A Mandarin/English bilingual nursery providing childcare services from the age of 6 months to 8 years.
We run a weekend school, as well as holiday camps.
The nursery opens from 8:00am - 6:30pm, 51 weeks/year
The setting offers a universal and targeted service from birth to preschool. (0 - 4 years old)
Local Offer contact name: Kristina Preidyte
Local Offer contact tel.: 020 3912 2900
Local Offer contact email: firstname.lastname@example.org
How does the setting know if children need extra help? What should I do if I think my child may have special educational needs?
All parents are asked to fill in a “parent's baseline report”, which details their child’s learning and development and support requirements, before the child starts their session.
The children’s needs and development are at the centre of our planning and the curriculum proposed to them. The parents are highly involved in decision-making in relation to their children’s development; such as assessments, and partnership working with external professionals and agencies.
Children with special educational needs are identified through their developmental profiles and assessments/observations which allow us to build a greater understanding of whether the child needs extra support from specialised professionals or if we can meet the child’s learning needs within our setting without external support.
All information is shared with the parents throughout the child’s journey with us; therefore, the parents can make informed decisions and choices about what support is integrated for their child whilst at our nursery.
Parents are always welcome to express their thoughts, ideas and suggestions about their children. We promote an ‘open door’ approach, which encourages parents to address and express their immediate concerns without needing to delay, by arranging the specific time to talk about their children.
How will staff at the setting support my child?
At Hatching Dragons, we pride ourselves upon our Key Person system, in which each child develops bonds and relationships with their primary and secondary Key Person within the group.
A Key Person is the initial point of contact to the parents, alongside the nursery manager, as well as the settings SENDCo (Special Educational Needs and Disability Coordinator). We also provide an internal support network to families on an advisory level which is led by Head of Educational Operations (HEO).
At Hatching Dragons, we act in accordance with the Early Years Foundation Stage (EYFS) statutory framework, the Equality Act 2010, the Children and Families Act, the SEND Code of Practice 2015, and effectively implement national and local non-statutory curriculum documents into our practice. These include, but are not limited to, ‘Birth to Five Matters’.
Hatching Dragons promotes a child centric approach to curriculum and activity planning, with which parents are involved. Our internal quality assurers continuously work with individual teams at our setting, providing constructive feedback on the effectiveness of our provision, especially for those with SEND.
How will the curriculum be matched to my child’s needs?
Our curriculum fosters child centric planning and enabling environments to meet the needs of the children. We work with local multi-agency support networks where needed (again, with the involvement of the parents) to gather a greater understanding of the individual needs of the children, especially those with SEN, disabilities and learning difficulties.
For us, differentiation means recognising that each child and each family have different circumstances, and we work to allocate resources, provision and opportunities to reach an equal outcome within reasonable adjustments
How will I know how my child is doing and how will you help me to support my child’s learning?
At Hatching Dragons, we have great systems in place to assist the effectiveness of our communications with parents, and which allow them to see their child’s development journey through photos, videos, summative reports (every 3 months); 2 year developmental check reports, daily observations and more.
The systems allow us to clearly and efficiently provide the parents with the most up to date and relevant information, with identification of individual needs, interests and even talents of the children.
This virtual communication does not replace the face-to-face communication with the parents and carers! Hatching Dragons also offers home learning packs which can enable the expansion of continuous learning experiences within their home environment. We approach parents and carers as our mentors and equal partners in decision making in regard to their children’s learning journeys.
What support will there be for my child’s overall well being?
Hatching Dragons nursery has many policies and procedures that have proved to be both effective and supportive in leading parents, children and teachers through difficult situations.
Supporting behaviours, first of all, brings our attention to identification of where the behaviour is ‘rooted’. This, again, will take place with the involvement of the parents, key workers and other professionals, if needed.
The teachers at our setting model, promote and encourage positive behaviour of the children by giving praise, and by teaching them right from wrong through continuous provision and everyday practice.
Our setting has robust policies and procedures on medication administration and storage which are reviewed annually, as well as when needed; whichever comes first. The personal care policy is also strongly established and members of staff understand how to provide a dignified approach whilst taking part in personal care routines of the children.
What specialist services and expertise are available at or accessed by the setting?
Our team is formed of many brilliant early years professionals who are working towards their early years qualifications, and of those that have already achieved different levels of knowledge through National Vocational Qualifications as well as higher education and postgraduate degrees.
The expertise varies from level 2 to level 6 in: Early Childhood studies, Psychology, Leadership and Management, Early Years Education, SENDCo, Supporting Behaviour that Challenges, Identified Speech, Language and Communication Needs and Understanding Autism.
Our organisation also offers internal advisory support from professionals with impressive educational, expertise and experiential backgrounds through the field of early years and education quality assurance.
What training have the staff who support children with SEND had?
We currently have several members of staff training to become SENDCo and working towards SENDCo Level 3 nationally recognised qualification.
The nursery manager has extensive experience of working with different local authorities and leading cases through mediation and court, whilst applying for Education, Health, Care Needs Plans.
The manager also holds a Level 2 qualification in Understanding Autism, Level 2 in Equality and Diversity, Certification in Identifying Speech, Language and Communication Needs, as well as SENDCo.
Our future goal is to ensure that at least one member of staff per group attends Makaton training and at least one member of staff per group holds a Level 2 qualification in Understanding Autism.
How will my child be included in activities outside the setting including trips?
If trained staff are available, the child will always be included in activities outside of the setting with the support from the staff with relevant training.
We work with local support networks and, if needed, we will ensure that 1:1 support is allocated through inclusion funds, if applicable, to ensure that inclusive provision for the child with SEN is secured. We also involve parents in activity planning and preparation and, where possible, we will invite parents to attend outings and off-site visits with their child.
How accessible is the setting environment?
The setting is based on two floors. There is no wheelchair access, but there is a lift. There are currently no disabled toilet facilities in the building.
We are a bilingual nursery, most of our staff speak at least two languages.
How will the setting prepare and support my child to join the setting, transfer to a new setting/ school or the next stage of education and life?
The nursery provides a free settling in period for all the children who join the setting. We provide a summative report for all children who are going to be transferred to a new school, and we work in partnership with the parents to ensure that children are school ready.
How are the setting’s resources allocated and matched to children’s special educational needs?We do our best to support all children in their learning and development. We allocate necessary funding to support children with special educational needs. We work with the local authority to secure the funds for individualised provision to support children with their development and learning, and to identify equipment, resources and the level of support needed.
How is the decision made about what type and how much support my child will receive?
Parents and the Key Person will be included in any changes that involve the child. There will always be a discussion between the setting and parents before making such decision.
How are parents involved in the setting? How can I be involved?
The setting has a daily communication book which records the child’s activities. The setting has also set up a consultation survey to promote the involvement of parents. Additionally, we operate an 'open door' policy, which encourages our parents to feel welcome to contribute feedback.
Who can I contact for further information?
Please contact the manager using the details above for more information