Our aim at Rainbow Day Nursery is to provide a fun, stimulating, safe environment for children to learn, which is inclusive to all. This environment is the majority child led. Staff are experienced in supporting children with additional educational needs and disabilities, including children on: the Autistic Spectrum, with communication difficulties, physical disabilities, sensory difficulties and other health conditions.
Each child has a key person who will work closely with the child and the family to link home and Nursery to support the child's development. Children are recognised as being individuals and unique and their interests paramount when planning for play and learning. We use observation from children's learning to plan and implement activities in the moment, using differentiation to include all children.
We have a trained member of staff as a designated SENCO for the setting and a deputy SENCO. The SENCO will support children and families with Special Education Needs and Disability. This staff member is not considered in the staff ratios therefore, more time can be implemented to supporting children, families and staff regarding special education needs. We follow the guidelines of the SEND Code of Practice (2015) and have a' Graduated Approach' to supporting children's learning. We do this by; assessing children on entry to the setting, planning for learning and knowing children well to implement next steps.
All staff are trained in assessing and planning for children's learning through play and have experience of supporting children with a range of different learning styles. They work closely with the families and the SENCO daily to ensure children's development is supported. A high proportion of staff are trained in Makaton and Makaton is used in the setting daily. We use signs, symbols and visual cards to aid understanding.
Children who are assessed from observation, as needing additional support over and above what we normally provide, are set short term targets on a support plan. These targets are reviewed formally approx every eight weeks to assess the child’s progress. The support plans are working documents therefor, if targets require reviewing earlier then they will be adjusted, The progress is then shared with the parents/carers and and the next steps are implemented.
We work closely with other professionals such as Speech and Language Therapists, Physio Therapists, Health Visitors and Family Support Workers, to help children to progress effectively with their learning, supporting them to develop life long skills.