Jubilee Day Nursery

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 their key group. Through careful planning key persons are able to identify any areas that may be of concern.

There is contact with parents on a daily basis. Parents evening is held twice a year with the child’s key person. There would also be specific meetings linked directly to the child’s individual needs ensuring that their teaching enables then to progress through the EYFS.

Where required a support and achievement play plan (SAPP) will be put into place this plan would be created with the key person and parents/carers.

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 led 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 works within our pre-school area with small groups and individual children with additional needs. She also supports other practitioners in all areas 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, feelings and expectations are taken into account putting their child at their centre of their learning.

Children's next steps, filled out by their key person 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.

For pre-school children the setting is all on one level with ramp access. Corridors are wide with a large open plan play space. Any additional individual requirements can be further discussed with the nursery Manager Lesley Thompson.

The transition period for children going to school is coordinated with the parents/carers, key person, SENCO, 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 SEN provision.

The nursery Manager Lesley Thompson.

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.