Opening Hours

  • Monday7.30am - 6pm
  • Tuesday7.30am - 6pm
  • Wednesday7.30am - 6pm
  • Thursday7.30am - 6pm
  • Friday7.30am - 6pm

The Learning Tree
Behind Carlton Miniott School
Carlton Miniott
North Yorkshire

01845 526478

  Who   in my setting would know more about this? What would visitors notice (see, hear, feel)? welcomes,   relationships, responses, respect

Where   should they look? documentation,   relevant policies, website

Unique   child, learning and development


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?

How do you identify children with   Special Educational Needs and Disabilities (SEND)? How will I be able to   raise any concerns I may have?

The settings named SENCO (special   educational needs co-ordinator). Your child’s key person. From time to time   the setting seeks advice from outside professionals to ensure that children’s   needs are being met. The setting may signpost parents to speak and language   drop ins or developmental checks with the child’s health visitor or the local   Sure start Children’s Centre Partnership with parents ensures   children’s strengths are celebrated and built upon. Our approach to   transition enables continuous development of each child as a learner. Children   and parents are full partners in transition, with emotional wellbeing at the   heart of the process. Parents are encouraged to spend time in the setting to   develop a close, caring, professional relationship between the key person,   parent and child to support entry into and journey through the setting.   Parents are given an early opportunity to discuss their child’s needs with   their key person and jointly agree the child’s starting points for learning   and stage of development. The setting will ensure that in the event of the   absence of your child’s key person you will be informed of their temporary   key person, the setting pre-establishes an attachment between a child’s   temporary key person and the child to support the child’s needs, parents will   be informed of planned absences of their child’s key person to ensure that   parents daily support.


Unique   child, learning and development


How   will the early years setting staff support my child?

How do you oversee and plan the   education programme and who will be with my child and how often? What will be   their roles? Who will explain this to me?

Additional expert support is   available form an Area SENCO, who is an officer of the LA. Child’s Key   Person, settings SENCO. The EYFS Framework is differentiated   to meet need. Observational assessment ensures tailored planning and   provision in order to meet individual needs. Practitioner knowledge of child   development using, Development Matters in the EYFS and Early Years Outcomes ensures   appropriate learning challenges for children. Summative assessment ensures   children’s developmental journeys are tracked to ensure early intervention   put in place where necessary. The setting has a named SENCO to support the   early identification of additional needs that accesses termly SENCO networks.

In the setting we use an Individual Learning   Provision Plan (ILPP) template, that incorporates learning targets agreed   with parents and carers and other professionals for example, recommendations   from speech and language professionals. The child’s key person is supported   by the settings SENCO and parents are asked to contribute their input towards   the targets. Your child’s key person will keep you informed of changes to   plan and will inform the child’s parents if they intend to seek outside   advice about any matters concerning a child.



Unique   child, positive relationships


How   will the setting prepare and support my child to join the setting, transfer   to a new setting or the next stage of education and life?

What preparation will there be for   both the setting and my child before he or she joins the setting. How will he   or she be prepared to move onto the next stage? What information will be   provided to his or her new setting? How will you support a new setting to   prepare for my child?

The setting will draw up an   Individual Learning and Provision Plan (ILPP) in conjunction with parents to   meet children’s additional needs. Plans are reviewed regularly

Support and Outreach sought from

•           Outreach   support from Access and Inclusion (A&I) Services; Portage, Early Years   Advisory Teachers, Educational Psychologists Autism Spectrum Condition   Outreach Services (ASCOSS), Sensory/Physical/Medical Service

•           Support   from Severe Learning Difficulties Outreach Support services (SLDOSS)

•           Early   Support accessed through children’s centre services

•           Child   Development Centres (Health)

The setting has a strong   relationship with Carlton Miniott Primary School, we work as a team to   support children transitioning into the school, we have planned time together   to support children to settle into the environment. We will discuss the   individual needs of children with their class teacher with the permission of   the child’s parents or carers. We welcome teachers and practitioner form other   schools and childcare provisions to visit the setting to ensure that the   child’s needs are clearly understood and met by all. The settings   practitioners, where possible will make contact with other provisions to   agree developmentally appropriate learning targets between provisions.

Unique   child, positive relationships


Who   can I contact for further information?

Who would be my first point of   contact if I want to discuss something about my child? Who else has a role in   my child’s education? Who can I talk to if I am unhappy?

Your child’s key person is usually   your first point of contact in the setting. The settings management team   conducts professional supervisions and monitoring with individual members of   the staff team and track children’s progress in the setting, if you are in   any way unhappy, parents and carers are always welcome to speak to a member   of the settings management team if they are in anyway unhappy or would like   to offer feedback. We are a committee run setting with a management   committee, a member of the management committee would also be happy to   discuss any concerns with parents and carers in the strictest of confidence.
Positive   relationships, enabling environments


What   are the responsibilities of the setting committee or owners in enabling and   supporting inclusive practice?

How are they involved?

