EYFS Requirement
Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs, to help the child became familiar with the setting, offered a settled relationship for the child and build a relationship with their parents and/or carers (EYFS 2021).
1.16- Each child must be assigned a key person. Providers must inform parents and/or carers of the name of the key person, and explain their role, when a child starts attending the setting. The key person must help ensure that every child’s learning and care is tailored to meet their individual needs. The key person must seek to engage and support parents in guiding their child’s development at home. They should also help families engage with more specialist support if appropriate (EYFS 2021).
Related policies
Settling in and Transition policy, SEND, Arrival and Departure, Behaviour Management.
Legislation
EYFS 2021, Childcare Act 2006, Children Act 2004,
Statement
Children’s Corner Pre-School team strongly believes that children settle more smoothly when they have an allocated qualified key person who is familiar to them and their setting. When a child registered within the preschool provision for the very first time a qualified staff member is allocated to them as a key person and parents are introduced with the nominated individual. Research shows that a Key Person approach benefits the child, the parents, the staff and the setting by providing secure relationships in which children thrive and parents have confidence within the setting team.
Aim
We aim to provide warm and consistent care for all children in our care. Our qualified practitioners always ensure that they know all the children well and work closely with them and families so we can provide support in the absence of a child’s key person. All staff members will be available for all children in the session, but we aim to ensure each child has an allocated member of staff with whom they can build a close relationship. The key person follows the Welfare Requirements of the Early Years Foundation Stage 2021 which are stated above.
Procedure:
The key person has been given a range of responsibilities to provide a best start in each child’s learning and development to meet their individual needs. The key person must be working closely working with children and parents as a team. All newly recruited staff members are given initial six weeks induction by a Senior Management staff who highlights their roles as a key person and partnership working with parents explained in the job description, person specification and in the employee handbook.
To promote the best practice, we do allocate secondary key person who takes over the main key person’s role during covering breaks, absence or a holiday cover. The secondary key person is usually another qualified staff member who is working in the same room and the child is also familiar with her.
The parents are also introduced with the key person before settling in sessions are organised. The key person initially starts working with the child from the settling in session and will be available to the child on one to one basis. This helps a child to settle in with a familiar adult who is always around to reassure. The key person discusses settling in session with parents to support the child’s emotional wellbeing in a professional way to minimise distress.
It is a key person’s role to plan suitable activities for each child to meet their stage of learning and development. The key person evaluates child’s learning after carrying out activity planning and will make observations. Next steps to learning will be discussed with parents on a monthly basis. Parental ideas are noted down then used in planning to promote children’s individual learning. Parents are involved in child’s learning by filling out baseline assessment, all about me and wow moment form on a regular basis.
It is a key person’s job to update individual child’s planning and learning journey. The key person is always aware about each child’s stage of learning and development. Any gaps in the learning will be picked up by the key person and will be added to the action plan which will be followed by planning more frequent activities.
The key person also suggests activities for parents to carry out at home which are easily followed up such visiting to a park, library and sharing books with preschool.
The key person will always ensure that each child is meeting the developmental milestones of EYFS. If any concerns arise regarding any developmental delays the Key person will discuss straightaway with parents and Pre-school SENCo will be informed. If a child needs early intervention as have complex needs a referral will be made to Portage Team with parental consent.
The Key person works as a main contact for the parents and has links with other carers involved with the child such as a childminder, and coordinates the sharing of appropriate information about the child’s development with parents to update their child’s progress.
The key person also supports a child during transition to Nursery and Reception Class by sharing information with new key person and Teachers. It is always preferred to invite teachers to come in the provision for an initial discussion. If possible, a key person also attends transition to school session alongside the child if permissible by school.
Legislation:
EYFS 2024
Related polices
Food allergy policy
Where children are provided with meals, snacks and drinks, they must be healthy, balanced and nutritious. Before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. Fresh drinking water must be available and accessible at all times. Providers must record and act on information from parents and carers about a child's dietary needs.
