Our Inclusive Approach

The Setting

Busy Bodies Euxton was opened in February 1998 and is registered for 55 children. Based in an 1860’s old school building, it is in the heart of a village community and has an excellent reputation within the village itself and beyond. It is a well-established setting with a committed and knowledgeable staff team who strive to provide the very best for your child. The nursery is not part of a chain and as such is able to exercise its own individual and unique operation, within the guidance set out by government.

The main nursery building is divided into 3 different areas. The Baby Room has ample space for up to 11 babies aged between three months and two years and it is a real home from home environment. At two years old our toddlers move into the Nursery Room and then Preschool for the final nursery year.

Children who are in their final year of nursery before starting primary school are able to join in more structured activities within our Pre-school Portacabin, that are planned specifically for their age group in order to prepare them for the transition from nursery to primary school education. The children spend approximately 50% of their time with us in the preschool group.

With direct access to a large outdoor play area packed with different play opportunities, the children are able to free flow between indoors and outdoors throughout the day, ensuring that each child has opportunity for fresh air and exercise daily.

We believe that all children have the right to receive exceptional quality childcare and early years education, that promises to recognise and meet their individual needs and interests, helping them to develop and achieve at their own pace and within their own capabilities. To enable this we provide a safe, caring, stimulating and inclusive environment, in which we work in close partnership with parents, recognising them as the child’s first and most important educator.

We actively promote the development of a positive self-image and confidence for all our children and believe that learning through play in self-chosen activities and experiences, both in and outdoors, supports the development of physical and cognitive skills, interactions with peers and the ability to make decisions about their own learning, providing an exceptional start for future learning and life skills. Children have the right to express their thoughts, feelings, opinions and ideas and we value the contribution that each individual can make to their own development and that of their nursery.

Our inclusive approach enables a multi-cultural environment that embraces and values families from a range of cultures and religious beliefs, which positively encourages children to value both their own and their peers heritage. With qualified, dedicated practitioners that bring a range of expertise and experience, we endeavour to meet the needs of those children who require additional support physically, cognitively or medically and adopt a pro-active approach when working in partnership with other professionals and agencies that can provide the best possible support and guidance, ensuring each child has every opportunity to develop to their full potential.

The setting is managed by the owner who also acts as the SENCo and lead contact for any behavioural concerns and CAF referrals. There is also an additional manager who has responsibility for Parental Involvement and Equality and Inclusion, a Deputy and each group room has a supervisor. Our staffing ratios are in accordance to those detailed in the Early Years Foundation Stage Statutory Guidance, however should we identify a child who needs additional support, we may as necessary provide a higher staff ratio.

Accessibility and Inclusion

The nursery will endeavour to meet the needs of all children regardless of their gender, race, culture, educational, physical or medical needs and were necessary we will seek appropriate advice and training both prior to the child starting nursery and during their term of attendance.

Race and Culture: All children’s family, ethnic and cultural backgrounds will be acknowledged and staff will endeavour to provide an inclusive environment embracing the differing cultures and traditions from a range of nationalities, respecting the religious beliefs and cultural practices of all families.  This will include displaying words and notices in different languages, using pictures, photographs and everyday objects from different cultures in the provision areas and a menu that reflects food from around the world.  Children for whom English is an additional language, will be supported by close liaison with parents to gain knowledge of their language and were possible and/ or necessary the nursery will seek to provide an interpreter.     

Educational Needs: All children have the right to a stimulating learning environment that not only meets the level of the child’s ability but also presents challenges for further development. Nursery staff will use observation techniques to determine all children’s abilities and interests and use this information for planning for the future. Children that have specific educational needs will have a completed Targeted Learning Plan (TLP) and staff will work closely with other professionals to ensure that the best possible education is delivered. Please refer to the settings Special Educational Needs policy for further information.

Physical Needs: The nursery will endeavour to accommodate children who have specific physical needs. An inclusion plan will be completed detailing how the child’s needs will be met and how we will enable the child to access all the activities and play areas. Again we will work closely with other professionals to provide continuity.

Medical Needs: Children who have specific medical needs will only be enrolled into nursery when a ‘Care Plan’ has been completed. The care plan will provide specific details of the child’s needs and how best to meet those needs and should include advice from a member of the medical profession, preferably the child’s doctor or consultant. Children who suffer from allergies, parents will need to complete our standard ‘Allergies Information Form’. Should a child suffer from asthma parents will be required to complete an Asthma Form providing details of dosages and frequency of inhaler usage. For all administration of medication, a consent form must be completed and signed by the parent/carer.

The nursery endeavours to purchase any specific resources needed to support and enhance individual children’s learning, this is discussed with parents and placed in order of priority and within budget limitations. The current learning environment provides space and challenging activities and the completion of a personal Inclusion Plan ensures that the layout of provisions enables of children regardless of their ability have opportunity to move freely between activities, making their own choices thus positively promoting independence. All furniture and equipment is child friendly and moveable, thus giving us the flexibility to re-arrange and change the environment according to the children’s needs.