Staff deployed to allow them to   attend training.

Support in developing the   environment and provision

Assist in maintenance of the   building to improve accessibility

Assist in providing extra staffing   when a child is eligible for Early years inclusion funding, this can be   accessed for children who meet the criteria (50% or 75% of time in setting).

Funding through statutory process   after assessment of SEN (Leading to a statement of Special Educational Needs   /Education, Health and Care Plan)


Positive   relationships


How   will I know how my child is doing?

In addition to the normal reporting   arrangements what opportunities will there be for me to discuss his or her   progress with the Key Person? How does the setting know how well my child is   doing? How will I know what progress my child should be making? What   opportunities will there be for regular contact about things that have   happened at in the setting?

Planned   time to establish relationships between parent, child and Key Person on entry.   Assessment systems in place for all children such as the two year old check,   on-going observational assessment, NY EY tracker, all linked to the EYFS ages   and stages of development Learning journeys are freely accessible and always   available for parents to share.

Regularly   review of targets on ILPP will show progress, this will be carried out in   partnership with parents

Reports   from other professionals working with the child/family

Social   events such as the settings open mornings and visits enable parents to see   their child playing and interacting with others and enable parents to build   relationships with practitioners within the setting. The setting operates an   ‘open door’ policy and encourages room practitioners to have daily contact   with parents so that communication can be on-going

The setting   sends out newsletters to keep parents informed of developments within the   settings. Setting staff can attend PEP meetings and early support or review   meetings if parents request. Setting provides leaflets to inform parents   about EYFS.


Positive relationships


What support will there be for my   child’s physical and emotional wellbeing?

What   support is available in the setting for children with SEND? How does the   setting manage the administration of medicines and provide personal care?   What support is there for social and emotional development to support   positive behaviour? How will my child be able to contribute his or her   views?

Transition   into the setting carefully planned around the needs of the child, this will   include taster sessions, building up time away from parent as the child is   able to cope with this.

Welcome   pack with all about me booklets to be completed by parents to support   planning to meet the child’s individual needs

Staff   approach – inclusive, positive, welcoming. Open, transparent communication   encouraged from the start.

Continual   positive approach – positive behaviour policy implemented. Adults act as good   role models for positive behaviour

Flexible   approach to routines/environment around the needs of the child. Key person   builds relationships with child and family

Key   person provides personal care respectfully. Staff trained to administer   medicines. Personal health care plans can be adopted if necessary. Policies   shared with all staff and parents

Visual   support strategies such as a first/then board can be used to support children   in understanding routines within the setting.

Safe withdrawal   area provided for sleep and quiet time needs.  Adult – child support assessed to the level   of need required by the child to become independent. Supporting children to   manage their own personal care and managing risks for themselves. Differentiated   activities, resources and adult support. Accessible resources, independent   choice. Sensitive, warm interactions between adults and children. Area Senco   supporting Senco/Key Person


Positive relationships


What specialist services and expertise   are available at or accessed by the setting?

Are   there specialist staff working at the setting and what are their   qualifications? What other services does the setting access including health,   therapy and social care services.

All staff   have accessed child development    qualifications and have experience of working with children within the   Early Years age range

The   child/family can access a number of services available in the locality linked   to the child’s identified needs these would be primarily through the health   care service and include:

Child   development centre

Physiotherapist,   occupational therapist, speech and language therapist, Portage Worker, Early Years   Advisory Teacher (EYAT)

The setting   has good links with the local children centre and staff sign post parents to   support available there through:

Parent support advisor, Inclusion officers, Social care

Within the   setting there is a trained SENCO who attends termly networks to keep up to   date. The local authority Area SENCO is available to support the setting   SENCO. With parents’ permission advice can be sought from the Early Years   Advisory Teacher. If the child’s needs are identified as a specific need then   the team with the expertise in this area will take up the support for the   child and the setting in meeting the child’s needs.

Positive relationships, learning and   development


How will you help me to support my   child’s learning?

How   will you explain to me how his or her learning is planned and how I can help   support this outside of the setting? Do you offer any parent training or   learning events?

Communication   systems in place within the setting are – star book, daily conversations with   parents that collect/bring children to the setting, newsletters and the   setting website, two year progress check meeting, open availability of the   children’s learning journeys. These explain aspects of the EYFS and the   child’s development and experiences within the setting. Parents are welcome   to communication via email, verbal or written.

Invite   parents to share their knowledge of their child’s interests, e.g. family   photos, observations/comments from home in their child’s star book and   learning journey and sharing and planned next steps in learning. Staff within   the setting will discuss with you how to support your child’s needs outside   the setting and how they are supporting your child’s learning and development   within the setting. This will occur through regular contact with the key   person and/or SENCO and /or ILPP reviews. If a child has particular   identified needs the setting will work in partnership with the team   supporting your child and explain to parents how they are acting on the   advice from that professional to support your child. Families are invited to   join in activities, open craft mornings/afternoons, phonics evenings in   partnership with Carlton Miniott School. Flexible times for parents to attend   the setting to join in with sessions or attend meetings

Positive relationships, learning and   development


How will I be involved in discussions   about and planning for my child’s education?

