Local offer

 

Accessibility and Inclusion

 

  • We are on one level with access for wheel chairs
  • Any adaptation will be on our access plan
  • Any reasonable adjustments can be adhered to.
  • There is an allocated accessible parking space within the community centre car park which can be used by a nursery parent if needed.
  • The toilets are just off the nursery room with a separate room for changing facilities and disabled toilet.
  • The room is organised into different areas of learning, there are signs and symbols throughout the room.
  • The furniture in the room is flexible and activities can be presented at different heights and levels.
  • There is a picture card diary, which helps children to understand the structure of the day.
  • If you are a parent who does not have English as your first language, we can involve another family member who speaks English.
  • Signs and posters around the setting are used with pictures to direct children and adults.
  • Keyworkers provide multi-sensory activities as part of our planning.
  • Policies are updated regularly and are available for parents within the setting.
  • Keyworkers and SENCO are available before and at the end of every session to share information.

 

The setting

 

  • Tatton Nursery was registered with a private provider in 2005. It operates in the nursery room in Tatton Community Centre in Chorley, Lancashire. Tatton nursery opens each weekday from 9am to 1pm, term time only.
  • The children have access to a secure enclosed outdoor play area and garden area.
  • A maximum of 30 children from two years to under 5 may attend at any time. There are currently 18 children on roll in the early years age group.
  • The children in Tatton nursery are separated into two smaller groups of 8 children, differentiating activities for the 2-3, 3-4 year olds and the 4-5 year olds.
  • Tatton Nursery supports children with special educational needs and/or disabilities.
  • Tatton Nursery employs Three staff and a manager. All staff, including the manager hold appropriate early years qualifications and one member of staff is BA hons Graduate. The setting is a member of the Pre-school Learning Alliance and receives support from the local authority
  • At Tatton each child has an allocated key worker. Their role is to develop trusting sensitive relationships with parents and children to enable respectful sharing of information. If you have any concerns about your child’s development you can ask for a time when you can discuss this in private with them.

 

             Identification and Early Intervention

 

  • Reports from health care professionals, such as health visitors, speech and language therapists, etc. identify your child’s individual needs. We welcome parents and professionals sharing these reports in order to plan appropriately to meet these needs.
  • Keyworkers observe children within the setting, trackers and more detailed observation will be needed for some SEND children.
  • Ongoing observational assessments are made of all the children and are linked to the Development Matters ages and stages of development. This in some cases identifies individual needs.
  • These observations will be discussed with the SENCO (Special Educational Needs Co-ordinator) Sandra Rae. If your child’s key worker has identified a possible individual need, they will discuss this with you in private, and plan together to support your child’s learning and development
  • Our SENCO will offer support and advice to your child’s key worker and other staff in our setting. She will also liaise with other professionals to seek advice and support in identifying individual needs if necessary. Support and advice can be sought from the Area IDSS Inclusion teacher, the local Children’s Centre, Health Visitors and Early Years Advisory Teacher with your permission.
  • Through the observation process linked to the EYFS ages and stages of development, and in discussion with you we will identify what support is required.
  • Extra support will be put in place if necessary with the aim of enabling your child to become independent within their environment.
  • Ongoing partnerships with both you, other professionals and staff within the setting, will support the decision making process.
  • Our SENCO will give advice on meeting your child’s needs within our nursery in consultation with you, and other professionals where necessary with your permission.
  • Our SENCO will set Individual Learning Plans ILP with input from the key worker which will be written up, including how you can support your child at home. These targets will be assessed and evaluated and new targets set if needed.
  • Our SENCO will advise you on the process of applying for extra support, and the Inclusion funding process will identify the level of need based on the evidence submitted by the setting and other professionals who are working with you and your family to support your child.
  • Reports from health care professionals and other professionals, who are working with your child, will be used to plan support within the setting.
  • Staff meetings within the setting will ensure all staff working with your child knows your child’s strengths and needs, and how to support them.
  • For any more information please contact us, and speak to our SENCO Sandra Rae.

 

 

 

Teaching and Learning

 