Information for parents is relayed using several different methods; text messages, emails, paper form and through display boards showing notices. The text and email service ensures we reach parents who need an alternative adult to drop off or collect their child from nursery. Within the nursery rooms, resources are labelled with both pictures and words giving children an indication of where they can find toys they wish to play with. All resources are kept low level to enable children to access these independently. Pictures and symbols that depict the routine of the day are used to support specific children to help their understanding of changes to activities and routines throughout the day.

Our premises are single storey making it easily accessible for wheelchairs and other forms of mobility equipment. There is a large shared car park to the front of building that allows parking immediately outside the front door.

Identification and Early Intervention
The nursery uses observation to track children’s progress and implements specific planned activities to aid their learning and development. Termly progress reports are completed based on the observations taken during the term, parents are invited to comment on these and hold discussions with practitioners to ensure that strong partnerships are developed. In addition the nursery holds two parents evenings during the course of the year and opportunities to speak with the keyperson are available each day.

Where children are identified as experiencing difficulty in any aspect of their development, additional observations and monitoring will be undertaken.  Often children who may appear to be having difficulties can simply require further time to settle into the nursery environment, therefore it is essential to allow sufficient time to gain accurate observations that can assist practitioners in making informed decisions.

Should children continue to display difficulties and practitioners have made adjustments for their learning, with parental consent the nursery SENCo will seek advice by submitting a request for guidance to the Local Education Authority (LEA) Inclusion and Disability Support Service. The inclusion teacher will visit the nursery to carry out observations of the child and provide guidance and support for practitioners. A recommendation may be made to apply to the Early Years Panel for local authority funding to help us enhance and support the child’s learning. In this instance it will be necessary to complete a Common Assessment Framework (CAF) to submit alongside supporting documentation of the child’s development, to the LEA for consideration. The CAF form is completed with parents and following submission, TAF (Team Around the Family) meetings will be held with parents, nursery practitioners and other professionals involved with the child. These meetings will ensure that all necessary support is in place in order to meet the family’s needs.

Observations, monitoring and recording will continue with Targeted Learning Plans but were no progress is being made, it may be necessary to seek further advise by submitting additional information to the LEA for consideration to initiate a full assessment of the child’s needs by an Educational Psychologist. During this process parents are fully involved and support by the nursery SENCo and Keyperson.

 

Teaching and Learning Part 1 – Practitioners and Practice

The nursery follows the Statutory Framework and Guidance of the Early Years Foundation Stage (EYFS) and this sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. It aims to provide a consistent approach to quality care and education across all early years settings, forming a secure foundation and addressing equality and inclusion and promoting working in partnership with parents and other professionals. Settings are required to meet all Statutory Requirements of the EYFS in particular meeting the needs of children with additional needs, stating that,’ Providers must have arrangements in place to support children with SEN or disabilities’. In respect of this the nursery has a designated SENCo who arranges resources, meetings, training and any associated paperwork, whilst the child’s keyperson implements the outcomes of these.

All children have a keyperson in nursery and they are responsible for each childs well-being and developmental progress records. During the first 4 weeks of attendance into the nursery the keyperson will complete an initial assessment which is mainly based on how well the child has settled into nursery, therefore focused on the child’s well-being and involvement. Developmental assessments are ongoing throughout the terms and summarised in a Progress report at the end of each term. During a childs first term with us, the keyperson will complete a baseline assessment through observation, across all areas of learning, this provides the keyperson with a starting point from which to plan appropriate activities for the childs stage of learning. In addition, the observations carried out will provide the keyperson with a good understanding of the childs likes, dislikes and particular interests. In respect of this we follow those interests as much as possible, ensuring that the childs voice is taken into consideration when planning activities.  The term after a child turns two years old, a full developmental check will be carried out and this report is available to pass on to the childs Health Visitor. All reports, observations, photographs and representations such as artwork are recorded in the children’s individual Learning Journals, which can be accessed and added to by parents at any time. Documents such as Learning Journals are an effective way to evidence children’s progress. Developmental stages are linked to the evidence contained in the Learning Journal and this when collated provides an extensive overview of the child’s stage of learning and development. Over time this method also shows how children have progressed and if there are any areas of development that may not be progressing as anticipated.

When children do not make the progress anticipated, the keyperson and/or SENCo will discuss with parents how we intend to address the childs needs. This will generally and in the first instance be through a Targeted Learning Plan which will be developed in consultation with parents and reviewed each half term. At the review both parents and the keyperson can highlight any progress and set further appropriate targets for learning. Please see Identification and Early Intervention for additional information.

 

Teaching and Learning Part 2 - Provision & Resources

Our setting has several practitioners who have experience of working with children with a range of needs but more specifically Visual Impairment and Autism. All practitioners are trained to Level 3 standard and some of them hold additional training in Special Educational Needs, the SENCo has eleven years experience of working in a Special School with children who have severe learning and physical difficulties.

