Apple Trees Nursery Wolverhampton is a fully inclusive nursery provision. We ensure that all children are given the opportunities to meet their potential socially, emotionally, physically and academically in all areas of the EYFS (regardless of their gender, ethnicity, social background, religion, physical ability or educational needs).
Below, we will provide you information about the ways in which we ensure we support all of our children including those with SEN and disabilities, in order that they can reach their full potential. It may not list every skill resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual children.
Nursery Wolverhampton, we assess children’s needs through observations and the use of the graduated approach.
The graduated cycle consists of:
Special Educational Needs and/or Disabilities can include one or more of the following:
A child may have needs that span two or more of these areas. In the Code of Practice 2015, Chapter 6, paragraph 6.28 onwards, it gives a fuller explanation of these categories.
The purpose of identification is to work out what action the nursery needs to take to meet the child’s needs.
Your child’s Key Person, supported by the Special Educational Needs Coordinator (SENCO) will work closely with you to ensure that your child’s needs are being fully met.
Your child will have their own SEN Support Plan (SSP) or an Educational, Health and Care Plan (EHCP), depending on their specific needs. Regular progress meetings and transition meetings will be held to review your child’s progress and next steps are discussed with parents, Key Person and SENCO. We are able to work alongside other professionals and jointly agree targets for the SSP.
We have assessment processes in place such as the Two Year Old Progress check and termly Summative Assessments. All children’s next steps are linked to the Birth to 5 matters development statements.
We may sometimes ask you to help us at home with some of the activities that we do at nursery, to support your child’s learning. Outside professionals also provide relevant resources for us to work with in nursery and will provide a second copy for you and your child to use at home. Verbal contact takes place on a daily basis with your Key Person. You will also receive regular reports on your child’s progress. Additional meetings are always available by request.
We use Makaton with children throughout the nursery as an additional means of communication.
All children are included in the planning of activities at Apple Trees Nursery, any children with SEND will be taken into account regarding trips and our staff ratio will be increased ensuring every child will enjoy the experience.
The parents of a child with any SEND will be informed about the trip with enough notice allowing them to decide if they would like to join us on an outing if they feel they would like to.
Parents are invited to bring their children along with them whilst they look around the setting, we encourage the child to explore the setting and join in with snack if they choose.
When a child starts at Apple Trees a key person will already have been allocated to a child ensuring the bond between key child and worker and parents starts immediately.
We have acquired knowledge and experience in how to transition children with SEND to their next school.
In the term before a child starts school the primary teacher and class assistant visits the nursery to meet the children and gain a information on each child. If a child has SEND transition meetings will take place, this will be attended by both settings SENCO and the parents of the child.
Where possible the settings SENCO will support parents by visiting possible settings with them before they submit their choice of school.
Experts from outside agencies may be asked to assess your child’s needs if they continue to have difficulties or if further assessment is required. The SENCO may ask for your permission to seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
• Carry out further assessment of your child’s needs
• Provide advice to the nursery on how to best support your child
• Suggest resources that would help your child make progress
Parents are wherever possible offered the opportunity to meet with these professionals during SEN reviews to discuss the results of their assessment.
We aim to make our nursery rooms as inclusive as possible to meet a range of physical and sensory needs. This might mean installing ramps for wheelchair users, or designing environments that are calming and relaxing to the senses.