At Peter Pan Nursery we recognise that all children have the right to access a broad and
balanced curriculum, allowing them to progress and learn at a pace and level reflective of their individual abilities. The nursery believes that all children have a right to gain experience and develop their knowledge and understanding alongside their peers no matter what their
individual needs, and are committed to the inclusion of all children.
What's Peter Pan's aim?
At Peter Pan our aim is to provide a safe, secure and inclusive environment for all children to thrive, taking into account that children are individual and have a wide range of ability’s and additional needs.
How accessible is our setting?
Our setting is accessible to all, we have a ramp leading into our entrance hall, suitable for pushchairs and wheelchairs. The baby unit is situated up a flight of stairs, however, staff are available to assist parents who may need help accessing the baby unit. All children have access to opportunities in and around the setting. Many of our staff speak dual languages this can help with transitions for both parents and their children.
Who do I talk to if I am concerned about my child progress and development?
The first person you would need to speak to is your child’s key person, they are available at any time to discuss any concerns you may have.
You can also talk with the settings SENCO MRS LISA WALSH (Pictured below).
How do you identify if a child within your setting needs extra help with their learning.
Throughout our setting key workers work closely with their children and monitor a child’s progress through quality observations and termly tracking using the EYFS development matters. Whilst staff are observing the children’s play, they can often pick up on any additional help that the child may need. Parents meetings are offered twice a year.
We use a graduated approach of Assess, Plan, Do, Review. We use a cohort tracker system to help identify any areas where early intervention could be beneficial. Statutory 2yr checks are also carried out in partnership with parents.
How we support children through transitions
At Peter Pan we recognize that transitions can be difficult for a child with SEND, we also recognize this can be just as difficult for parents. We aim to make transitions as smooth as possible. When a child moves rooms within the setting the child’s key worker will visit with the child on a number of occasions providing support and encouragement. The same visuals are also used throughout the setting to prepare children for key parts of their day. When it comes to children transitioning to school the SENCO will contact the new school and arrange meetings with both the school and the parents to provide a detailed handover of all relevant information. The SENCO and the child’s key worker will put together a transition plan that may include information, visits and photo’s for both the child and their families.
Our approach in how we support SEND needs
Our approach in how we support SEND needs. If we feel a child needs additional support, we liaise with parents offering help and guidance, often the first step is to support a child through an IEP (individual education plan).
An IEP will usually contain SMART targets:
An IEP is reviewed every 6-8 weeks and new targets are set if previous ones have been met. If after agreed timescale targets are not being met a meeting will be held with parents to discuss getting help and advice from the appropriate outside agencies, these may include portage and inclusion, speech and language therapist, occupational therapist, physiotherapist, educational psychologist, health visitors, paediatricians and the children mental health team.
Still have questions regarding SEND?