Children who may be identified with additional needs is likely to be allocated a keyperson who has good knowledge and skills in meeting the childs specific needs and they work closely with other professionals involved in the education and care of children with additional needs, following Care Plans and Speech and Language Episode Plans. Professionals we have worked with include specialist Speech and Language Therapists, Physiotherapist, Occupational Therapist or Educational Psychologists. Through discussions with such professionals and parents and the development of Targeted Learning Plans, resources that promote individual children’s learning and development are identified and purchased using allocated Inclusion funding, or accessed through specialist services such as the Child Development Centre. Regular review meetings are held between the parent and keyperson to ensure that the Targeted Plan is up to date and relevant and to discuss any progress made. More formal meetings such as Statement Reviews or TAF meetings are attended by the SENCo in addition to the keyperson.

As an inclusive setting all children are included in all activities we provide, within the setting a Provision Map or Inclusion Plan are developed to ensure all children can access all the activities and resources on offer. We also provide activities such as trips off the premises to a nearby woodland, football coaching sessions, visits to the library and swimming and dance lessons, which are also offered to all children. Such activities require a higher staff child ration and when off the premises any children with additional needs are supported on a one to one basis by their keyperson. Consultations with parents take place when activities are taking children off the premises and information gained from such consultations are included in a full Risk Assessment.

 

Reviews

Practitioners use the Early Years Foundation Stage ‘Development Matters’ document to assess childrens level of learning and development. This provides suggested stages of development at differing ages and therefore can highlight any particular areas of development that may not be progressing as anticipated. The EYFS covers seven areas of learning making it a comprehensive guide for practitioners, ensuring all childrens development is tracked. Developed from this guidance, our nursery uses an overview tracking form that when completed each term, identifies where there is good progress or progress is lacking. This information is kept within the childrens individual Learning Journals and these documents are an ongoing picture of a childs development.

Parents can access their childs Learning Journal at any time and they are also invited to contribute to this developmental document with any information on the child from outside of the nursery, such as achievements in other clubs or with another childcare provider such as a childminder. Practitioners are allocated ‘non-contact’ time fortnightly in order to keep the Journals up to date. All termly Progress reports are recorded with the Journals and these reports provide opportunity for parents to make comments and suggestions and in addition our setting holds two parents evenings in the school year. However parents can request a meeting with their childs keyperson at any time should they wish to discuss their progress or any concerns. For children that we have implemented a Targeted Learning Plan, informal reviews with the childs keyperson are held every half term, generally six weekly, again this provides opportunity for parents to contribute to their childs learning by offering suggestions for activities, resources and development targets.

 

Transitions

We operate an open door policy within nursery and this indicates that parents and visitors are welcome to visit at any time. Prior to a child commencing nursery we request that both parent and child attend a minimum of two pre-start visits. These are flexible in relation to time but their purpose is to ensure that both the parents and child get to know our staff before they are left in our care. Such visits also provide our practitioners with opportunities to ask questions and gain vital information about a child in order to help the child settle into the nursery as quickly and smoothly as possible. These visits are supported by the completion of our enrolment forms, which include a child profile and where needed a Care Plan.

When the time comes for children to move onto to their next setting, usually primary school, the keyperson will complete a Transitional Report. This report is more detailed than the termly Progress reports, covering all areas of learning and information such as medical needs and stage of the Code of Practice. A copy is provided for both the parents and the childs next setting. In addition and in consultation with the childs next setting, we will release the childs keyperson to visit the setting to advise on the childs well-being, educational needs, approaches to learning and valuable resources. Such visits will generally follow from a Transitional Review, which is held in the Spring/early Summer term and includes practitioners/teachers from the childs next setting, parents, the SENCo and the childs keyperson. The Transitional meeting provides opportunity for parents to discuss their childs needs with the next provision, whilst being supported by the current keyperson and SENCo.

 

Staff Training

All our practitioners are trained to Level 3 standard, in addition the owner manager holds a Level 6 Degree qualification in Children Schools and Families and is currently working towards a Post Graduate Certificate in Education, enabling her to teach childcare students within Further and Higher Education. Our manager is currently working towards a Level 5 Foundation Degree qualification in Children and Young Peoples Services and the Deputy manager holds both a Level 6 Degree qualification and has Early Years Professional Status. We are committed to continual professional development within our setting and all practitioners are required to attend termly training courses to develop their skills as an early years professional and management attend termly meetings within the Local Authority to ensure they are up to date with relevant and vital information on developments taking place within the early years sector. Some practitioners have completed additional training specific to the additional needs of children who attend our nursery. These include Autism Awareness, Speech and Language training and Visual Impairment training.

Our setting has been awarded the Lancashire Quality Award in recognition of our excellent practice, this includes equality and inclusion.

 

Further Information

For further information on Busy Bodies Nursery please contact the managers Joanne Jump and Nicky Wright via email; busybodieseuxton@btconnect.com or telephone; 01257 241119 or through the website; www.busybodiesnursery.co.uk.  Alternatively, as we operate an open door policy, please feel free to call into the nursery between 9am and 4pm.