Throughout their time with us, your child achievements will be tracked and their achievements celebrated, we will monitor their progress carefully to ensure that we are providing them with everything they need to reach their full potential.
What this means at Nursery level, is that we want to help your children blossom socially, and to gain the skills and knowledge necessary for them to succeed in their future education from KS1, into KS2 and beyond. An initial baseline assessment is used to assess children’s individual starting points. This is used to plan for their next steps. School ready passports are used to inform planning for each development stage. Children’s learning, progress and achievements are recorded using spotlight focus sheets, in the moment learning journeys and a class floor book. Summative assessments using Early Years Outcomes and the Development Matters Bands are recorded on the Early Excellence Assessment Tracker (EExAT), an online assessment system. This means that our Early Years staff will skilfully take note of something they think your child is excelling at, or that they may need some extra support on when they reach Reception.
During the children’s first half-term in Reception class, the teacher must conduct the DfE Reception Baseline. This is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with. For more information, please read this leaflet - Information for parents: reception baseline assessment (publishing.service.gov.uk)
Teachers will then use this assessment, alongside a three week transition period of getting to know the children and conducting observations, to inform their learning priorities and know how best to support the every individual child.
Language development is a key focus for interventions. Staff have had training from the speech and language therapy service to support effective language development strategies in play to ensure they equip with supporting your child’s speech. Staff are also trained in interventions including play and say and early language groups, which they will work with your child doing as required.
Children are also supported with their next steps through fine motor control, name writing practise, phonic flash cards, number recognition and counting practise and turn taking games.
If we ever have any concerns, we will of course arrange a meeting with parents or carers at the first instance, as transparency is key to a great partnership.
Identifying a child’s potential additional needs
We have a full Equality and Diversity Policy and Special Educational Needs and Disability Policy which all staff strongly believe in. We will do our very best to admit any child whose parents/carers wishes them to attend our school regardless of any differing needs. Staff are willing to undertake the necessary training if possible and are happy to work with other agencies to support any child and their family.
If you are worried about your child’s needs or development in any way. Please speak to a member of staff or if you prefer to the Academy SENDCO (Special Educational Needs and Disability Co-ordinator) to discuss any of your child’s individual needs, and we will do all we can to support you and your child.