Development
š Sharing Information at The Warren
What is the Role of a Key Worker at The Warren?
Each child has a key worker responsible for building trusting relationships with parents and children, facilitating respectful information sharing.
How can I address concerns about my child's development?
You can request a private discussion with your child's key worker if you have any concerns about their development.
How are professional reports from health care professionals handled?
Reports from health care professionals, like health visitors and therapists, are welcomed for planning appropriate support. We encourage parents and professionals to share these reports.
What assessments are conducted for the children, and how are they shared with parents?
Ongoing observational assessments linked to Development Matters are made, and termly reports are shared with parents. In some cases, these reports identify individual needs.
How are individual needs addressed within the setting?
If a key worker identifies a potential individual need, they will discuss it privately with parents and plan together to support the child's learning and development.
What support and advice are available from SENCOs?
SENCOs offer support and advice to key workers/leaders and staff. They also collaborate with other professionals and seek advice from the Area SENCO and Early Years Advisory Teacher with parental permission.
š¤ Support For your Child at The Warren
How does the settling process work for my child?
Before starting, you'll be invited to a settling session, attending initial sessions with your child to ease the transition. This helps you and your child get to know us, understand our routine and relieve any anxieties you might have. It also helps us to build a picture and gain further understanding about your child.
What information will you collect about my child during the settling sessions?
We'll ask you to complete a Personal Profile in their Learning Journal, sharing information about your child's strengths and needs. Taster sessions provide an opportunity to discuss concerns or requirements with the Key Person/Leader, Inclusion Co-ordinator, and Head of Nursery.
How is support for my child managed within the setting?
We work collaboratively with parents, listening to both you and your child. The INCO explains how individual needs are met through an Individual Educational Plan (I.E.P.) and involvement from the FIRST team. Your child's key person/Leader oversees I.E.P. targets, which are available for your view and comments, securely stored after sessions.
Who will be involved in supporting my child, and how is it managed?
Together, we identify individual needs and plan next steps, accessing additional support from professionals as needed. Your child's Learning Style, interests, and stage of development guide their support. The manager oversees progress, and the INCO works with all staff to ensure relevant and appropriate support.
How is partnership with parents maintained in the support plan?
We work in partnership with you, reviewing IEPP targets, planning new ones together, and providing ideas for at-home support.
How are children involved in their own development?
Children have 'Child Friendly Plans' and targets, encouraging their voice and active involvement in their own development for positive results.
āæ Accessibility at The Warren
What facilities does Warren have to ensure a welcoming and safe environment?
Warren boasts a spacious, well-lit hall, a friendly lobby, and an enclosed outdoor area. We've got a wheelchair-accessible fire exit with a slope and a dedicated disabled toilet equipped with rails and changing facilities.
Can the environment be adjusted for easy access and mobility?
Absolutely! Our environment is flexible and can be adapted to accommodate easy access and mobility. We've even got a ramp for access to the outside play area.
Are there additional resources and support for children with specific needs?
Yes, indeed! We integrate multi-sensory activities into our planning, and we have access to specialized equipment through County resources. Additional funding can also be secured to meet specific needs.
How is children's safety ensured in the environment?
Safety is our top priority! We conduct regular risk assessments to ensure that our environment remains safe and secure for all children.
š Curriculum and Learning at The Warren
How is the curriculum tailored to my child's individual needs?
Before your child starts, we gather information through ongoing observational assessments, creating Individual Educational Plans (IEPs). Targets aligned with the Early Years Foundation Stage guide your child's learning and development, focusing on individual needs and goals.
What additional resources support my child's progress?
Alongside the IEP, your child maintains a Learning Journal containing observations, photographs, and samples of their work. This aids staff in assessing and planning to help your child progress to their next developmental steps.
How do you ensure consistent support for my child among the staff?
Your childās key person/Leader and our INCO collaborate to align the environment, routines, and activities with your child's needs. Copies of assessments from other professionals are sought before your child starts, and advice from FIRST is obtained with your prior permission.
How is the progress of children monitored within the setting?
The Manager keeps a close eye on and analyzes children's progress, addressing any areas of concern. This information is used to focus on specific areas and adapt those not meeting the children's needs.
How are children actively involved in their own development?
Children play a role in planning their next steps, engaging in consultations and taking responsibility for their setting. Recognizing and revisiting their Learning Styles, interests, and stage of development promotes achievements and overall development.
ā¤ļø Overall Well-Being at The Warren
What is the approach of the practitioners towards children's well-being?
Our practitioners form a small, passionate team committed to providing a welcoming, inclusive, and positive environment. They serve as positive role models, ensuring consistent day-to-day care for all children.
How is personal care handled for children's well-being?