How   and when will I be involved in planning my child’s education? How are   parents/carers involved in the setting more widely?

Parents are   involved from the initial visits at nursery to register their child at the   setting. The child’s strengths, needs, likes and dislikes are discussed at   this point. Parents are encouraged to share information at this point and on   an on-going basis about individual needs of their child and any   agencies/professionals involved with the child/family.

Parents are   involved in identifying needs, information sharing, identifying targets/next   steps to focus on at home and in the setting and reviewing progress towards   targets. Parental permission is sought before liaising with outside agencies.

Parents’   knowledge of their child is important and partnership working is sought at   every point including Individual Learning and Provision Plans (ILPPs) and   reviews.

Children’s   learning journeys accessible to parents

Enabling environments, learning and   development


How will the learning and development   provision be matched to my child/young needs?

What   are the setting’s approaches to differentiation? How will that help my   child’s needs?

Get to know   the child before entry to the setting through meeting with parents and   settling in sessions

Regular Key   Person liaison with parents

On-going   observational assessment used to establish a starting point within the first   few weeks and continuing to inform next steps

Of starting   the setting, linked to the ages and stages of development matters in the EYFS

Targets set   on an ILPP if necessary to support the learning and development of the child

Ask parents   for copies of assessments by professionals prior to starting the setting

Advice from   the Area SENCO could be sought with parents’ permission and if necessary

Setting   ethos and EYFS requirement to treat each child/family as individuals

SENCO and   key person’s responsibility to ensure the environment, routines and   activities support individual needs

Observational   assessment and ILPP reviews will enable planning for individual needs and   preferences.Activities, experiences, routines resources and provision planned   for the individual

Robust risk   assessment to enable children to participate as fully as possible

Work with   other professionals to meet on-going needs


Enabling environments, learning and   development


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

This   should include recent and future planned training and disability awareness.

The SENCO   has completed the New To SENCO training

The SENCO   attends termly SENCO network meetings

The SENCO   cascades information to other staff at staff meetings held within the setting

Most staff   have attended promoting positive behaviour training and other related   behaviour courses.

Some staff   have attended communication and language training.

Staff   training records are kept by the manager and relevant training can be viewed   on request.

Managers/SENCo   have required knowledge and understanding to apply for additional funding if   appropriate

Enabling environment, learning and   development


How will my child be included in   experiences away from the setting?

Will   he or she be able to access all of the activities of the setting and how will   you assist him or her to do so? How do you involve parents/carers in planning   activities and trips?

All   activities will be planned around all children and their abilities

Invite all   parents to join the visit

Review   adult:child ratios to ensure all children can access the visit, are safe and   that it is an enjoyable learning experience for all

Take along   any aides the child requires

Enabling environment, learning and   development


How accessible is the setting   environment?

How   does the setting communicate with parents/carers whose first language is not   English? Have there been improvements in the auditory and visual environment?   Is the building fully wheelchair accessible? Are there accessible changing   toilet facilities?

We are able   to have our welcome pack and other documents translated

TV photo   frame to show what we are doing

Books available   in dual language

Signs,   posters and pictures with notes used around the setting

One to one   verbal communication with visual cues used to support understanding

Accessible   building and toilet/changing facilities are available

Up to date   policies and procedures

Provide   sensory play equipment

We use   visual and auditory aids

We seek   advice and support from the Area SENCO

We work in   partnership with specialists, such as the sensory team and follow their   advice


Enabling environment, learning and   development


How are the setting’s resources   allocated and matched to children’s special educational needs?

How   do you use your delegated budget to anticipate additional needs?  What opportunities are available to access   extra funding?  How would additional   funding be used to support my child?

Inclusion   funding and Two Year Funding can be applied for to support the child being   included in the setting

Working   alongside other professionals for supportive activities and experiences e.g.   Portage, CC staff

Adaptations   to existing resources

Learning and development, positive   relationships


How is the decision made about how   much support my child will receive?

Describe   the decision making process. Who will make the decision and on what basis?   Who else will be involved? How will I be involved?

Through   observations made by the key person of the child in the setting and in   discussion with the parents, SENCo and Manager

Observational   assessment linked to the EYFS and knowledge of child development will be used   to identify what support is required

Extra support   will be put in place if necessary with the aim of enabling the child to   become independent within the environment.

On-going   partnership working with parents by the setting and other professionals   involved with the child/family will support the decision making process.

The SENCO   will give advice on meeting the child’s needs within the setting in   consultation with parents and other professionals where necessary and with   parents’ permission.

The   inclusion funding process will identify level of need based on the evidence   submitted to the panel from the setting and other professionals working with   the child/family.

Reports   from health care professionals or others working with the child and family   will be used  plan support within the   setting7

To Top ↑