Tigers at Theale Day Nursery

For some children, when they come to us their SEND needs may already have been diagnosed, for other children  difficulties become evident only as they develop. It may be that you as a parent have concerns regarding your child's development. In all cases we work very closely together to ensure your child's is supported fully. Within the setting your child will have a key person. 

The Staff/Key Person spend quality time supporting your child through play and activities.By observing and monitoring  your child we can assess what additonal support they may require. We believe that a parent is the child's first educator and we value any information/ discussions that can help the setting to support your child more effectivley. The key person will observe and plan for your child on an individual basis and will record their development by using learning journals which are for the key person and parent to use. Evidence of learning will be kept by using observation, photos and comments.

We would make time to have a disccussions and share information together. To support your childs individual learning  and development we could put in place a EHCP (Education Health & Care Plan). Together we would set targets (little steps) to meet their individaul needs.

Your child's Key Person would have daily feed back for you at the end of your childs day. We would also have parents evening and any additional meetings to discuss your childs progress and needs.The SENDCO team within the setting will support by providing resources, access to outside agencies and 1:1 support where needed.

Each child is planned for on an individual basis by their key person, through resources and activites that relate to your child's key interests.  These can then be adapted to support your child's differing abilities via the planning. We would put in place a SAPP( support and achievement play plan) if in discussion with you as the parent ( and any outside agencies who are involved with your child) feel that they need additional support in specific areas of their learning and development. The SAPP will be designed to set long term targets which will then be broken down into small, achievements using individual play plans.  Within the Early Years Foundation Stage we aim to focus on your child's interests and hobbies to extend their knowledge and development.

We will also work along side outside agencies/professionals to support your child's development and needs.

Other ways that the setting support children with additional needs is by having daily routines in place, the use of visual time tables, by using persona dolls and by having outside agencies in to talk to the children and staff.

In the setting we promote positive image through the use of resources, books, pictures and your children's own creations.

Intervention is delivered either in small groups or on a 1:1 basis. We have strong links with our local Well Being hub and have access to Speech and Language support, The sensory Consortium, Educational psychology service and CYPIT (Children and young people's intergrated therapies service)  health visitors, and teachers of the hearing impaired. To support children with emotional/behavioural difficulties,we would look to access a paediatrician via parental referral.

Any outside intervention that the setting felt might be able to support, would always be discussed and agreed with you the parent, and your consent would always be sought before any contact was made.

Within the setting we ensure that we plan for the unique child, ensure that we can best support the needs of the child within the environment making ajustments where reasonably possibly.  For example, if a child had a hearing loss we would evaluate the noise levels within the environment, allow the key person to have more time with your child and access additional resources.

We set regular targets that are met through daily planned activities. These activities will encompass your child's key interests to ensure that they learn and develop to the best of their ability. We listen to you as a parent to identify possible changes in interests to keep learning fun and rewarding for your child.

Within the setting we will carry out a 2 year check for your child that we ask you to make a contribution towards.This is one of the ways that helps us to form a positive relationship with parents and carers.

We liaise with other settings if your child should be attending more than one. We would do this by sharing documentation, visiting the relevent settings, and also via information from other professionals linked into your child.

Within the setting we will monitor your child's progress through their learning journals, and individual targets set to meet their needs. You will be invited to participate in a discussion to decide how to support your child.

To increase equality of opportunity for your child we will make reasonable adjustments where needed.  We have in place a named Health and Safety officer who would undertake risk assessments for specific situations and childrens needs, however the staff within the room risk assess on a daily basis for all the children's needs to encorporate inclusion for all.

Within our setting we ensure that children are included in all activities, adapting them where neccessary so each child can participate. This ensures we eliminate discrimination. For example, for a child with hearing impairment we may move them to better position where they could access information and use their radio aids, and still be included in the same activities or group time.

When a trip is planned it will be communicated to you by a parent letter, email, via our website or we also have a parent facebook (which does not include any of your child's information for data protection purposes).  We will also ensure that we are available to have a one to one conversation with you to put in place any relevant support that your child may need.

The setting has wheelchair access to the lower floor only, There is toilet access downstairs for wheel chair users, however we do not have wheelchair access to adult toilet facilities.

We have nappy changing areas where we will be able to change your child, and also we will be able to do this at ground level.

When your child is transitioning to a new school or setting we would liaise with the other setting, speaking to the new teacher and encourage them to read our documentation for example your child's learning journal and EHCP (Education Health & Care Plan).

We have in place a settling in transition process before your child's start date. This would involve appointments with your child's key person, SENDCO (Special Educational Needs and Disability Co-ordinator) or room supervisor. These people will report back to the manager. During this transition your child will be able to play in the room they will be starting in, and you will be able to stay too.  If needed we would put in place a health care plan to cover any allergies, health conditions, additional needs or requests you have. Following on from this a room meeting would be called to brief the team working directly with your child.

We would invite the new teacher to visit our setting to see your child in our environment.  This allow the new teacher/practitioner and ourselves to have a discussion about your child's Education Health & Care Plan and how best to settle your child into the next setting.

We ensure that we are up to date with SEND (special Educational Needs and Disablity) through accessing higher qualifcaction and specfic training courses that are tailored for  various additional needs or in particular an additional need that your child may have.

This keeps us abreast of evaluating our practice and procedure. We will ensure that we are providing the best possible support for you and your child through regular feed back discussions with you. This is done through planned meetings or when you drop off or pick up your child.

If you would like to register for a place you can contact us at:

Tigers At Theale Day Nursery

16-18 Church Street

Theale, Reading

Berkshire RG7 5BZ

Telephone 01189 303000   email: theale@tigersdaynurseries.co.uk

You are able to speak with Vicky Attard (Manager), Becca May (Deputy Manger) or Katie Sopp (Third In Charge) or you can contact us via email theale@tigersdaynurseries.co.uk

Within the setting we have many ways for our parents and carers to provide us with feedback, this could include both compliments and complaints.

Within the entrance we have a display showing staff photos, names and titles to enure that you as parents/carers are aware of who is involved in what role within the setting and to whom you can speak to.

We have a complaints procedures that will be shared with parents prior to your child's induction. We have regular questionaires that go out to our parent/carers for feedback and we have an open door policy to allow parents to speak to the team when they require.

We have an active email system that allow quicker access, to messages.

We hold frequent parent evening/meetings to fit around the parent.

We also actively encourage written feedback from our parent body to keep the lines of communication open.

We have strong links to the local Well being Hubs  for a support network, we also display this information within the entrance of our setting.