Toppers Day Nursery is registered for 48 children aged 0-5 years. We are situated within the town of Rishton. The setting is situated on the ground floor of a three-storey building and consists of an open plan baby room, easily accessed from the main entrance. We also have our Toddler room looking out onto our tiered garden – providing children with natural play areas to explore wildlife, flat areas to develop physical skills such as riding the bikes and play in our outdoor classroom area.
For children aged 3 and over we have our pre-school room where children can explore and develop their independence in preparation for Primary school. All our rooms provide children with a cosy area and daily routines are flexible to support the needs and interests of each individual child.
Our management team consists of the proprietors, the Nursery Manager and the Deputy Manager. Our Early Years Practitioners act as keyworkers who are responsible for the monitoring of individual children’s care and development. We also have an ENCO (Equal Opportunities Co-ordinator), a SENCO (Special Educational Needs Co-ordinator), a Behaviour Management Co-ordinator and three CAF (Common Assessment Framework) champions. We also have 2 Safeguarding officers to ensure the wellbeing of all children.
ACCESSIBILITY AND INCLUSION
ACCESSIBILITY – The main entrance provides access to all rooms and is wheelchair and pushchair accessible. – The Car Park offers fully accessible parking spaces which lead to the entrance on level ground. – There are two access points to our outdoor area – the rear entrance and steps at the back of the nursery (leading from the preschool and toddler area) and via the driveway to the right of the top play area, providing access for wheelchairs and walking aids. – Although there is a side entrance to the outdoors area, access is restricted (steps only) to the two lower play areas due to respecting the natural beauty and heritage of the protected trees and gardens. – Our children and staff bathrooms are also situated on the ground floor. All children’s toilets and sinks are low with easy access. Changing facilities are also available in the Baby Room, Toddler Room and preschool bathroom. – Children can access all rooms with adult supervision, and allowing the children to socialise with different ages is promoted to aid development and transitions. – Gates are provided to prevent children moving around the setting without supervision. – Staff will be trained in moving and handling to be able to transport children safely if requiring support. – Our routines promote the child’s unique voice, providing plenty of flexibility to support individual needs, home routines and children’s interests.
INFORMATION – Parents’ information is provided on the notice board in the entrance area, including our weekly menu, funding and school admission information, our newsletter and policies. We also provide information signposting families to other services and professionals I.e. speech therapists, emergency dentists and the local children’s centre. – Our staff establish strong partnerships with parents, providing communication via iconnect, where daily diaries are also completed for younger children and those with additional needs, as well as daily face-to-face communication. Preschool children are given home-link activities each month to involve parents/ carers into our topic themes, and school readiness. – We have an open-door policy, allowing parents to discuss their child’s needs and development with their keyworker when required. – All nursery policies and procedures are available and accessible to parents/ carers. – We provide monthly newsletters to share topics and information with parents. – Parents evening is held once a year. Keyworkers also invite parents/ carers into the setting at regular intervals throughout the year to complete developmental reviews/ assessments. – All nursery policies, procedures and other information is available in large font on request. If required, we can arrange translation into other languages or other informational access.
– The rooms are arrange to create space for the children to move around and explore their environment safely in continuous provision. – Areas are provided in all rooms to take part in messy play safely. – Quiet, cosy areas are defined to enable children to rest, sleep and engage in quiet activities if they please. – Some displays are at children’s height and are brightly coloured to stimulate children’s interests. – All toys and resource boxes are clearly labelled with text and images to promote self-choice and independence skills. – Children with SEND will be supported through the use of visual time tables, communication books, prompt cards and auditory materials. – All furniture is freestanding so can be moved and rearranged to make space for specialist equipment or to ensure the room is accessible for children using walkers or wheelchairs. – All toys, equipment and furniture are developmentally appropriate for the ages and stages of all children. – Tuff trays are used to provide activities on the floor. – Treasure baskets are used with babies to support play and encourage exploration. – All resources can be shared between the rooms to suit the development needs of the individual children. – Cause and effect toys and toys that light up, vibrate or make sounds are available to the children. We also have an iPod and tablet computers that are shared between rooms to support children’s development and interests. – There is also a promethean whiteboard available and the ‘ActivTable’ in the preschool room, which supports their development in ICT skills and using the internet and software safely. This resource can also be used by other room to support children’s needs and interests and enhance their learning.
– The outdoor area consists of 3 large areas; a tarmac yard providing children with access to the continuous provision in the outdoors; a ‘large’ bike yard with a small forest area (including wooden obstacles) and mud kitchen; and finally, an attractive lawned garden with a range of climbing equipment and slides, as well as an area for play ball games etc. – Storage boxes that are labelled are available to support and enhance play outdoors. Occasionally small world toys from indoors are added to extend play. – We have a reading tent outdoors, providing children with a quiet cosy area to share stories and relax. – Resources are set out daily, chosen by the children to embed their voice within the setting. Resources and activities are adapted to suit the needs and interests of the children. – The top play area provides access for individuals with wheelchairs or walking aids. Adaptations will be made for other disabilities when required. All areas are fenced securely to prevent children leaving or unauthorised people accessing the nursery.
