Fairy Tales Playgroup

Inclusion Information

Has wheelchair access

Details

We have a lift to our first floor preschool room.

Has Special Needs provision

Special Needs Experience

Diabetes
Visual impairment
Language impairment
Cerebral Palsy
Challenging Behaviour
Learning difficulties
Asthma
Global Developmental Delay
Autistic Spectrum Disorder ASD
Hearing Difficulties
Serious allergy / Anaphilaxis

Details

At Fairy Tales, we have worked with children with additional needs and supported them through 1:1 support, worked with outside agencies (AREA Senco, First Steps, Sycamore Trust) to ensure the best outcomes for them. Supported families through primary school transitions and EHCP Fairy Tales Playgroup Special Educational Needs and Disability (SEND) Policy This policy has been written with reference to the following guidance and documents: • Special educational needs and disability code of practice 0-25 years - January 2015 • Statutory Framework for the Early Years Foundation Stage 2025 • Children and Families Act 2014 • Equality Act 2010 • The Special Educational Needs and Disability Regulations 2014 • Working Together to Safeguard Children The Playgroup recognises that every child should be equally valued and included and has the right to be given the opportunity to achieve their potential. We therefore welcome all children and parents/carers into the setting and we will endeavour to meet each child’s individual needs. The nursery aims to: • Identify special educational needs and disabilities at the earliest opportunity. • Develop a partnership with parents/carers to aid early identification of special educational needs. • Ensure equal access to the Playgroup by all children, including those with special educational needs. • Provide a wide range of learning opportunities. • Build on each child’s knowledge, experience and abilities. • Provide a firm foundation for all future learning. Admissions Fairy Tales Admission Policy, ensures that no child will be refused admission to nursery on the basis of his or her special educational need. In line with the Equality Act 2010 we will not discriminate against any child. We will aim to accommodate any adjustments that might be necessary for disabled children. Special Educational Needs Coordinator (SENCO) We have an AREA SENCO and Our settings Level 3 qualified SENCO, who work in conjunction with the Playgroup staff. Our Settings SENCO is responsible for: • Co-ordinating support for children with SEND (special educational needs and/or disabilities) • To lead, motivate and ensure all practitioners understand their responsibilities to children with SEN. Advising and supporting colleagues. • The day-to-day operation of this SEND policy • Maintaining the playgroup’s SEND register and overseeing the records of all children with special educational needs. • Organising and implementing the use of SEND resources, developing and reviewing IEP’s, completing referrals and working with families to submit EHCP requests and reviewing EHCPs at 6 monthly intervals. • Ensuring parents are closely involved throughout. • Liaising with any external agencies and professionals which may be involved with individual children’s development. Parent/Carer Partnership Partnership with parents/carers plays a key role in enabling children with SEND to achieve their potential. We fully involve our parents/carers in all aspects of their child’s development and obtain permission with a consent form for us to be able to contact the relevant professionals to assist and advise us on the best support for their child/children. Parents/carers will be part of review meetings for their child’s development termly and any additional meetings required to help support the parent will always be available with our SENCO and/or the child’s key person. Any concerns or queries can be made at anytime. We have our settings local offer which explains in more detail what we provide to support children with SEND and their families. Implementing the Graduated approach In line with the requirements of the code of practice we use the graduated approach. This consists of four stages of action: assess, plan, do and review. It forms a good basis for reflective practice and developing high quality teaching. If practitioners/key persons in consultation with parents/carers conclude that a child may need additional support to help them progress, staff should seek the help of the SENCO. The SENCO and colleagues will collect all known information about the child and seek additional information from the parents/carers. This information will help the key person and SENCO formulate an Individual education plan to meet the needs of the individual child. The SEND Code of practice requires us to implement a person-centred approach to assessment and planning. This is put together with the child, family, SENCO, keyperson and any other relevant professionals working together to make it happen. External support services will advise on learning outcomes for a child and provide specialist input to support the process. Education, Health and Care plan Where a child has significant needs and is not making the expected progress despite us having taken relevant and purposeful action to meet their needs, we are able to support parental requests for an assessment for an Education Health and Care Plan (EHCP). In some instances, we can make requests on the parents’ behalf. During the course of an EHC needs assessment, the local authority has a duty to gather advice from relevant professionals about the child’s education, health and care provision that may be required to meet the identified needs and achieve desired outcomes. The Playgroup will endeavour to co-operate with the local authorities by providing the requested advice and information. The request would be made with the parent’s full involvement and agreement. An EHCP is designed to support a child to achieve the best outcomes possible. The plan records what support and provision is needed to help the child achieve the desired outcomes. Transitions Transition to schools/early years settings will be supported by the SENCO where needed alongside the key person and will include planning and preparation before the child leaves. Records of achievement and development will be shared with all required agencies and the receiving setting/school. The transition into the new setting can be supported by visits to the new setting by the child’s key person and/ or SENCO with the child and their parent/carer. There will be information sharing with the new settings SENCO and class teacher/Key person. If there is an Individual Education plan in place, this will be discussed and current strategies used will be explained. Should a child start at this setting with already identified needs we will work closely with the family to ensure a smooth transition is successful. This may include a meeting with our SENCO and they may also arrange a stay and play visit. We will gather all necessary information to ensure support is in place for when the child starts. Record Keeping The Playgroup maintains a record of all children in its care as required under the EYFS framework. The Playgroup will record the steps taken to meet children’s individual needs. The SENCO will maintain records about their children which will be made available to parents /carers. These records will include how the setting supports children with SEN and disabilities, It will also store all reports and documents from other professionals about the individual children. Training and development Our SENCO will assist the Deputy Manager with regular training and updates to practitioners on matters regarding SEND provision. Continued training is important to us and all of our team have access to Noodle now and Flick online training provided by Havering council. Document reviewed on Sept 2025 Where this document is displayed / duplicated; Policy and procedures folder Staff induction pack Family information service Reviewed on behalf of the playgroup by Rebecca Stewart Sonya Harper Date for next review July 26