There must be an area which is adequately equipped to provide healthy meals, snacks and drinks for children as necessary. There must be suitable facilities for the hygienic preparation of food for children. Providers must be confident that those responsible for preparing and handling food are competent to do so. In group provision, all staff involved in preparing and handling food must receive training in food hygiene legislation.
3.50-Registered providers must notify Ofsted of any food poisoning affecting two or more children cared for on the premises. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident. A registered provider, who, without reasonable excuse, fails to comply with this requirement, commits an offence.
Details of the procedure:
When a child enrols at Children’s Corner Pre-school the Management team completes registration forms where all dietary requirements are noted down including allergies, religious needs and cultural preferences. If a child has a certain food allergy or a health condition which is related to food then a care plan will be formulated and all staff members will be given details of the allergy and steps will be suggested to meet the child’s health needs. Parents are provided with details of daily healthy snack options being offered at preschool which includes selection of fruits, milk, vegetables, yogurts and toast etc.
All team members have completed training on Cute Fruit course and have received a certificate as well. Pre-school staff members are only offering healthy snacks to children which are nutritious, low salt and low sugar. No biscuits, chocolates, crisps or sugary drinks are offered to children. A selection of fresh fruits, vegetables, yogurt, milk, crumpets, toast and breadsticks etc are offered to children twice a day.
Snack menu list is also displayed to all parents at the main entrance door at the beginning of each week. There is always an access of fresh drinking water available both indoors and outdoors for children. Most children help themselves and drank water whenever they feel thirsty and younger children are assisted by the staff members to have a regular drink during the session.
The children who are on packed lunches their parents are being explained during enrolment time about healthy packed lunch options. Preschool team provides leaflets of preparing easy healthy dinners and snacks for lunch to all parents in the induction pack. If a child brings unhealthy dinner, it will not be offered and healthy filling sandwich option will be given to a child.
The pre-school team has been only offering healthy snack food to children which does not require any cooking. Two staff members have food handling certificate and whole team follows clean hygiene practice during preparing and serving snack. The snack box contains good amount of food in it like bread, rice cakes and crumpets. Milk, yogurts, vegetables and fruits are always stored in the fridge. All snack items are purchased at the beginning of each week and staff members regularly check expiry date of all items. The snack is prepared in the kitchen area which is clean and equipped with daily routine items for children like cups, bowls, plates, cutlery and jug etc. Staff members follow rules of hygiene practice which are displayed in the kitchen.
If any incident of food poisoning is recorded in preschool where two or more children are affected, then OFSTED and Calderdale environmental health will be notified as soon as possible but within 14 days timescale. The preschool Manager will be recording all information on the incident log in book which will be shared with OFSTED and Environmental Health departmen
Legislation: SEND Code of Practice 2015
Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.
5.7 Early years providers must provide information for parents on how they support children with SEN and disabilities, and should regularly review and evaluate the quality and breadth of the support they offer or can access for children with SEN or disabilities.
EYFS 2021
3.68. Providers must have arrangements in place to support children with SEN or disabilities. All providers who are funded by the local authority to deliver early education places must have regard to the Special Educational Needs Code of Practice. Providers must identify a member of staff to act as a Special Educational Needs Co-ordinator (SENCO).
Aims of the policy:
Children’s Corner Pre-School team promotes inclusion of children with special educational needs and support them in reaching their full potential, encouraging each child to value and respect diversity and difference. Our Special Educational Needs Coordinator (SENCO) is Mehreen Rizwan and Anisah Naseer .
We adhere to the following legal frameworks:
Equality Act (2010)
Disability Discrimination Act (DDA) 2005
Children’s Act (2004),
Children and Families Act (2014).
We work with families and children to ensure the requirements of the SEND Code of Practice (2015) are met.
The aims of this policy are: -
*To promote the rights of a child with Special Educational Needs to have their needs recognised and met from the time of admission to pre-school to transition into school.
*To explain the role of the Special Educational Needs Co-Ordinator (SENCO).
*To explain how we provide an environment that is accessible to children and parent/carers with disabilities, as far as is possible, in our premises.
*To promote the settings commitment to providing challenging, fun and differentiated activities in the Revised Early Years Foundation Stage (2021) and by involving parents/carers and children in decision making and review.
