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Cygnets Local Offer

Local Offer Details
At Cygnets we welcome all children regardless of disability, gender, background or culture.
We work with all children to ensure they achieve the best possible outcomes. We can achieve this by working closely with the local education authority and other agencies such as speech and language, education psychologist etc in order to ensure that we can give the best support to children with special needs and disabilities (SEND).

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?

We identify children who need extra help through different means. Sometimes parents/carers may tell us of their concerns or worries. At times children joining us may already be under the care of other agencies, e.g. vision impaired service. Staff may notice when working with and observing a child that he or she is not developing along the “normal” age appropriate guidelines. If you believe your child may have SEND talk to a member of staff at Cygnets, we are always available to listen to any concerns or worries you may have.
How will early years setting staff support my child?

Once we have established an agreed way forward with you as parents/carers and other agencies, we will then write an IP together (Individual Plan). This will detail the steps/targets for your child, support needed from staff and home as well as other agencies to enable your child to achieve their goals/targets. We will also arrange a review date where we can meet together and discuss how this has gone, make adjustments, set new targets etc. Only by working together with you will we achieve excellent continuity for your child and therefore the very best outcomes.
How will the curriculum be matched to my child’s needs?

We follow the Early Years’ Foundation Stage (EYFS) curriculum, which is very flexible, play centred and child led so it is relatively simple to adapt certain things; such as resources, play equipment, furniture, accessibility and adult support in order to ensure that your child has full access to all areas of the EYFS.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Your child’s key person (and other staff) will work and play closely with your child, they regularly observe and assess children. Your child will have a learning journey made up of photographs, observations, children’s work, parental notes and comments etc. All of this is assessed against the profile development statements from the EYFS (included in the learning journeys for you to read), therefore ensuring that we are tracking and recording all progress steadily and any gaps/problems or lack of progress is identified straight away and reported to you regularly. As previously mentioned staff will always share information with parents on a daily basis in a face to face manner, but also as parents/carers you have access to your child’s learning journeys and/or IP at any time. Your child’s key person will always be happy to share (or if not convenient arrange an alternative time) success, raise or listen to issues or problems and work with you to provide the best continuity of learning and development between home and preschool. We now use “tapestry” for our children’s learning journeys, so as parents/carers you will be able to have full access to your child’s online learning journey using secure log in and password. You will be able to comment on observations and photographs and post your own observations, photographs and even video footage of your child.
What support will there be for my child’s overall well-being?

All staff at Cygnets are here to support your child and ensure he/she is happy, settled and progressing in their learning and development. Your child’s key person aims to provide a solid warm relationship from which security your child will then explore the setting, accessing all learning opportunities and activities on offer in the secure knowledge that their special person is there to support them at times of need or times of success, i.e. to share and celebrate eureka moments. (We also offer a second key person system in case your child’s key person is off or away from the setting for any reason.)
What specialist services and expertise are available at or accessed by the setting?

We are able to access specialist support as necessary from the following services:
• Our local authority support and advice worker.
• Portage.
• SALT (Speech and Language Therapy).
• Vision Impaired Services.
• Hearing Impaired Services.
• Educational Psychologist.
• Physiotherapist.
• Health Visitors.
• Social care.
• Children’s Centre and Outreach Workers.

What training are the staff supporting children with SEND have had or are having?

At Cygnets the person responsible for co-ordinating support for children with SEND (SENCO) has “all our children” training. Most of the staff here have inclusion and practical inclusion training, so that they can better understand and support specific needs. Portage training is available and some Cygnets staff are trained in portage working. SEND training is also available and taken up widely by Cygnets staff. All Cygnets staff have received epi-pen and button feed training. We are able to administer medications which are safely stored in preschool, medication consent forms exist for parents to fill in and give written consent for admin. We are able to welcome children into Cygnets who may have complex and specific medical needs and would be prepared to undertake the relevant training regarding their case as far as reasonably possible and appropriate.
How will my child be included in activities outside this classroom including trips/outings?

We aim to ensure that the full curriculum is accessible to all children. Therefore; all trips and outings will be assessed/risk assessed to ensure that as far as possible all children can be included. This may mean that a specific member of staff/key person may need to be available on a 1:1 for a child with SEND. We always invite parents and carers to join us on trips/outings.
How accessible is the setting environment?

Cygnets has good accessibility with wide gateways, ramped entrances and large outdoor play areas. If we were to welcome a child to Cygnets with a specific disability we would evaluate the accessibility to all areas and make the reasonable adjustments to ensure good and full learning experiences for all children, this may include making adaptations to existing entrances toilet areas, furniture and equipment.
How will the setting prepare and support my child to join the next stage of education and life?

We have really good transitions in place to Swanage Primary School (we are located on the grounds of Swanage Primary School, Mount Scar). We, as Cygnets staff, have continuous and ongoing dialogue with the school staff and our children become familiar with visiting the main school: using the hall for P.E, plays, using the toilets and wash areas as well as the gardens and playground areas. We are also included in some of the events in school life such as concerts and sports days. During the summer term prior to your child starting primary school (regardless of which school they will be attending) information/learning journeys and any individual education plans are shared with their new reception teacher and other key staff who also visit them at Cygnets. Your child will also be included in transition/familiarisation visits during that summer term. Lots of things we do at Cygnets will help your child be ready for school, such as, putting on their own coats and shoes, pouring their own drinks and learning other self-care/toileting skills thus aiding independence. We will also encourage your child to follow a “structured” day with some direct teaching activities and lot of child led activities. We share all held information with the primary school that parents chose for their child, as part of the transition process it may be helpful to hold an enhanced transition meeting where professionals from both settings (e.g. reception teacher, Senco, preschool staff: key person and Senco) meet along with any other professionals (e.g., speech therapist, health visitor, vision support advisor etc.) to share information.
How are the setting’s resources allocated and matched to children’s special educational needs?

We make sure that we know your child very well, so the more you tell us about him/her and the more we get to know your child by playing with and observing him/her the better placed we are to find out what your child’s specific needs are. We will also talk to other professionals/agencies and take their advice on purchasing and allocating resources to best meet your child’s needs. We keep learning journeys (on tapestry) for all our children which include photos, observations and children’s work, children with SEND will often also have an individual education plan which will contain his/her next steps/targets – this is something that you as a parent/carer will be involved in. If your child attends more than one setting information is shared between the settings/childminders.
How is the decision made about what type and how much support my child will receive?

That is a joint decision usually made at or as a result of a team around a child meeting, that is a meeting at which all professionals involved with your child, including cygnets, will meet along with parents/carers and agree on the needs of your child and the best way to meet these needs. SEND funding is at times available to provide 1:1 support for your child as appropriate. Cygnets are able to apply for this funding on behalf of your child should this be necessary.
How are parents involved in the setting? How can I be involved?

Your involvement is of huge importance. You will have a wealth of information and insight into your child which is hugely beneficial in informing their care. Your child’s key person or second key person will always be available to chat to you and listen to any issues/concerns or successes you wish to share. You will be able to meet with and talk to any other professionals involved, you will also be invited to team around the child meetings. Your input into your child’s IP (Individual Plan) is invaluable and we also welcome any notes, observations and photographs to include in your child’s learning journey either via tapestry, verbal communication, written observations or photographs.

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