Has provision for special dietary needs

Details

We have supported many children with food preferences, food intolerances, coeliac disease allergies and diabetes. attended Food safety training and allergy training.

Can make special cultural provisions

Details

We welcome families and their children from all cultures and background.

Childcare Information

Local Offer Details

Description

 

Fairy Tales Playgroup

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES INFORMATION

Fairy Tales Playgroup is where children and parents/carers work together in partnership. It is our aim to provide learning experiences that are differentiated to meet the needs of each individual child.  In doing this, we minimise the difficulties that children may experience.  However, some children will experience greater difficulty than others and will need extra support to enable them to make progress.  We recognise the need to identify emerging difficulties by:

1. Monitoring and reviewing the progress made by children
2. Responding to individual needs
3. Overcoming potential barriers to access activities for learning

How will the Nursery/Pre-school know if my child needs extra help and what should I do if I think my child may have special educational needs?

Special educational needs and provision can be considered as falling under four broad areas :-

• Communication and interaction
• Cognition and learning
• Social, mental and emotional health
• Sensory and/or physical

 

At Fairy Tales a child is considered to have special educational needs if he/she has significant greater difficulty in learning than their peers, or a disability that prevents or hinders a child from making use of the facilities in the setting and requires special educational provision.

The setting recognises the importance of early identification and intervention; Rebecca Stewart our Special Educational Needs Co-ordinator (SENCo) oversees the identification of children with special educational needs and the provision being made for them in the setting.  If you are concerned that your child may have special educational needs, please make an appointment to meet with Rebecca Stewart.

The key person will remain responsible for working with your child on a daily basis.   The SENCo will support the key person in the further assessment of your child’s development and learning, also the effective implementation of the support. 

 

          In assessing whether a child has Special Educational Needs initial information required would include :-

1. Two year progress checks
2. Observation records
3. Assessment on a child’s progress in communication and language, physical development and personal, social and emotional development
4. Parental Observations
5. Information from outside agencies (if appropriate)

How does the Nursery/pre-school evaluate the effectiveness of its provision for my child?

We are alert to emerging difficulties and respond early. We work closely with parents as they know their children best and it is important we listen and understand when parents express concerns about their child’s development.

If children do not make expected progress, then planned, targeted provision will be put in place.  A discussion takes place with Parent/carers and an Individual Education Plan detailing specific targets is put into place.  All interventions are monitored by the SENCo and your child’s progress will be regularly reviewed to ensure that this additional support has had an impact on your child’s progress.  Interventions offered include support for play, interaction, social skills, speech and language. 

