Childcare

Childcare and Early Education

At Southmead Children’s Centre we provide high quality learning opportunities and childcare for children under 5 years of age. Snowdrops Room (link to Snowdrops) provides this for babies under 2 years old, Orchid Room (link to Orchid Room page) provides this for children 2 years old and Foxglove Room (link to Foxglove Room page) for children over 3 years of age. We have a well embedded free-flow approach, allowing children access to areas inside and out for much of the day. This enables them to follow their interests and choose where to play independently. In each room we have clearly labelled resources, using pictures and words, which are easily accessible for the children so they are able to make independent choices about what to play with.

We ensure there are areas that provide access to the seven areas of learning (link to learning page) in all of our rooms, so that although each room is unique and reflects the character of the children and staff in that room, there is still consistency of provision across the whole centre, for babies of 6 months up to pre-school age children

As a staff team we are good at adapting resources and responding to the children’s interests and our free flow approach enables children to take their interests from inside to outside and vice versa.

All three rooms have a calm sleep area where children feel safe and those who need naps are able to take them.

Free Early Education Entitlement

All children are eligible for free nursery places the term after their 3rd birthday, either September, January or April.

All children have an entitlement to free early education of either 15 hours term time only or 12 hours a week all year round. Children whose parents work are entitled to 30 hours a term time only or 24 hours a week all year round.

Some children are eligible for a free nursery place the term after their 2nd birthday if their parents are claiming certain benefits. To find out if you are eligible and to apply for a place please click here.

Paying Childcare

We provide sessions that can be paid for if parents are working. The Childcare Choices website is a useful source of information if parents are looking for support with childcare costs. Childcare Choices brings together all of the Governments childcare offers in one place so it makes information easy to find.

Learning

At Southmead Children’s Centre we aim to support all children:

To be happy, confident, motivated, independent, aspirational and who love to learn.
To have a positive self-image and high self-esteem.
To form and maintain positive relationships, to work collaboratively and be valued members of the community
To take responsibility for themselves, each other and their environment
To question, challenge and solve problems creatively
To know their strengths and to have the confidence to take risks
To know their ideas will be heard and respected and that they can make a difference
To be inquisitive explorers, investigators, researching and making sense of their world.

We use the Early Years Foundation Stage which sets the standards for the learning, development and care of children from birth to 5 years old.

The Early Years Foundation Stage Framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.

Overarching Principles

There are four guiding principles that should shape practice in early years:

Every child is a unique child, who is constantly learning and can be resilient, capable and self-assured
Children learn to be strong and independent through positive relationships
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including those with special educational needs and disabilities.

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive.

These three prime areas are:

Communication and Language
Physical Development
Personal, Social and Emotional Development

Early Years Settings must also support children in four specific areas, through which the three prime areas are strengthened and applied

The specific areas are:

Literacy
Mathematics
Understanding the World
Expressive Arts and Design

Snowdrops Room for Under 2’s

Snowdrops is a room next door and interlinked with Orchid Room, the 2 year old provision. We provide places for babies from 6 months to 2 years of age.

The staff ratio is one practitioner to three children.

We provide a safe and homely environment for our babies, with a dedicated area within the room and a separate sleep space.

All children have a key person who is responsible for ensuring that children’s individual routines and needs are met and who work closely with parents and carers, ensuring warm and trusting relationships are established.

All activities are carefully planned to follow children’s interests and extend their learning. This planning is shared with you and there are regular opportunities to talk about how your baby is settling and progressing whilst they are with us.

As Snowdrops Room is aligned with Orchid Room the children have daily opportunities to play and explore outside and mix with older children. This flexible approach enables children to prepare for the transition to Orchid Room and the open door sessions supports this.

Orchid Room for 2 year olds

In Orchid Room we have places for up to 16 children, these are a mix of fee paying places and those children who are eligible at 2 to access their free early education entitlement.

In this room we have one practitioner working with up to four children, therefore the adult to child ratio is 1:4 at all times.

We have a safe and stimulating environment with access to the outdoors, in which we encourage the children to explore and experience new things, enabling them to grow in confidence and independence.

All children are allocated a key person who will support them throughout their time in Orchid, however the staff team work together to plan from the children’s individual and group interests and provide opportunities to extend their learning.

All children have an individual Learning Journal and there will be plenty of opportunities to discuss your child’s settling in and progress with their key worker during the time they are with us.

We work hard to develop trusting and rewarding relationships with all our children and their families.

Children usually move up into Foxglove the term after their third birthday.

Foxglove Room for 3 Year Olds

In Foxglove Room we have places for up to 24 children, these are a mix of fee paying places and those children who are eligible to access their free early education entitlement including those children eligible for 30 hours a week.

Foxglove Room provides high quality learning and care for children aged 3-4 years old in their pre-school year. We have one practitioner working with up to eight children, therefore the adult to child ratio is 1:8 at all times.

We have a safe and stimulating environment with access to the outdoors, in which we encourage the children to explore and experience new things, enabling them to grow in confidence and independence. Outdoor learning is highly valued and available at all times during the day.

All children are allocated a key person who will support them throughout their time in Foxglove, however the staff team work together to observe children closely, finding out what interests and motivates them. They then plan dynamic learning opportunities from the children’s individual and group interests to extend and develop their learning.

The sessions in Foxglove are developed around a daily routine, which includes opportunities for the children to work in a small group, plan their own learning, make independent choices about what they want to explore, review their learning, experience story and songs/rhymes.

All children have an individual Learning Journal and there will be plenty of opportunities to discuss your child’s progress with their key worker during the time they are with us.

