Jubilee Gems

Through regular observations, tracking all areas of children’s learning and building close links with parents and carers. 

At 30 months a 2 years check is completed on all children focusing on the prime areas of learning. 

All children are assigned a key person who works closely with the children. Through careful planning key persons are able to identify any areas that may be of concern.

Through regular observations, tracking all areas of children’s learning and building close links with parents and carers. 

At 30 months a 2 years check is completed on all children focusing on the prime areas of learning. 

All children are assigned a key person who works closely with the children. Through careful planning key persons are able to identify any areas that may be of concern.

The key person builds strong relationships with the children in their care. By doing this they are able to tailor the learning and teaching setting age and stage appropriate goals ensuring they are continually progressing, developing and achieving.

Child lead inclusive activities and play opportunities are embedded into our daily practice. Teaching in this way gives children the time, space and freedom to engage in play and learning with a practitioner on hand to support, develop, encourage and extend their learning.

The setting has a SEND co-ordinator  who offers support and guidance to key persons throughout the nursery. We encourage other professionals to come into the setting promoting multi agency working. This ensures that the children receive support for all areas of their development and that everyone is working towards achieving the same goals for the child.

Through regular observations and tracking linking with individual learning journals and SAPP’s where appropriate.

Regular discussions with parents ensures that their aspirations, feeling and expectations are taken into account putting their child at the centre of their learning.

Individual key person planning ensures that all children can participate in activities taking into account individual requirements. When going to our woodland area additional support can be provided so that all children can benefit and learn from their experience.

Due to the design of the nursery any specific individual needs or requirements need to be discussed with the nursery Manager Sian Caine prior to the child starting.

The transition period for children going to school is coordinated with the parents/carers, key person, SEND co-ordinator, the child’s new setting/school and any other professionals involved with the child’s development. There would be a transitional report, visits to the new environment and meeting to ensure that everyone is well informed to make the transition as smooth as possible.

We assess our effectiveness through feedback and regular discussions with parents/carers and other professionals who work directly with us.

We carry out a yearly questionnaire giving parents the opportunity to express their views and feeling.

Regular discussions with the team give practitioners the opportunity to reflect, voice their opinions and in prove the SEND provision.

 The nursery Manager Sian Caine.

There is our annual questionnaire, daily communication with parents and carers and we operate an open door policy welcoming feedback both positive and constructive to ensure that our provision is always developing.