*To explain how key persons and the SENCO identify the needs of a child and provide interventions that are additional to, or different from, the setting’s usual provision, and to explain the purpose of the graduated approach.
*To promote good practice by ensuring confidentiality and privacy for parents/carers and children, and respecting the need to seek parental permission when seeking the views of other professionals about their child.
*To explain to parents/carers how to voice concerns they may have about our SEN provision.
*To promote the importance of working together with health professionals and outside agencies to support the child.
The Role of the Special Educational Needs Co-Ordinator (SENCO)
Our SENCO is Mehreen Rizwan and Anisah Naseer, who have received accreditation for completing the SEN training from Early Years Alliance and Calderdale Council. Mehreen Rizwan has also completed advance level 3 SEN qualification from an accredited provider. The main role of a SENCO is to:-
1-Liaising with parents
2-Expert in planning Individual Learning and Development Plan (ILDP)
3-Professional of SEN Code of Practice
4-Multiagency worker with parents, Portage team, health visitors, medical professionals and Speech therapist
5-Ensure SEN code of practice is followed in the provisional procedures and practice.
6-Works together in team around a child
7-Parents meeting organiser
8-Trainer of SEN practice to junior staff members
9-Monitor SEN practice in provision
10-Professional in organising EHC plan.
The SENCO also ensures to
*Encourage all members of staff to take responsibility for the provision for children with Special Educational Needs and to be familiar with the SEND Code of Practice and SEN Policy.
*Encourage parents/carers, particularly those with children who have SEN, to assist further in understanding SEN policy through discussion and dialogue.
*Review and monitor this SEND Policy with staff and committee members of Children’s Corner Pre-School, considering the views of parents/carers and other outside agencies and professionals.
*Support members of staff who have concerns about a child’s development.
*Support members of staff in their understanding of inclusion, inclusive practice and the graduated response and in the writing and reviewing of SEN Action Plans.
*Support members of staff in implementing strategies when working with children.
*Monitor and review practice and provision and if necessary, make reasonable adjustments; promoting and valuing diversity and difference.
*Ensure that the child’s interests are considered when planning using methods such as showing them photo books, symbol cards and recognising their facial expressions, gestures and body language.
*Ensure issues relating to bullying are responded to immediately (Behaviour Management Policy)
*Where necessary, and with the parent’s/carer’s permission, seek additional advice about supporting the child in the setting or in their transition into another setting.
*Provide parents/carers with information about services offered by local authorities.
*Work together with other health professionals and outside agencies, i.e. Portage team, Speech and language therapists, Children’s Nurses, Health Visitors and other professionals.
Relating to Equality and Diversity Policy:-
*Identify and bring about changes needed in the physical layout of Pre-School and source any specific resources required.
*Support members of staff in differentiating activities to include children’s needs.
*Identify any risks that may arise from, for instance, having a wheel chair in the setting.
*Ensure that thought is given to making outings accessible to children with SEN.
*Ensure that positive images of disability are displayed in the setting and can be found in the books, dolls, role play activities and multicultural resources.
*Challenge inappropriate attitudes and practices.
Admissions Arrangements
When a child with additional needs enrols at Children’s Corner Pre-School parents are given details about the facilities could be provided to meet the individual needs. Parents have the opportunity to discuss information with Manager and SENCO whether any additional resources or changes to the room layout will be needed or specific training for staff is required. If an enhanced adult to child ratio is required a key person or extra member of staff will be appointed according to the setting’s Employment Policy. The Settling In/Transition Policy and Procedure will be followed and flexible arrangements will be made in response to the needs of the child. If a portage person has been working with the child they will be involved in this process.
Accessibility
Children’s Corner Pre-School team abides the Disability Discrimination Act 1995 which states “Reasonable steps or reasonable adjustments will be made in order to ensure the service provided is accessible to children, young people and adults with disabilities”.
The Pre-School is based in Church room which has an open access through a slope, to the front entrance and has a toilet which is accessible using a wheelchair. Activities can be accessed both on the floor and tables. Reasonable adjustments will be made to support the individual needs of the child.