  • When starting Tatton Nursery, No appointment is necessary and the manager or staff will allow you to look around and ask any questions. Parents/carers are given “all about me” leaflet. When completed; this will help the keyworker to gain a better understanding of your child’s likes/dislikes, needs and strengths.
  • Children are at the heart of all we do, and we will work with you to support your child together, listening to you as well as your child.
  • If parents need any training or help with learning of needs, Tatton nursery will give information and guidance how to access these e.g.  Leaflets and the Local Children’s Centre
  • At Tatton nursery each child has an allocated key worker. Their role is to develop trusting sensitive relationships with parents and children to enable respectful sharing of information and to:-
  • Plan for each individual child under the EYFS guidance.
  • Planning is tailored through a child’s significant comments. A baseline assessment is completed 5 weeks after children have started at the setting.
  • Complete a 2 to 3 year development check.
  • Progress trackers are completed each term for 2 to 4 year olds.
  • Each child has their own learning Journey file, which is sent home for parents/carers to look at and give any information.
  • Our SENCO will explain how children’s individual needs can be met by planning support using an Individual Target Plan (ITP), and the advice from the Inclusion Teacher. She will also explain who may be involved and their roles.
  • Observations, assessments and evaluations all contribute towards ITP and your child’s key worker would oversee the targets on the ITP.
  • Your child’s key worker would be in the sessions your child attends, foster a relationship with and an understanding of your child, and if this was not possible, the SENCO would be present.
  • They will identify individual needs and plan next steps, accessing additional support from other professionals where necessary.
  • The manager will maintain an overview of experiences, and progress, and the SENCO will work with all staff to ensure we are providing the relevant and appropriate support.
  • We will work in partnership with you, reviewing the ITP targets, and planning new ones together, and giving you ideas to use at home to support your child.
  • You will be given information on EYFS and this is available on the parents/carers notice board.
  • Your child’s key worker or SENCO will discuss with you, at your child’s ITP review, how best to support your child and give you ideas for activities at home that will mirror what we do at nursery.
  • If your child has specific identified needs, we will work with the team, supporting your child and explain to you how we are acting on advice given by them to support your child. All children are encouraged to discuss likes/dislikes and needs at any time.
  • We are available to discuss with you on a daily basis at drop off and collections times, how your child is doing, which enables you to let us know about any new information we may need to have. For working parents/families’ daily diaries are used to enable information sharing.
  • You are involved in identifying needs, information sharing identifying targets and next steps to focus on at home and in our setting and reviewing progress toward these targets at ITP reviews.
  • Your permission will be sought before involving outside agencies, and you are able to volunteer to help in sessions if you like.
  • The SENCO will complete a provision map showing how many children are on WAVE 2/3 and our provision map indicates a range of interventions, strategies, resources and support for children that have been put into place to support their learning and development.
  • Individual Provision Map. The provision map shows what the SENCO has done and what the outcomes have been.
  • The setting has a regular newsletter that provides information to parents.
  • Children are encouraged to express their views at all times, especially during circle time.
  • All staff have accessed child development training, and have experience working with the Early Years age group.
  • Staff have accessed specific training on asthma, diabetes and Epilepsy awareness, have attended speech and language courses. Staff have also had training on how to use an Epi Pen. Three staff have Paediatric First Aid, regularly updated when needed.
  • We have good links with our local Children’s Centre and we can signpost you to support what is available through them. We can offer support through our Early Year Advisory Teacher and Inclusion and Disability Support Service (IDSS) team, with your permission, and if your child’s needs are identified as a specific need we work together with other professionals to try and meet their needs.
  • If your child has specific needs we have an extensive bank of resources and equipment, even loan of equipment to meet the child’s needs.  The nursery will also use strategies and recommendations and seek advice with professionals.
  • The nursery liases with an extensive list of professionals including IDSS (Inclusion and Disability Support Services), Speech and language therapists, Occupational therapists and Physiotherapists.
  • We offer a flexible settling in routine that enables you to stay with your child until we are all comfortable that they are happy.
  • The layout of the nursery is very flexible and items of furniture can be moved to make activities accessible for all children. Staff plan activities for inside and outside, resources for planning are accessed in advance. If we did not have particular specialist equipment that we needed, the Senco would use money from the AEN budget which is allocated to each setting. If all the allocated funding is spent, the Senco would try to get extra funding for a child by going to Panel with the Parents’ permission.
  • If required additional staffing is provided  through volunteers, parents and bank staff are available with staff increasing hours if required.
  • Ongoing observational and baseline assessments will be used as a starting point within the first weeks of starting linked to the EYFS ages and stages of development. Targets will be set on ITP’s if necessary to support the learning and development of your child. This enables planning for individual needs and learning goals.
  • Your child’s key worker and  SENCO will work together to make sure that the environment, routines and activities support your child’s needs, and they will communicate with the rest of the staff to provide consistency and understanding within our team.
  • We have a flexible staffing policy, which enables staff to be available to spend time with other professionals visiting a child.
  • We will ask for copies of assessment from other professionals before your child starts, and advice from the Inclusion Teacher will be sought with your permission.
  • We will endeavour to include parents in the planning of visits off site to identify the strengths and needs of your child. We can prepare a photo book for your child so they know what to expect on the visit, and invite all parents to join us on our trip.
  • We would carry out a risk assessment linked to the visit and the needs of all the children, including parent and supporter prior to our trip.
  • We would also take along any aids or medication your child may need. All visits or trips would be planned in order to include all of our children. We can only attend these trips if we get a high percentage of our parents/grandparents support in attending with their child.