We maintain flexibility in our routines to meet the specific needs of each child, ensuring a positive environment. Our practitioners are trained to provide personal care, and if necessary, personal health plans can be adopted.
What if my child requires medication?
Staff are trained to administer necessary medication, and personal health plans can be implemented if needed. If your child requires regular prescribed medication, a Medication Permission form will be provided for completion, ensuring transparency in administration according to our policy.
How are activities adapted to ensure positive interactions for all children?
Activities are tailored to facilitate full interaction with the environment. Visual strategies, such as a 'Now and Next' visual timetable, are utilized to help children understand our routines.
How is positive behaviour promoted for all children?
We consistently promote positive behaviour, treating each child as an individual with unique needs and characteristics.
š£ļø Communication and Your Child's Progression
What assessment systems are in place to track my child's progress?
We have termly reports aligned with the EYFS ages and stages of development. These reports are shared, discussed, and signed by parents to ensure transparency and collaboration.
How is daily communication facilitated between parents and the setting?
We prioritize open communication. The Manager ensures opportunities for communication during drop-off and pick-up times. If these times are inconvenient, we'll happily arrange a more suitable time. Additionally, there are daily opportunities for you to share your childās progress, fostering two-way communication.
What written communication can I expect to receive about my child's progress?
You'll receive a half-termly newsletter, and we keep information updated on our website and Facebook page. Further details are displayed in the lobby, as well as on the blackboard and noticeboard outside for your convenience.
š Expertise and Services at The Warren
What expertise do the staff at the setting possess?
All our staff are experienced in working with the Early Years age group and have a deep understanding of child development.
How does the setting cater to children with specific needs or backgrounds?
We have experience in working with children facing challenges such as Speech Delay and those with English as an additional language. Our setting is committed to accommodating children from diverse cultures and religions, providing multicultural resources. We value and respect individual beliefs, using visual support like communication books, photos, and visual timetables. All children in our setting make excellent progress and are content and well-cared for.
What additional support and services are available through the local Childrenās Centre?
We have strong connections with our local Childrenās Centre and can guide you to available support, including drop-in Speech and Language sessions, parenting classes, and learning to play activities.
How does the setting collaborate with specialist services involved with my child?
We work closely with specialist services involved with your child, and they are welcome to visit us. This collaboration enhances our understanding of your support needs and builds stronger relationships.
Are there county specialist services that support children in the setting?
Yes, we collaborate with County specialists to ensure comprehensive support for all children in our setting.
Here is a list of people we work with:
Early Childhood Service Information about the service and the āFIRSTā team.
Educational Psychology Service (EPS) Educational psychologists work with parents, schools and other professionals to try and make sure that children and young people have good opportunities to develop and learn.
Ethnic Minority Achievement Team (EMAT) EMAT works with schools and agencies to ensure access to the curriculum for pupils for whom English is an additional language (EAL) and to raise standards of achievement for those minority ethnic groups who are particularly at risk of under-achieving.
Early Help Services The Early help Services Team is part of the Early Help Team with a focus on supporting children who are on roll in West Sussex Primary Schools and Primary Academies.
SEN and Inclusion Service The SEN & Inclusion Service works with children & young people with SEN and Disabilities over the 0 ā 25 age range, and contributes to achieving the County Councilās priority āChildren ā Start of Lifeā
Portage Service Portage is a home visiting educational service for very young children with significant support needs from birth.
Sensory Support Team The West Sussex Sensory Support Team works directly with children and their families, pre-schools and schools to support and promote the inclusion of children with sensory needs in a range of settings.
Social Communication Information about the Autism and Social Communication Team and the services that they can provide.
Special Educational Needs and Disability Team Find support, guidance and information for parents and carers of children and young people with SEND.
Virtual School for Care Experienced Children Find out more about this service for schools, young people and professionals.
Parental agreement will always be obtained before specialist become involved with any individual child.
š« Smooth Transitions to The Warren or to a New Setting
How is the initial transition facilitated for my child?
We assign a key person to your child, offer settling sessions, and provide a flexible settling-in period if needed. This allows us to understand your family's needs and ensures continuity of care. We can also arrange a meeting before your child starts if preferred.
How does The Warren collaborate with professionals during this process?
We meet with health care professionals and attend multi-disciplinary meetings to create transition plans or health care plans. If your child attends another setting or moves to a new one, we involve the new key person/teacher and SENCO to ensure a smooth transition and share essential information.
How is the transition planned for my child entering a new setting or school?
We discuss and plan the transition, allowing the new setting time to make necessary adjustments. We share targets from your childās IEPs, minutes of review meetings, and any relevant information. For starting school, we organize group visits to the local school, and teachers visit our staff and children before their start.
What paperwork and documentation are passed on to the new setting/school?
All necessary documentation is provided to the receiving setting/school, ensuring a seamless transition for your child.