How we meet individual children’s needs
Our experienced and trained staff lead the nursery team, ensure all children are monitored on a daily basis, by observing them, recording these observations and using them to plan children’s ‘next steps’, filling out a progress report and transfer sheets as necessary. We also ensure there is constant good communication and transfer of information and ideas between parents/carer’s, and ourselves as well as with the children and where needed other outside professionals.
Building a positive relationship with parents/carer’s from first introduction is essential to ensure we work in partnership to provide the best possible care and education for all the children in our care. Parents/carers know their child and their needs and sharing this information with us helps to make the transition to nursery a positive experience. For example likes and dislikes, favourite toys, songs and stories, drinks and meal times, sleep times etc. Sharing information on a regular basis between the parents/carer’s and us ensures the best possible consistency of care for the child.
If we have an initial concern about any aspect of a child’s development we make sure that we discuss this with the child’s parent/carer first. Following this we together decide on a course of action, we will all take, to help that child develop further. All conversations are recorded in the child’s file and our confidentiality policy adhered to. If suitable an Individual Education Plan can be created, followed and updated as needed.
Staff will discuss any concerns with colleagues so that all relevant carer’s know what the concern is and how we can ensure the child has the best support possible for their development.
All observations of the children are made at various times of the day, in various situations so that a good picture of how the child learns and develops can be made. This way we can plan activities through the child’s interests.
These observations are evidence and statements of what the child can do. It is important to be positive when talking about development.
By using these observations we can look for patterns in their learning and how they react in different situations, for example how do they respond in a large group compared with a one to one activity and use this information to plan for their future development.
Staff meetings, supervisions and appraisals are all available for staff to discuss their worries, concerns etc about the children. This way the whole staff team, are supported and can problem solve together. Informal chats are always available. Staff can decide what the best course of action is, who will be responsible for supporting the child and their family and how the staff team can help as a whole.
If needed routines can be altered, rooms can be rearranged, resources can be rearranged and children are encouraged to move resources to different areas of the nursery, so that more experiences can be gained. Equipment is mixed together, for example: sand and water, blocks and home area, sand and blocks etc. The nursery routine can be adjusted daily as needed, for example if children are really involved in a messy activity and it is time for the garden, we leave the children to finish their activity when they are ready and go in the garden or go later in the day.
Staff encourage children to communicate and interact with each other, which will help their development in, self-confidence, self-esteem and many other areas.
By observing how children interact with one another staff can look at their behaviour and use this to boost their development or identify problems to support them with.
The Early Years support teams are an invaluable resource for us as practioners as they will come to the nursery and advice us, talk over the phone, pull other resources to help us and provide reassurance and advice as needed.
Ofsted are also at the end of a phone with advice and support.