Identification and Early Intervention
– Each child is assigned a keyworker on admission they are responsible for monitoring the development of their children and ensures no child’s needs are missed. – We track children’s progress to identify strengths and any areas in need of development. – Two-year-old progress checks are completed in collaboration with parents and shared with health care professionals were appropriate. – Good practice of working together with parents and the observation and monitoring of children’s individual progress helps us to identify any child with special educational needs. – The nursery will signpost parents to other services such as speech and language drop ins, or the local children’s centres when required. – Our nursery has a SENCO and CAF Champions who will work alongside parents to assess the child’s strengths and plans for future support. Our SENCO is experienced in the care and assessment of children with additional needs. – The nursery has an SEN policy in place. – Provision mapping identifies what we provide for all children (Wave 1), for children who require a little bit of extra support in a specific area (wave 2) and children who require more specialised or intensive intervention (wave three). You can see our provision mapping in setting. – Parents can raise concerns they have with their child’s keyworker or the nursery SENCO. – The setting will work in partnership with parents and outside agencies to meet individual children’s needs. We will seek advice, support and training where necessary.
– For any parents/guardians/children with additional needs or accessibility needs or SENCO will complete an access plan to ensure that a child’s individual needs are met. – Our nursery SENCO is trained in meeting the needs of children. – The Manager is Level 4 qualified and Deputy Manager has Qualified Teacher Status, specialising in Early years. – Following request for guidance and an identification of an additional need we will continue to liaise with other agencies such as speech and language therapists, occupational therapists, physiotherapists and will request involvement of an educational psychologist when required. – The nursery will make a request for additional inclusion support to the Early Years Panel if required to enable us to meet the support needs of individual children. All decisions relating to a child will be made in consultation and agreements of parents and all other agencies involved. – The nursery, parents and agencies involved will decide if there is need to request assessment for an EHC plan. We will support the child and parents through the process of developing the EHC plan.
TEACHING AND LEARNING
Our setting works with the framework of the Early Years Foundation Stage. The statutory framework is mandatory for all early years’ settings and places a duty on us to promote the learning and development of all children. We must consider whether a child has a special educational need or disability which requires specialist support. We are required to use ongoing assessment to understand the child’s level of achievement, interests and learning styles and to shape learning experiences for each child reflecting those observations. Assessment help parents, carers and practitioners to recognise children’s progress and to plan meaningful and relevant activities and support. Our nursery delivers educational programmes covering all seven areas of learning. There are 3 prime areas (Communication, Language and Literature; Personal, Social and Emotional Development; and, Physical Development)and 4 specific areas (Literacy; Mathematics; Understanding of the World; and, Expressive Arts and Design). For our youngest children, we focus strongly on the prime areas of learning before increasing the focus on the specific areas of learning as the child ages and develops.
ORGANISATION OF THE SETTING – The rooms within the setting are resourced according to the age phase and needs of the children within them. These are altered throughout the year to reflect the increasing age and development needs of the children. – The areas of provision are arranged to promote learning across all areas of learning and development. – Activities, enhancements and resources reflect children’s interests and developmental stages as identified through ongoing observations.
ASSESSMENT AND MONITORING – All children will be assigned a keyworker who will ensure the effective assessment and monitoring of their child’s development. – The keyworker will share the child’s learning journey with parents each term to help complete quarterly review assessments. During daily discussion with parent’s achievement are highlighted and concerns explored by staff. – The manager will be available at either end of the day for parents to speak to for advice or information in relation to their child and their development. – Each child will have a baseline assessment completed between week six and eight after they begin nursery. This will be shared with parents and their views sought to ensure we know of the child’s starting points. – We track children’s progress and share our assessments with parents every 4 months (equivalent to once a term). Keyworkers plan targets for each child to ensure development based on each quarterly review. – All children undergo a two-year-old check during their time in the toddler room before their 3rd birthday. These are completed with parents and shared with other professionals if necessary. – Activities and provision are differentiated to suit the interests and needs of individual children. For children requiring additional differentiation, the nursery will refer to the settings provision map to assess the best level of support for the child.
PROVISION AND PRACTICE FOR CHILDREN WITH SEND
– The nursery SENCO will support the child’s keyworker in identifying and implementing targeted support for a child. The child’s keyworker will be supported to deliver targeted support and will liaise with the child’s parents/ carers, SENCO, and other professionals to report on the child’s progress. – The SENCO will work with the child’s keyworker, parents/ carers and outside agencies to draw up Targeted Learning Plans, review progress against set targets and will prepare the relevant paperwork for review and transition meetings. – The nursery has a provision map which helps us to identify the level of support needed to meet the needs of children on wave 1, 2 or 3. – Targeted Learning Plans will be used to support children on Wave 2 or 3 of the provision map. – Through differentiated learning programmes/ planning we ensure the provision meets the individual needs of the children. – All planning is displayed in the rooms for parents to see. Daily communication provides opportunities to share always to support learning at home, as well as drawing up differentiated strategies for children with identified needs. – We will sign post parents to any support agencies, training or learning events known to us as deemed relevant.
