"The amazing staff that have helped Kacy develop into a lovely girl, all the learning through play, the friends she has made and how the pre-school has got her ready for school."

Freya Constantine

"Through much communication, hard work & dedication from everyone working at Elan, Brandon has come on in leaps and bounds and is at the best possible stage to start school."

Emily Shaw

"A very big thank-you to all the staff at Elan nursery.  The commitment, kindness and fun you have shown Finn has made his journey through most enjoyable."

Anne Sparkes

"We have seen Finn grow and flourish with all your help and encouragement and are truly grateful to you."

Anne Sparkes

"It is very pleasing to see Lewis develop into a confident pre-schooler, who thanks to all the varied activities undertaken at Elan, is more than ready to take his next big steps to school."

Katy & Gary Beadell

"Lewis – enjoyed playing in the garden, spending the day with his friends, going on the mini-bus and learning his phonics. Scarlett always looked forward to her days at the nursery and loved ‘show & tell’, being out in the garden and meadow."

Lyn Brough

"The strategy of each child having their own dedicated key-person is a fantastic idea.  Both my children have grown very fond of their key-person who is there to support and nurture their emotional needs on a day-to-day basis."

Stephanie & Paul Isaacs

Thank you so much for looking after our children – they have had some brilliant times with you. We think you all do a great job.

Kelly & Ray Millard

"Thank you for looking after Sebastian and all of your help and guidance with his development."

Lianne & Steve Seymour

"Kaitlin has truly grown in many aspects of her development, thanks to you all."

Lindsay Ogle

"Alex has been an extremely happy chappy and I am sure that is part down to the staff."

Hannah & Robert Oliver

"Words cannot express how thankful I am that I chose Elan nursery for George. You have all contributed so much to the happy healthy boy that he is, George has thrived at nursery."

Suzie Field

"Your combined efforts have made the necessity of being a working family much easier."

Helen & Ryan Carson

See all our parents' comments

Local Offer / Inclusion

"Donte started Elan Nursery in January 2013. Firstly we were a bit concerned abo ut how he would get on in the group with being Autistic. From day one we felt reassured that the transition from home to starting nursery at Elan that they would be able to meet the needs for Donte – which can at times be quite demanding and needing more one to one care most of the time.

During his stay at Elan, there has been significant improvement in his vocabulary and social skills. Donte enjoys his stays at Elan all the time and always looks forward to going the night before.

We would highly recommend Elan to anybody knowing full well they can provide the professional services to the children, even with special needs."

From Donte’s mum

1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?

Trained and qualified staff have knowledge and experience of children’s expected ages/stages of development. Regular observations are made by the staff and especially by the child’s key person. The setting’s INCO/SENCO would also make regular observations on the child, which would be used alongside those written by the staff in the child’s room. Development of all children is then plotted onto a group developmental chart and any concerns will then be seen. The child’s key person will build a relationship with the parents and time will be given for talks about the child. Twice yearly parents evenings are held, but daily chats can be had at drop off/pick up times. Appointments can also be made for parents to talk with the key person/room leader or with the settings INCO/SENCO person/Manager/Early Years Teacher. Staff can advise parents if they feel that outside agencies will be able to provide further support to either the parents or to the setting. The setting has a number of policies and procedures in place, including an Inclusion Policy that states that all children are given access to all activities that take place in the Nursery. (These may be adapted slightly to allow the child to participate)

2. How will early years staff support my child?

Once a child has been identified as needing extra support, the key person will work alongside the setting’s INCO/SENCO person to produce plans that will help and support the child. If permission has been obtained by the parents to involve outside agencies, such as Speech and Language therapists, Portage, Behavioural Psychologists, and Occupational therapists, then other documents can be put into place. These could be Individual Education Plans which would be based on advice given to the settings by the outside agencies. The key person would be given time to liaise with the parents on a regular basis, as well as with the INCO/SENCO person. If needed the setting would also offer advice, especially with regards to funding that could be obtained to provide extra help or equipment for the child. Continual observations will be made to plot the progress of the child, and regular updates will be made to any plans that have been made for the child. This also includes regular visits from outside professionals and feedback to the staff and parents from the agencies. Parents will also be invited to share information from home, or from visits they have had at home from outside agencies. A book could be shared between the setting and parents to share this information.

3. How will the curriculum be matched to my child’s needs?

All staff in each room will have experience and knowledge of expected ages/stages of children’s development, and of the early year’s curriculum. The observations written in the setting, along with information from the parents and from outside agencies will all be used to write specific plans for the child. A Next Steps in Learning (NSiL) will be written, and in conjunction with an Individual Plan (IP) will be used by staff to aid the child’s learning.

If the child has behavioural problems a Trigger sheet will be used to record any issues that have occurred. Advice would be sort from a behavioural/educational psychologist, and again an Individual Plan could be put in place alongside the child’s Next Steps in Learning.

