How will the setting know if my child needs extra help and what should I do if I think my child may have special educational needs?
At Millie Moos we do ongoing observational assessments of all children in our care. These are linked to the development matters ages and stages of development, which can help us identify individual needs of the children. These observations will be discussed with the setting SENCO and Manager.
We operate a Key persons system at Millie Moos, with each child having a Key Person. Their role is to develop trusting, sensitive relationships with parents and children to enable respectful sharing of information. If you have any concerns about your child’s development you can ask for time to discuss this in private with them. If your child’s key person has identified a possible individual need they will discuss the matter with you in private and plan together to support your child’s learning and development.
Our trained SENcos can offer advice and support to the key person. The SENco will liaise with other professionals to seek advice and support in identifying individual needs if necessary.
Reports from health care professionals such as health visitors, speech and language therapists identify children’s individual needs. The setting welcomes parents and professionals sharing these reports with them in order to plan appropriately to meet individual needs.
How does the setting evaluate the effectiveness of its provision for my child ?
The key person and other staff in the room your child is based will get to know the child through meeting the parents during their initial settling visit to nursery. Communication is key between parents and staff to support the child’s care and wellbeing.
The key person will regularly liaise with the parents. During the initial meetings between parents and the key person the parents will be asked to fill in all about me form and family trees. If the children are older parents can discuss the questions or encourage them to draw pictures.
An on-going observational assessment is used to establish a starting point. The key person will observe the child in the first few weeks of them settling into nursery and complete a summery sheet based on their observations. These will be clearly marked as starting points as these summary sheets are used at several points during the child’s learning journey. The summary sheets are linked to the EYFS ages and stages of development. Activities, experiences, routine resources and provision are planned for the individual.
How will I know how my child is developing?
There will be opportunity for planned time to establish relationships between parents, child and Key person on entry to the setting. We have in place an assessment system for all children such as ongoing observational assessments, two year old progress checks and on tracks which are completed every half term. Each method of observation and assessment is linked to the EYFs (Early Years Foundation stage ) ages and stages of development. Each child also has a learning journey file which is accessible to parents on request.
On a twice-yearly basis we hold parents meetings which allow parents/ carers to come and talk with their child’s key person. We also have a SENco available to talk to if required.
The setting has an ‘open door’ policy and encourages practitioners to develop strong liaisons with parents/carers at drop off and pick-ups as they are key to building parent partnerships and to help progress children’s development. Telephone calls can be used to communicate with parents during the day if the parent prefers.
We have recently introduced WOW boards which are designed so that children can share those ‘wow’ movements, achievements that happen when they are not at nursery, so that as practitioners we can build the whole picture of development and to build on those home to nursery transitions. It is also a great way to develop the children’s self-esteem.