– Children’s views and interests are embedded within our planning process and are supported through our continuous provision. Older children are encouraged to share their ideas, experiences and views during activities such as circle times. – Ongoing observations and assessments ensure that we can ‘tune in’ to children’s thinking and understanding to be able to plan meaningful experiences to promote development. All rooms use this knowledge to plan using predictable interests to support the views of the unique child.
PROVISION AND RESOURCES
– The nursery is well-resourced and staff regularly reflect on the needs of children, the environment and their practice to ensure that equipment and toys are relevant, stimulating, age appropriate and organised for the children using them. – Additional funding allocated to the setting will be used for additional staffing needs and to purchase toys and equipment to meet children’s special educational needs. – The nursery will work with other agencies in identifying any specialist equipment needs and will accommodate provision for the storage of and safe use of the equipment within the setting as far as possible. – The setting will liaise with the Special Educational Needs and Disability service (SEND) to ensure best practice in supporting children with special educational needs. The SENCO will access services such as health, therapy and social care services when needed and will ensure that time is allocated to effectively liaise and meet with the relevant people and the child within the setting. – The nursery will always endeavour to remove any barriers faced to ensure full inclusion of all nursery activities and experiences. – Staffing ratios, the safety of all children, the support needs of any children with SEN and parental consent will determine the planning of trips and outings. – The setting has use of a turtle bus to allow young children and children with additional support needs to take part in outings in a safe manner.
ASSESSING CHILDREN AND PARENT PARTNERSHIP
We regularly review children’s progress and have a range of strategies to share information with parents. These include: – Parents Evening/ progress review – SEN Review and TAF meetings – Quarterly Review Assessments – Two-Year-Old checks – Preschool Transition document – Targeted Learning Plans for children with additional support requirements.
– In addition, you will receive information regarding your child’s day as we ensure that staff are available to speak to at either end of the day. Iconnect can be used to share information between home and nursery, such as meals, nappies, sleeps, accidents and observations. – We have an open-door policy and parents are welcome into the setting at any time to discuss their child’s development and well-being. – We ask parents to contribute to nursery planning by sharing your child’s current interests or special events will staff. We request that you contribute to the baseline and quarterly assessments completed by the staff team by agreeing set targets and providing us with a comment. – We encourage parents/ carers from diverse backgrounds and different occupations into the setting to talk to the children about culture, festivals, hobbies and work etc.
Transitions can be a difficult time for children and we as a nursery are experienced in managing children’s transitions to make them as smooth as possible. In line with our transition policy we will: – Offer settling in sessions which allow parents and children to get to know the nursery and staff prior to the child starting with us. – Allocate children with a keyworker whom is responsible for supporting the child and family to settle in. – Provide parents with an ‘All about me’ booklet to enable them to share information about their child, and allow us to get to know the child better. – Complete transition reviews to share information with colleagues, parents and other settings as the child moves from room to room or on to a new setting. – Arrange visits from schools and teachers to support children preparing for primary school. – Ensure keyworkers communicate with other settings if the child attends another nursery and has identified areas of extra support. – Arrange Team Around the Family (TAF) meetings, prepare transition paperwork and provide access to Targeted Learning Plans (TLPs) where appropriate to ensure good quality support and provision in numerous settings for children with Special Educational Needs.
– The Manager currently holds a Level 4 qualifications in child care and Deputy Manager is a qualified teacher (specialising in Early Years). Our SENCO/ Safeguarding officer is trained to Level 3 in childcare, level 2 equality and diversity, Level 2 Safeguarding. There are also 3 other CAF champions to ensure families in each room are fully supported by the CAF and TAF process when required. – All staff are qualified Level 3 or above, or are currently working towards it. We have one nursery assistant currently completing her Level 2 apprenticeship. – Staff undertake training regularly to improve professional development, and undertake regular in-house SEND and safeguarding refresher courses. – Some staff have completed short courses on enabling environments, CAF, Information Sharing, Being Two, Literacy etc. Staff cascade information and best practice to their colleagues during staff meetings. – All staff are trained in safeguarding and most hold a relevant paediatric first aid certificate. – The SENCO has an excellent knowledge of meeting children’s needs and has experiences of supporting visual and hearing impairments, autism, ADHD, language and communication difficulties, Social Emotional and Behaviour Difficulties and is committed to ongoing training and development.
– Toppers Day Nursery has an open-door policy, parents are welcome to call in and speak to the Manager and keyworkers at any time. – Parents wishing to contact the nursery can ring 01254 876668, and ask to speak to the Manager or SENCO – Parents can also email the nursery manager firstname.lastname@example.org – Staff are available at either end of the day for parents to discuss any concerns or information regarding their child. – Appointments with keyworkers, SENCOs, CAF Champions and Management can be made with parents at a time convenient for the family (i.e. to book time off work etc.) – Parents are also encouraged to use communication books for younger children if parents
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