The Environment
*Members of staff plan to ensure that each child has a sense of belonging and identity by using photographs and name labels around the setting.
*To encourage interaction with children who have communication difficulties members of staff have received training by local authority.
*Varieties of sand timers are used when supporting children in sharing and turn taking.
*Specialist scissors i.e. easy to grip and both right and left handed are provided to encourage skill development.
*There are a number of story/picture books which include disability.
*Positive images of people with disabilities are placed at child height.
*If a child needed specialist equipment a referral will be made to the locality team or an approach made to the local children’s centre to see if they could loan it.
*The key person observes the child’s interests, learning preferences and stage of development using ‘Development Matters’; the child is then asked their opinion through language, signing or symbol cards. Having assessed this information differentiated activities are planned. Plans are evaluated by members of staff on a daily and weekly basis.
*If the child has an SEN Action Plan the key person will provide additional and different activities using the strategies on the ILDP.
Staff Provision
*An assessment of the child’s needs will be made based on observation and advice from parents/carers and other professionals and, where appropriate, an enhanced adult to child ratio will be provided.
*The Special Educational Needs Coordinator will complete appropriate training.
*The SENCO will support staff in gaining information and accessing training for specific areas of need, whether it is provided by the locality team, Early Years Alliance or another recognised outside agency.
*Information obtained from training is shared at staff meetings and made available to all members of staff.
*Members of staff attend Support/Network/Liaison meetings, enabling them to share experiences and develop their knowledge.
When a child is observed to have additional needs or developmental delays, their key person will make detailed observations of the area of difficulty and discuss this with the SENCO who will suggest some strategies. The key person will share observations with the child’s parents/carers and find out whether they have similar concerns. If it appears the need may be a hearing-related or a similar medical problem, the SENCO will suggest a visit to the health care service. All members of staff will be involved in the process of supporting the child and will be kept informed and asked to contribute observations made. When necessary the SENCO will seek advice from the locality team. If a child is not making progress in the prime areas of learning then with Parents consent Portage Referral will be made.
The graduated approach model of intervention, as set out in the SEND Code of Practice (2014), is used to support children with SEN; early intervention enables appropriate support to be given and sometimes avoids long term difficulties developing. We will support families through each stage of the Common Assessment Framework where appropriate.
Differentiation
We inform parents/carers at all stages of the assessment, planning, provision and review of their child’s development and learning. Observation and monitoring of children means that early signs of developmental delay or difficulty are assessed early. If during this process we identify a child as having difficulties in any area of development, the key person will make focused observations, plan and implement some simple strategies such as enabling access towards all activities, more achievable steps or using other resources to support the child. Differentiated approaches could be enough to build the child's confidence and help develop areas they are having difficulties with.
If differentiation has been implemented but has not enabled the child to make progress and they continue to have significant difficulties in learning and developing, further special educational provision will be made through a graduated approach. The graduated approach is a continuous cycle of assess, plan, do, and review. Once a specific need has been identified the key person, parents/carers and SENCO (with advice from the locality team where necessary) will work together to provide interventions that are additional and different to those provided in the setting.
SEN Action Plans
SEN Action Plan is a way of planning specifically for a child’s additional needs. Targets are based on the development and learning needs of a child through regular observation and assessment both within the setting and from other professionals. Strategies are planned to reach the targets which are monitored and reviewed approximately every six to eight weeks (more frequently if necessary). The child’s parents/carers and their key person/Pre-School Leader will sign and review the SEN Action Plan. Meetings between parents/carers, key persons and other professionals will take place where privacy and confidentiality can be maintained. Where a child has already had a Special Educational Need identified the key person and SENCO will work together with outside agencies to develop a SEN Action Plan and to ensure continuity of care.
