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Special Educational Needs & Disabilities
We have tried to keep our fee structure as simple and transparent as possible whilst offering the booking flexibility that we know many working parents require. If your preferred session times are not shown below, please speak to us and we will do our very best to accommodate your requirements.
How do we know if a child needs extra support?
We have an embedded system to ensure that a key person is allocated to every child. This key person completes regularly observations that are then used to inform the child’s planning around their individual needs and interests. These include interests from home and interests at nursery. The key person completes assessments on every child to identify any support that may be required.
These assessments are shared with the parents who are encouraged to add their comments. We then implement a joint approach.
When a child initially starts with us we provide settling in sessions where the key person familiarises themselves with the child’s individual needs, interests and abilities. This is the initial opportunity for the parents to identify any needs with the key person so that these can be catered for. The parents and the key person complete an initial starting point of development form on this settling in session to identify any concerns.
How will the staff support the child?
We have a nursery SENCO (Special Educational Needs Co-Ordinator) that has been trained through the local authority to support the key person, child and families to ensure that the child’s individual needs are met.
We have robust policies and procedures in place which are reviewed regularly ensuring that our resources and environments are suitable and accessible for all.
The SENCO will work closely with the key person to differentiate resources, experiences and activities to support the child.
The nursery SENCO will work with the key person to provide personal plans for each individual child based around their abilities and interests.
The SENCO will liaise with other professionals (with the parents consent) such as Early Years Inclusion Officers, Speech and Language Therapists and Health Visitors to gain further advise in supporting each individual child. The SENCO and the key person will work collaboratively to ensure that these targets and strategies are implemented.
The plans and activities will be reviewed by the key person, SENCO and the parents regularly to update plans and provide support for all children.
How are parents / carers included in the child's education and curriculum?
Parent’s communication is valued and the key person will work together with the parents to ensure that every child’s learning is supported.
At the initial settling in sessions the parent/ carers will work with the key person to settle the child into the nursery. Throughout this time the key person will complete the information sheet to understand the child’s individual routines, needs, interests and abilities.
The parents are encouraged to work together with the key person completing observations and activities for home to keep them informed of new interests so that this can be incorporated in the activities that are planned for that child.
The parents will be invited to attend regular meetings to review the child’s progress. Every child has their own learning journal that the parents can view at any time. The parents are encouraged to add their views and comments.
How accessible are the environments?
If the family has English as an additional language they will be encouraged to share key words in their home language for the key person to understand with the child.
The Manager, key person and SENCO can work with the parents to provide the best base room for the child to have the best access to all of the resources and activities every day to meet their needs.
Helping with transitions:
Transitions are a key time for any child. The key person ensures that these transitions are well planned and supported.
When a child first starts at the nursery the key person will work with the parent to devise appropriate times for the child to settle into the nursery at their own pace.
When a child transitions to another room throughout their time at Tiny Steps, the key person works with the new key person to relay and hand over relevant information for that child.
The child will have a range of settling in sessions into the next age range to secure successful transitions. The new key person will ensure that the child’s interests and needs are catered for and that the child is well adjusted to their new room and peers.
When a child is ready to transition to School the new teachers will be invited into School to meet the key person and all relevant transition supporting documents are completed and relayed to the School to ensure a smooth transition takes place for all children.
For further information please contact the nursery manager.