Wavertree Christian Fellowship Nursery and Preschool

Local Offer

Description

1. 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? 

When parents apply for a place at the setting they are asked to fill in registration forms which include information about their child’s health and any medication, their likes and dislikes, regular activities they undertake, and any concerns they may have regarding their development.

Parents have time before their child starts to meet the staff and their child’s keyperson to chat about any concerns.

If parents are worried about their child’s development or already know there is a developmental delay or additional need it is important that they discuss this before their child starts to make sure that the setting can meet all their needs or can put strategies in place for when they start.

If a child has moved from another setting to join us we will ask for any learning journey/transition/progress records to be sent so as to establish our own starting points.

Regular observations are carried out on all children in the setting to establish if they are developing in line with the Early years foundation stage. If children are not reaching their developmental targets, their keyworker will observe them and put strategies in place after discussing this with parents. After a set period if no or little improvement is made The keyperson or senco will meet with parents to discuss the next steps. These could include early intervention strategies from other professionals. 

The staff in the setting are very experienced and have cared for children with various additional needs and disabilities. These include; Cerebral Palsy, Downs syndrome, Autism (ASD), Attention Deficit Hyperactive Disorder (ADHD), Visual and hearing impairment, Global delay, Asperger’s Syndrome, Physical disabilities, Dietary requirements, Mental health, Cystic fibrosis and learned behaviour. 

2. How will the staff in the setting support my child?

Each child has a keyperson who is the first point of contact for the family. Staff assess children shortly after they start the setting to create early learning starting points. And through careful observation and monitoring, staff review progress with parents at least once a term but more often if required. Each child has an electronic learning journey which includes diary entries, observations and videos that parents can look at online, comment on and add thier own observations. 

3.  How will the curriculum be matched to my child's needs?

The setting is largely child initiated activities and adults will follow their lead. If a child has a particular interest, then learning in all areas can be based on that interest. A section of the session is adult led when children come together with their keyperson in a small group for more structured activities. There are also times of the day when all children come together in large groups for circle, story time or registration.

4. What specialist services and expertise can be accessed by the setting?

Staff all hold relevant qualifications in childcare from level 2 to qualified teacher status.  Staff also hold qualifications in first aid and food hygiene.safeguarding, GDPR, allergy training, etc. There is a Senco to help and advise and contact other agencies if necessary.

We work in partnership with the local authority, school improvement team, health services, speech and language and other agencies. We are members of the Early years consortia 

5. How accessible is the setting?

The setting has disabled access into the building and into the play room by a ramp. There are also portable ramps if required but everything is on one level including the accessible toilets. 

6. How will the setting support my child in transferring to the next stage of education?

We have excellent transition in place. We work closely with the schools that the setting feeds into which can be quite a few. We invite the teachers of reception to come along to an informal meeting with staff and to meet the children who are moving into their class. We also attend the school improvement transition meeting near the end of term. We ask schools if we can go and visit with the children but this has been difficult for some schools since covid.

7. How are parents involved in the setting? How can I be involved?

Parents are invited to share their child’s progress at least three times a year at parents review meetings. They are also invited to help on outings, come in to read a story or join in a session. We have two knit and natter groups each month and regular evening social events to raise funds for resources. We have also had story time with the reader association for parents of two year olds. We have links with the local childrens centre, childminders and other nurseries. We also have a toddler session on a Monday afternoon.

 

 

 

Local Offer Age Bands

Early Years (0 to 5)