Where a child needs additional support to make progress in their learning and development, the parents and the setting can make a request to the local authority for an EHC. The setting will share all information gathered about the child with the local authority and continue to support the parents/carers by sharing information and attending meetings with them. EHC is a detailed assessment that looks at a child's special educational needs (SEN) and the support that child might need to help them develop and learn. The Children and Families Act 2014 explains that Local authorities are responsible for carrying out EHC needs assessments. The assessment should collate information about what a child can and cannot do and the special help and support they need. The information should come from the child's parents, the child themselves, Pre-School, and other professionals and agencies that support or work with the child. There is further information about EHCs in pre-school. The SEND Code of Practice 2014 sections 9.3 and 9.14 to 9.16 also explains more about the criteria the local authorities should follow.
The Local Offer
We as a setting are supported by the Local Authority to ensure all children, regardless of their specific needs, are able to make the best progress in Pre-School.
If a complaint is made regarding Children’s Corner Pre-School SEN provision, the complainant will be invited to talk about their concern with the key person/Pre-School Leader and SENCO to sort it out as quickly as possible. If this does not resolve the matter the complainant will be invited to put their concerns in writing to the Chairperson of the Management Committee so that the matter can be dealt with as per our Complaints Policy and Procedure.
*Parents/carers will be respected as those who have known the child longest and have the most knowledge about the child.
*From the time of a child’s admission a partnership is formed with the parent/carers and continued throughout the child’s time at Pre-School and through the progression into their next setting.
*Key persons send ‘The Learning Journey’ home each half-term and ask parents/carers to contribute their comments which will be used when planning. Where this is not practical, we photocopy the up to date Learning Journey and provide parents/carers with a copy.
*If a child has difficulties in any area, parents/carers will be approached in a confidential manner by their key person (see Confidentiality Policy).
*The SENCO will organise times for parents/carers to meet with key person to discuss targets in SEN Action Plans;
*Parents/carers are asked to inform key persons of any outside agencies involved with the child and these reports are included in ‘The Learning Journey’.
*Parents/carers will be kept fully informed of their child’s time at Pre-School and their permission sought if outside professionals are contacted to observe and advise on interventions.
*Contact is made with other settings that the child attends to ensure a consistent approach and common understanding of the child’s needs.
*Each child’s Learning Journey is passed on to the Nursery/Reception class which they will be attending in the next term. The Learning Journey will be returned to the parents/carers upon completion of the Foundation Stage.
*A ‘Transition report’ is created for each child leaving the setting to pass on to their next setting as a quick reference for the child’s development, interests and preferences.
*Key persons will attend meetings with the new setting to ensure a smooth transition.
*The locality team at Calderdale Council offer information and advice on concerns the SENCO is having with regard to supporting particular types of SEN.
*Advice will not be sought on an individual child without parental permission unless the child has a Child protection or Child In Need Plan (see Safeguarding Children Policy).
*Health visitors or other health professionals are welcome to visit the setting and are encouraged to provide the Pre-School with copies of assessments and targets so that these can be used in SEN Action Plans.
*Professionals working with individuals are invited to meetings with parents/carers and key persons when a child is moving setting (see Settling in/Transitions Policy).
*With parental permission, records and observations will be shared with other professionals involved with the child.
*Any new legislation, requirements or changes in procedure will be added to our SEN Policy within a term.
*The Policy will be discussed by the committee and staff at an annual review.
*Staff will collate information about how effective the SEN Policy and Provision has been during the past year in helping to identify and assess children with difficulties to share at half-termly staff meetings.
*A general review will be made of progress made on ILP’s, discussions at staff and management meetings, parental and external agency views, inspections and complaints on an annual basis.
*Parents/carers who have a child with SEN will be asked to express their opinions with regard to their child’s provision and its effectiveness. This will be discussed at half-termly staff meetings.
*Staff will discuss whether they feel the procedures have helped them to enable the children to make progress by providing an appropriate and inclusive curriculum.
Responsibility
*Children’s Corner Pre-School will ensure that all staff, parents/carers, volunteers and others involved in its work will follow and implement this policy.
*The managerial responsibility for this policy will lie with Pre-School management committee and staff team.
*This Special Educational Needs Policy will be evaluated and reviewed by the management committee. Staff contribute on an annual basis and parents/carers will also be invited to contribute.
*We will listen to children’s points of view and consider this when making and reviewing policies.
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