All activities offered to the children in the room would be offered to the child, although slight alterations may be made to accommodate the child’s individual needs.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Parents are able to access their child’s online Learning Journal by using the parenta portal app at anytime to see the plans made for the child along with the evidence gathered by the staff. They will also see any art work or photographs that would be a part of the evidence gathered. Regular time would be given to the parents to liaise with staff for information to be shared.

Telephone calls can be made if parents needed to talk about their child, or a specific appointment could be made to suit the parent’s needs. Copies of Individual Play plans/Behavioural Trigger sheets will be shared with parents and sent home for parents to mirror at home with the child. If outside agencies have observed the child in the setting, parents would be invited in to listen to the advice given and to share information from home with the professionals. If training is offered to the staff by any of the agencies, the parents could also be invited to join the staff at this time. Parents can also be informed of workshops that are held in local Family centres, which offer advice on a number of topics.

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

Each room in the setting has at least one member of staff who holds a current Paediatric First Aid certificate. All staff have training on Child Protection (Safeguarding). Some staff have also had training in Health and Safety, and in Manual Handling. If any children have medical conditions that require ongoing medication, such as asthma or eczema, then the setting will ask parents to fill out a Health Care plan which will be signed by the child’s GP allowing the administration of the necessary medication. Two staff members are always present when a child is given their medication to check that the correct dosage is administered. This is recorded and signed by staff at the time, and signed by the parents at the end of each day. Each setting is required to appoint a member of staff as their Inclusion co-ordinator (INCO) and Special Educational Needs co-ordinator (SENCO). This person may hold just one of those roles or both, and will often be the Behavioural Manager as well. Training is given for the staff to carry out these roles which will allow them to access any necessary help, support and funding, including help from appropriate outside agencies. Funding that is allocated to a child with special needs can be used to allow the room to appoint extra staff to help the child, or for specialised equipment that is needed for the child. It could also provide training for the staff and parents which would be beneficial to themselves and to the child.

The Health and Safety officer would be consulted if any equipment needed would be of risk to any staff or children. A risk assessment would be written and put in place. These could possibly be needed when staff are handling children, assisting children going up/down stairs, or when nappy changing is necessary. All staff in the setting have undergone a suitability check (DBS –Disclosure Barring Service). Our external doors to the Nursery are all number coded and have intercoms for parents to use on entry. Our garden is fully enclosed allowing all children access to an outside environment throughout the year. When staff are planning for the child, they will use previous observations made, taking into account the activities and resources that are of particular interest to each child.

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

The setting is required to have a Special Educational Needs Co-ordinator (SENCO) who is given training, which will allow them to have the knowledge needed to carry out the role. The training provides them with the information they need to refer any child to an outside agency and to access any funding that could be available for the child. Most of the staff have received Makaton training. We also have a member of staff who is fluent in three different languages – Turkish, Farsi and English. We also have staff that are fluent in Hungarian and Slovakian.

Through observations and experience we can determine which services should be accessed for each child’s individual needs. For example Speech and Language therapy, First team – who will provide the setting with an Early Years Advisory Teacher, Educational Psychologists, Behavioural Psychologists or Portage – who provide support for the child and the parents in the home, and offer training for the staff in the setting. Health visitors, Occupational therapists and Social Services are also services that can be accessed by the SENCO to provide help and support to the staff, the parents and the child.

7. What training are the staff, supporting children with SEND, had or are having?

The setting’s SENCO has attended Makaton signing, Let’s Get Talking, Positive Behaviour, Child Protection (Safe Guarding), First Aid, Health and Safety, Manual Handling, Including all Children and The Role of the SENCO training. Other staff have also attended some of the above courses. Opportunities arose for the staff of one room to have in house training with regards to Autism – this was provided by Portage, and the child’s parents were also invited in to attend the training.

8. How will my child be included in activities outside the early years setting including trips?

Our setting has a fully enclosed garden which is accessible from two of our rooms via gently sloping ramps. We also have access to a meadow which is adjacent to the car park. This is accessible to all children who are walking, plus those who are in a buggy. At the meadow the level of ground is not even and could prove difficult to those children who are unsteady on their feet. We have access to a mini bus which allows for 12 of the older children and 2 staff to visit local parks, shopping centre, library, woods and to the beach. We supply booster seats for the children or can fit the child’s own car seat if necessary. If the child with SEND has been allocated funding, this can be used to allow the child to have one-to-one with a member of staff when outside of the setting. A risk assessment would be carried out by the setting before any outing is made, and if necessary the parents could liaise with the setting to visit any potential outing venue. Permission is needed from the parents of all children before any staff are allowed to take them out of the setting. The developmental stages of the child would also be considered to see if the trip is appropriate for the child.