 

 

Reviews

 

  • The nursery use baseline assessment when your child begins at nursery.  Your child’s keyworker will use trackers, observation and assessment to identify how your child is doing.  Continual use of observations and assessments by your child’s keyworker will help to identify your child’s progress on the EYFS framework. Progress is tracked on a termly basis and where appropriate, more frequently than this.
  • In addition to normal reporting appointments can be made anytime.
  • Your child’s key worker or SENCO will discuss with you, at your child’s ITP review, how best to support your child and give you ideas for activities at home that will mirror what we do at preschool.
  • If your child has specific identified needs, we will work with the team supporting your child and explain to you how we are acting on advice given by them to support your child.
  • We will discuss with you on a daily basis at drop off and collections times, how your child is doing on that particular day, which enables you to let us know about any new information we may need to have.
  • We encourage you to be involved from the first visits to preschool, when registering your child at our setting. The child’s strengths, needs, likes and dislikes are discussed at this time to help us make the settling in process go smoothly.
  • All Parents are involved in identifying needs, information sharing, identifying targets and next steps to focus on at home and in our setting, sharing information about your child helps the nursery when planning for your child education, this can be done anytime.
  • Should your child have an Individual target plan (TLP) all parent/carers will be involved and reviewing progress toward these targets, Senco will inform you of review meetings to share information which is always confidential.  Your permission will be sought before involving outside agencies, and you are able to volunteer to help in sessions if you feel this will help your child to settle into the setting.
  • There may be a Team around the Family (TAF) meeting when other agencies are involved, the nursery aims to support families in every way they can giving advice and help when needed.

 

Transitions

 

  • If requested the SENCO and manager can meet if you have a specific need and want to discuss things in more detail. We also offer a flexible settling in period, if your child is having difficulties settling in.
  • This also gives us the chance to get to know you and your family, and provides the opportunity for you to share with us details of your child’s needs and the involvement of other agencies, and agree with you a consistent approach to ensure the continuity of care for your child. This can also be done in a meeting before your child starts, at nursery, if you prefer, .
  • We will meet with other professionals e.g. health care professionals to put in place transition planning/health care plan, or to seek relevant training before your child starts.
  • If your child should attend another setting whilst with us or leave to go to another setting we would invite your child’s new key worker/teacher and SENCO to attend sessions with your child to help them become familiar with them and to discuss your child’s strengths and needs.
  • We will hold a transition meeting at your convenience, to plan transition for your child into their new setting, giving the new setting time to make necessary plans for any changes they may need to make, sharing targets on your child’s ITP’s, and minutes of review meetings along with any other information that may be relevant to your child.
  • It may also be possible to arrange for your child’s key worker to attend settling in sessions at your child’s new setting with them, to help promote a smooth transition.
  • When your child starts school the SENCO with parents’ permission will arrange a Transition Meeting with the allocated schools SENCO to discuss your child’s strengths and needs and which areas of the day your child will need extra support in. The SENCO will try and put any information together to enable a smooth transition, arranging extra visits to school.
  • During the last term, preschool teachers are invited to attend nursery to meet the children and speak to the child’s keyworker, which can help children before their official visits to school.  Planning activities for preschool with a school theme, for example school uniforms in the dressing up box and stories.

 

Staff Training

 

  • key workers hold at least a level 2 childcare qualification
  • SENCO holds BA Hons Degree in Children, Schools and Families
  • Three staff are trained in Paediatric First Aid
  • All staff are trained in Child Protection and Safeguarding
  • All staff hold Common Assessment Framework Continuum of need (CAF)
  • Three staff have Behaviour, Autism training
  • Two Staff have Basic training from Teacher of the Deaf and Sign-a-long course.
  • The setting has a staff member who started the  ‘I Can’ training
  • Staff have regular staff meetings, take part in ongoing training and share and cascade information with other staff who have not been on the specific course.

 

 

           Further Information

 

  • On our parents notice board situated in the foyer area there is a copy of the EYFS framework and useful leaflets. Policies are available inside nursery and are available any time for parents/carers.
  • Your child’s key worker is your first point of contact if you would like to discuss your child’s needs, within the nursery the noticeboard displays details of all staff and their roles. We can offer advice about other professionals who will be able to support your child, such as Health Visitors and Speech and Language therapists. Children’s Centre staff and can access support from the Early Years Advisory Teacher with your permission.
  • If your child’s need has been referred to a specific team, we will support you in accessing support from them.
  • All staff are practitioners in behaviour management, and can offer advice and strategies to cope with unwanted behaviour.
  • If, at any time, you are unhappy with any aspect of our provision or practice we would ask that you come to us to discuss the matter to see if it can be resolved. If you are still unhappy, our Complaints Procedure is displayed in the foyer and is also contained in the information pack. Ofsted contact details are also displayed in the foyer.
  • Our manager adopts Preschool Learning Alliance inclusive policies, ensures policies are in place and up to date, ensures staff are able to attend relevant training, ensures staff meetings take place to explore SEND and inclusion issues, ensures the environment is inclusive and  provides information packs for parents. We also promote our open door policy, to ensure that we are welcoming and respectful to all. Manager can be contacted by landline 01257 270854 8.30 a.m -1pm, mobile or text 07719 828181 at all times.

 

In order to reach us

Tatton Nursery

TATTON COMMUNITY CENTRE,
Silverdale Road
Chorley

PR6 0PR

You can call us by

07719828181/01257 270854 07719828181/01257 270854

News

This week:

we are closed for half term.                  we re-open on wednesday 31st oct .                  fancy dress day 

PrintPrint | Sitemap
© Tatton Nursery