1. How accessible is our early years setting environment? (Indoors and outdoors)

The premises are fully accessible for wheelchair users.  Each external entrance/exit is accessed via a slope with handrail including access to the garden.  All internal doors are wide enough for wheelchair users to manoeuvre around the premises. We have an accessible toilet.  Arrangements can be made for an accessible parking space close to the entrance if needed.  If adaptions to the auditory and visual environment are needed we will make the necessary adjustments where necessary.

 

2. What processes do we have within our setting to identify children with additional needs?

On-going observational assessments and regular progress reviews are carried out including a two-year check. This will identify any areas in which a child is not making progress.  Ongoing discussions with parents/carers will also help to identify any areas of concern.

 

3. What do we offer to children who are identified as needing additional support?

• We provide every child with their own key person.  They work with the Special Educational Needs and Disabilities Co-ordinator (Sendco), who is responsible for overseeing the planning of support for individual children’s needs using a child centred support plan.

• This system of planning, implementing, monitoring, evaluating and reviewing ensures that children with special educational needs and disabilities are appropriately involved in all stages of the curriculum.  

• The key person will discuss with parents/carers how they are supporting children’s individual needs regularly and will make suggestions as to how parent/carers are able to support their child’s needs outside the setting.

• Staff attend regular network and training meetings.

 

4. What specialist services and expertise are available at or accessed by the early years setting?

The setting has access to a number of services available in the locality, linked to the child’s identified needs, such as Speech and Language Therapists and Heath Visitors and referrals are made when necessary.  Staff are trained in basic Makaton and use visual prompts and PECS to support children and can provide ear defenders to support children who are sensitive to the noise of the setting.

 

5. How will the early years setting prepare and support my child to transfer to a new setting/school?

When it is time to move on to school or to the next stage, the key person, together with the child and their parents/carers will meet with the relevant professionals in the new setting in order to discuss the child’s transition.  This will include discussions regarding strategies used within the setting to support the child.  

 

6. How can families access a place for their child?

Please either call or email the setting using the contact details above so a visit can be arranged. Depending on how full the setting is at the time will depend on whether a child will be required to wait for a place to become available before they can start. A copy of our admissions policy is available on our website shown above. Settling in sessions will be arranged to provide the key person and parent/carer to discuss the child’s needs fully before they start. We gather both written and verbal information from the parent/carer at the point of registration so all staff are fully aware of the child’s needs.

 

7. Does the setting accept funding?

The setting accepts Early Learning for 2 year olds (LA issued EYFE), 9 months plus EYFE for working families (once a child is two years old), 3-4 EYFE.

There is also a Disability Access Fund that the setting can access, if the family meet the criteria, to support the purchase of specialist equipment and training within the setting.

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This document was last updated on 8th April 2026