How will both the Nursery/Pre-school and I know how my child is doing and how will the Nursery/Pre-school help me to support my child’s learning?

All staff, led by the SENCo, track the progress of children with special educational needs.  This progress will be shared with you at our parent and key person meetings; you will also be invited in termly to discuss progress against individual agreed targets. 

How will Nursery/Pre-school staff support my child?

If your child has special educational needs we will take action to remove barriers to learning and put effective provision in place.  This support ensures earlier decisions and actions are revisited, refined and revised with a growing understanding of your child’s needs and of what supports your child in making good progress and securing good outcomes. 

How is the decision made about the type and how much support my child will receive?

As well as a differentiated Early Years Foundation Stage curriculum, support can be in the form of planned interventions or an additional adult in the room to help facilitate learning and development.  Resources are allocated based on the needs of the child.  For example, a child who experiences social and interaction difficulties would be supported by our Area Special Educational Needs and Disability Co-ordinators (SENDCo), as well as participation in a Social and Communications Skills group.  The Key person and SENCo, in consultation with you at a meeting will discuss the Individual Education Plan and will agree the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour. There will also be a date set for review.

How will my child be included in activities outside the Nursery/Pre-school setting including specific outings/trips?

All children will be encouraged to take part in all trips and reasonable adjustments will be made to ensure that this can happen safely.  If your child has special educational needs and an upcoming trip may require further planning, the key person or SENCo will liaise with you before the trip to ensure that your child has every opportunity to take part. 

What support will there be for my child’s overall well-being?

Our setting is welcoming, safe and stimulating where children are able to enjoy themselves, to grow in confidence and fulfil their potential

We are committed to meeting the learning and development needs of every child. We know children learn best when they are healthy safe and secure, when their individual needs are met and they have positive relationships with adults caring for them. We provide an environment which is safe and secure for children to play, interact and develop.

In conjunction with our Managing Medicines guidelines, we are able to administer on-going medication to your child and cater for their personal care.  Staff are trained in 12 hour paediatric First Aid.

What specialist services and expertise are available at or accessed by the Nursery/Pre-school?

There may be times when the setting will seek assistance from a specialist outside agency in order to effectively cater for your child’s special educational needs.  These services include Area Special Educational Needs and Disability Co-ordinators, Educational Psychology, Speech and Language Therapy, Occupational Therapy and Physiotherapy.  If your child has a special educational need that we had not encountered before, we would ensure that staff are suitably trained in order to provide effective support.   

How accessible is the Nursery/Pre-school both indoors and outdoors?

The setting is fully accessible for wheelchair users, from the front entrance, there is a lift and disabled toilet, and disabled parking available outside of the building.  Should specialist equipment be necessary eg a hoist for toileting, then consultation with outside agencies ensures that this is made available.

 

How are parents involved in the Nursery/Pre-school?  How can I get involved?

We work together with parents/carers to ensure that children will achieve their potential. Parents are invited to meet the key person each term to share information, Parents are free to call at any time to make arrangements to speak with their child’s key person.

If your child has special educational needs, you will also be invited to meetings with your key person or the SENCo to discuss progress. 

The setting will always be willing and happy to talk to you about your child but if you have any concerns or worries, please do not hesitate to speak to your key person or the SENCo who will do their best to resolve any issues.  Information about our Complaints Procedure can be found in our Complaints Policy which is available  in our policy folder.

How will the Nursery/Pre-school prepare and support my child to transfer to a new setting or school?

If your child is moving to school, your child will be given opportunities to visit the school at different times during the school day and there will be an opportunity to meet their new class teacher.  You will be invited in for a person centred planning meeting, which will also be attended by the SENCo of the school to draw up an Action Plan to ensure the smooth transition between the setting and school. 

 

Reviewed Sept 25

Rebecca Stewart Manager/SENCO

 

 

Contact Name

Rebecca Stewart

Contact Telephone

07504112505

Contact Email

fairytalesplaygroup@hotnmail.co.uk

Links

Havering Local offer

Local Offer Age Bands

0-5 years