a benefit to the setting and children.  

As a nursery we have an open and communicative environment supporting inclusivity. This is so that they have a greater awareness and understanding of theirs and other’s needs. 

80-90% of our staff are first aid trained. Further training is undertaken for specific needs. 

We have an identified person as SENCO/INCO on the team, having an oversight of children needing additional support, supporting key people and parents/carers.

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

As a setting, we are able to contact various professionals through West Sussex County Council when we may require support or advice about a child.  

West Sussex have a range of support tools and resources for settings to access. 

If the child had got a known disability or SEND when starting with us, the SENCO and key person will liaise with professionals relevant to the child, who are already in place for their support, such as Speech and Language Therapists, Occupational Therapists, Physical Therapists to ensure that the setting has everything in place that will enable the child to be fully included. 

We will hold transition meetings before starting at nursery, supporting us in providing for your child and their holistic wellbeing. 

When there is a medical need, we can look to the child’s care team or nurser to support us in ensuring correct procedures with any medication or care needed.

We can call upon the support of the Early Childhood Service (ECS) and our setting advisor for support and guidance. 

We can sign post to the speech and language drop in centres. 

We can complete a speech and language referral with parent’s permission, to the local SALSS (Speech and Language Setting Support ), to gain further advice on supporting the child and integrate this support further into existing good practice and pass this onto parents. 

We can ring social services, The Integrated Front Door (IFD) and OFSTED for advice on your behalf.

What training are the staff, supporting children with SEND, had or are having?  

Our Early Years Advisors support the nursery for individual children by providing TSS (Targeted Setting Support).  

We access training through West Sussex County Council or external training based on various topics such as safeguarding, food hygiene, exemplary practice with babies, maths in the early years etc. 

Training is cascaded down through staff meetings to support all staff implement ideas and themes into practice and support continuity and consistency. 

More focused or specific training or advice focused on a child’s particular needs can be sought from West Sussex County Council and our EYCA (Early Childhood Advisor), where available. 

Staff enjoy continuing their professional development and often carry out courses such as talking clearly, exemplary babies, how to support boys, managing transitions etc. 

Specialist training can be accessed specific to a child’s need e.g. the use of Epi pens, use of a particular regular medication for medical needs.

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

We aim to make all of our outside trips fully inclusive. 

A regular trip, carried out on an ad hoc basis, is to access and walk the nearby ‘bridal way’ which is accessible to most. The children enjoy various activities such as bug hunting, blackberry picking, craft etc. 

We take children joining the reception year in the coming September, to 'Aldingbourne' Country Park as a learning experience but also celebrating their time together, before moving onto their new school environments. This trip is risk assessed by ourselves as well as risk assessments from the venue itself. Individual risk assessments will be made where necessary.  

We will make this trip as accessible as possible and do this in conjunction with parents.

How accessible is the early years setting environment? (Indoors and outdoors)  

Chichester Montessori was purpose built for early years children. It is on one level only and there are ramps to the outside areas. The floor levels inside remain flat for ease of movement around the building.  

All furniture is of child size and resources are suitable for the intended age groups.  

We always stress the importance of coming for a visit with your child. We are then able to see if all facilities meet individual needs and to discuss any possible reasonable adjustments to routines, equipment etc. 

This setting has some children for whom their first language is not English or have a dual language. We have systems in place to ensure they are supported and are therefore included in all areas of our environment. These are changed and adapted where needed.

There are pictures in the nursery to support children in finding the right box or place to put toys or equipment. 

Where needed, appropriate funding for a child with an identified need, will be sought and, after liaising with parents/carers and professionals, the funding can be utilised to what is most beneficial for the child.

How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting/school? 

Information is gathered before each child starts Chichester Montessori during the initial parent visit. Subsequent conversations and any relevant forms are completed and settling sessions arranged when the parents stay with the child and key person. Our settling process may be adapted and meetings held to ensure we support your child efficiently and for their wellbeing. 

Chichester Montessori comprises of two buildings with children aged 0-2.5 years old in one building and 2.5 - 4 years in the adjacent building. When children start to approach the age of transferring between the rooms, a series of short visits to the other unit are carried out for children, with key people so they can experience the environment and routines, meet their new key person and we can establish how they may adjust to these. Then a plan is made for longer trips to take place before the transition so that it is a smooth process. Parents are consulted at all stages. 

When children transfer to school we work with parents and the schools to make the transition as smooth as possible. We collect photographs, brochures and uniforms from the schools for use in the nursery. We invite the teachers to visit the nursery to meet the children. The teachers also meet with the staff to pass on information; go through the child’s Development Record and make any plans necessary like additional paperwork or visits. 

Supported transitions can be put in place for identified children and parents/carers are invited to attend these meetings to support the transition. 

We deliver a personalised report, any relevant accompanying documents and the development record to the school before the end of summer term. 

How are the early years setting’s resources allocated and matched to children’s special educational needs?  

Resources in our environment are age appropriate and most can be suitable for all children depending upon their needs. 

We may be able to secure funding for a child with specific needs through an evaluation with the support team at West Sussex. 

Equipment to enhance the child's time in the setting may also be purchased, such as projectors, lights and tactile equipment. This equipment will be bought with the specific child in mind, but things that all children will benefit from. 

West Sussex County Council sometimes gives funding and additional resources depending on their budget and the needs of the community.

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

We have systems in place to help us make the right decisions. We track progress; review the outcomes and we monitor these systems regularly. All through the processes the parents are consulted and kept informed.

We will consult with outside agencies if necessary and ask them for advice.  

We have a SENCO/ Inco who can support and liaise with parents/carers alongside the child’s key person.

How are parents involved in the early years setting? How can I be involved?

Parents are involved through daily contact at drop off and pick up where they are welcome to come right into the nursery. Also via telephone calls and emails during the day. 

Formal parent meeting evenings are held twice a year to look at development records, look through milestones and discuss progress made and things we might be working on. 

Parents are able to voice their concerns or opinions during the regular review meetings or to a member of management during the drop off/pick up times or via emails and phone calls. 

More of these meetings are held at the request of parents or staff when the need arises. 

We also hold information evenings and invite parents to join in their child’s nursery session for specific events, such as Christmas Play, Teddy Bears Picnic, stay and play and stay and sing sessions, Graduation celebration, Mothers’ and Fathers’ Day events.

Who can I contact for further information?  

You are welcome to contact directly the Management Team or the SENCO for further information or about how to contact outside agencies.

We maybe be able to offer support, guidance and sign post to various services . 

New paragraph

New paragraph

New paragraph