9. How accessible is the early years setting environment? (Indoors and outdoors)

Our setting consists of two buildings which are linked by our kitchen. Each of the buildings has a ground and first floor. The ground floor rooms are Explorers (2-3 yrs) and Pre-school room (3-school age children). Our Baby room (3mths – 2yrs) and Breakfast/After school club – The Den) are situated on the first floor of the two buildings. These two rooms are accessible via flights of stairs and are therefore not wheelchair accessible. Each of our ground floor rooms have large windows which provide the children with a large amount of natural light, and access to opportunities to watch what is happening in their immediate outside environment. The rooms upstairs have windows that provide light and fresh air and opportunities for watching the weather and any aircraft or birds that fly past. All of ours rooms have colourful displays on the walls (most of which are at the children’s level) and numerous pictures and displays. The displays include visual timetables and the use of Makaton signs and symbols are found in each room.

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

If the child has been referred to have specialist help from outside agencies, the setting will liaise with these professional to ensure the child has a smooth transition to the new setting/school. Meetings can be arranged between the settings SENCOs to provide a plan of action. A transitional meeting will be held and will include all the outside agencies involved with the child, and will include the child’s parents and the settings SENCO as well. This will allow input from all services which will provide the new setting/school to obtain as much information as possible about the child. It will allow the parents to decide how often and for how long their child will attend when they first attend, especially if the child is a Summer term child with their birthday in the months of April/May/June/July/August. The parents will take the child to the school to join other children who will be starting at the same time. Other opportunities could be arranged for the child to visit on other occasions to help with their transition. The new school often supplies a booklet containing pictures of the school, the staff and the activities available. The teachers and SENCO of the new school could visit the child in the present setting to observe their behaviour and development in familiar surroundings. All children will be encouraged to be as independent as possible before transferring to school. This would include toileting, dressing themselves and socialising with other children.

11. How are the early years setting’s resources allocated and matched to children’s special educational needs?

Any funding allocated to a child would be carefully considered by all of the staff involved with the child’s care. Extra staff would allow more time to be spent with the child on a one-to-one basis. If Speech and Language therapy was accessed in the setting, staff could attend the session and continue the work with the child on another occasion. Specialised equipment such as walkers or chairs could be purchased which would allow the child access to all available activities. Staff could access training such as Makaton signing which would provide more communication between the staff member and the child. Parents should liaise with staff in regards to any decisions made with equipment and training to give permission as to the suitability of the purchase for their child. Resources such as floor easels could be purchased if the child cannot access a higher easel, and adjustable tables can provide different heights for a child to access table top activities.

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

If staff have raised concerns about a child and these have been discussed and agreed with the parents, then it can be determined as to how best the child can be supported. If funding has been made available then the support could include extra staff or equipment that would aid the child’s progress and development. Plans can be written for any child with regards to the child’s best interests. A child with speech or hearing difficulties may have developmental delays in some of the learning areas, and would therefore benefit from support in those areas. Some children progress more quickly if they participate in small group activities, or in activities that take place in the morning, before a child becomes too tired. If a child is receiving help from an outside agency, then any advice given by the professional would be taken into account when making the decision about the support to be offered to the child. Any plans written for the child will be shared with the parents and they can then use them with the child at home. The child would be continually observed by staff and these would be recorded and used to evaluate the plans when necessary. All plans would be regularly reviewed by staff, and new plans put into place. These would again be discussed with the parents and their comments would be taken into consideration. Outside agencies would also visit the child to observe their progress and development, and feedback will be discussed with staff and with the parents.

13. How are parents involved in the early years setting? How can I be involved?

When a child first attends the setting they will be allocated a key person to look after them. This person will build a relationship with the child and with the parents, which would allow for information to be shared whenever necessary. Staff allow time to talk to parents as a child is brought into the setting at the beginning of each session, or when the child is picked up. Regular planning is written for each child, and parents input can be implemented in the planning. Staff would use this information to help plan for the Next Steps in Learning for each child. Parents are invited to the setting twice a year for Parents Evening, one week before parents evening the child’s Learning Journal and summative report/2year check is emailed to the parents. It allows time for parents to discuss any concerns they may have about their child. Appointments can be made for parents to talk to the child’s key person at a time suitable to them, or if needed to talk to the Room Leader/Manager/Early Years Teacher.

14. Who can I contact for further information?

The child’s key person should be the parent’s first point of contact to talk about their child. Other staff members who may be able to help would be the child’s Room Leader, the INCO/SENCO in the setting, the Manager, The Early Years Teacher. Information about the setting can be found on the setting’s own website – www.elannursery.com.

The Local Authority’s Local Offer will be found on their website – www.westsussex.gov.uk. All settings will be providing their own Local Offers and links to these should be available through the West Sussex County Council website.