Jubilee Walk | Hermitage Drive | Holmes Chapel
Identification and Early Intervention
Each child is treated as an individual. Staff take into account information given by parents as a starting point to understand what the child already knows, (Getting to Know Me booklet). Two year old progress checks are completed by staff, parental input is added and these are jointly signed by the Key Person and parent. This is given to the child’s health visitor. Formative assessments are ongoing. As well as verbally sharing assessments, we use our daily planning sheets, ‘post its’, learning journey sheets, photographs and children’s evidence of activities. Parents also contribute to formative assessments, either verbally on a daily basis, or in their child’s Partnership with Parents book which is a two way communication book between Key Person and parent. A Reading Record book is also sent home, detailing conversations between Key Person and child as they read together during the session. Parents are encouraged to continue reading with their child at home.
When the child’s individual aims have been offered, addressed, attempted or achieved then their key person highlights this on their designated EYFS profile sheet. Staff take part in ‘weekly catch up’ meetings with team members where they take into account every child’s individual aims and then create small cohort groups or work 1:1 to cover these aims. This is also a time for staff to come together to discuss with others any concerns they may have regarding any child or the environment to ensure the children’s health and well being is taken into account. Following this the manager and deputies meet to discuss any SEN or additional needs or changes to the setting, whether inside or outside, which may have arisen from these meetings. These weekly ‘catch up’ meetings ensure that key persons are always monitoring and evaluating children’s learning and development and can deal with any additional needs as soon as possible. Any concerns are shared with parents.
Some children may attend more than one setting. We ensure that we share information with other settings and any information that we receive is used to further inform planning and the child’s development.
For some children the next steps may involve the key person targeting a specific area of development and planning additional opportunities for the child to have experiences designed to support the area of learning and development identified. This would then be reviewed to see how the child has progressed and whether or not additional steps need to be taken to support the child's progress and development.
For other children the next step may also include developing a Targeted Learning Plan where specific aims are developed with parents to support the child's development. We may also discuss with parents whether it would be appropriate to refer their child to other services such as speech and language therapy, this would require parental consent. Another next step may be to ask the local authority SEN Inclusion Teacher to visit the child in the setting to provide some additional advice and guidance to practitioners to support them in meeting the needs of the child. This visit is called a 'Request for Guidance' and can only be undertaken with parental consent.