We work hard to develop trusting and rewarding relationships with all our children and their families.

Kindlings

Early Years Forest School at Southmead Children’s Centre.

The large on-site outdoor area and nearby public woods provide your child with the starting point for endless exploration of their imaginations, creative skills and physical capabilities. Kindlings aims to develop children’s skills in working together, self-esteem and confidence, and practical skills which help to prepare children for school. We make learning fun, practical and exciting so that children develop a positive connection with learning.

Children can take part in an endless variety of activities, including:

Making dens
Using simple tools
Building and cooking on fires
Messy play in nature
Woodland crafts
Outdoor games

Forest school takes place outside whatever the weather and the right clothing makes this safe and comfortable all year round and we carefully monitor children’s needs to ensure that they are getting the most out of their outdoor sessions. We have designed a Forest School classroom that complements the activities offered outside, providing indoor nature-based play and a place to change in the warm.

Kindlings’ staff are trained in Forest School Leadership and Early Years Education and Care and can offer children opportunities to promote healthy development, foster a curiosity about nature and the environment, and instil a love of learning.

Children are able to use their free entitlement hours to attend Kindlings.

What are the benefits of Forest School

Forest School allows for flexible approaches to learning and play and can accommodate a range of learning styles.

Research related to learning outside in a natural environment highlights the positive impact this type of activity can have on young children. Studies have found that children who play in natural environments undertake more diverse, creative and imaginative play, forming an important part of a child’s development. One study, reporting on children aged 3-5, noted that children learn to work collaboratively, socially construct knowledge, and develop social skills, while cooperating, helping, negotiating, and talking with others.

Children are able to use their free entitlement hours to attend Kindlings.

Support for Children with Special Educational Needs (SEND)

As part of the Children’s and Families Bill (2014) and the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015) all educational settings are required to make available their Local SEND Offer to families which details how they support children with special educational needs and/or disabilities.

Bristol’s SEND Local Offer, online information and support can be found here.

An overview of Southmead Children’s Centre

We are an inclusive setting and we aim to support all children to enable them to make the best possible progress and achieve well. To accomplish this aim we offer a broad and balanced curriculum with high quality provision in the early education and childcare provision in our Children’s Centre.

We provide effective support for all children and families including those with additional needs. We make sure that additional needs are identified early and offer a range of provision to meet individual needs.

We have staff that have additional training in specific areas including supporting speech, language and communication development, including those children with a diagnosis of ASD.

We work with a range of professionals to make sure that all children receive the support they need to develop. Children and families are able to access equitable services and provision from our inclusive setting. We offer a high quality learning environment and resources to give children the very best start in life alongside a wide range of services and family activities.

Who are the best people to talk to at the Children’s Centre if I am concerned about my child’s progress?

The first point of contact would be your child’s Key Person and you can also talk to the SENCO at the Centre. Please approach them at any time if you have any concerns about your child’s development.

How will the centre let me know if they have any concerns about my child’s development?

Regular meetings are available for every child. Parents/carers are invited to meet with their child’s Key Person to talk about their child, and this is an opportunity to share learning, interests, strengths and concerns.
The Key Person and/or the SENCO may also arrange additional meetings with parents/carers to discuss concerns that are identified.
Informal discussions can take place at any time to share information.

What are the different types of support and learning interventions available for children with SEND at the Children’s Centre?

Every child in the centre is provided with:

High quality teaching and learning opportunities.
Learning opportunities where staff will have the highest possible expectations for every child.
Opportunities for learning that build on what a child already knows, their interests and what they can do and can understand.
Differentiated Learning to support a range of different learning styles.
Use of visual cues and multi- sensory strategies such as Visual Timetables and Objects of Reference, and specific interventions for developing speaking and listening skills.
Identifying and supporting a child’s preferred learning style.
Adjustment of the environment as required.
Preparations for changes in routines.
Reducing complex language, especially when giving instructions to children

Strategies to support children with SEND may include:

An individualised approach and/or additional support if required for a child who is not making developmental progress alongside their peers.
Interventions through small group work and/or 1-1 working which may involve particular strategies depending on the child’s identified area of need.
Support for Speech Language and Communication Needs including, Picture Exchange Communication System (PECS), Makaton, and Total Communication strategies.
Implementation of specific individualised Therapy Programmes e.g. Speech and Language Therapy, Physiotherapy, Occupational Therapy.
Adapting materials and equipment .e.g. providing tactile equipment.
Physical difficulties support with mobility and independence skills – self-help skills and safe movement around the Centre.

What support do we have for you as a parent/carer of a child with a SEND?

Arrangements can be made at any time with your child’s Key Person to discuss any concerns.
The SENCO and Key Person are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
The Key Person and /or SENCO will also arrange to meet with you to discuss any new ideas suggested by outside agencies for your child.
Individual Education Plans and Support Plans if appropriate will be reviewed together and include supportive ideas for you at home.
If you child is undergoing any further assessments you will also be supported by the SENCO to ensure that you fully understand the process.

Specific Individual support for your child would mean:

If your child has been supported through the systems as described above and has been identified as having a specific special educational need, they would have a Support Plan in place and their progress will be reviewed at least every 6 months.
The whole team supporting your child will be invited to be part of this review.
At this review, you or the Centre can make a decision to request an Education, Health and Care Needs Assessment which may result in an Education, Health and Care Plan (EHCP). An EHCP will set out what support your child needs and how they will receive this support.
An EHCP is a statutory assessment process framework. It is a way of providing support that puts children, young people and families at the centre of the assessment and planning process, to make sure that your views are not only heard but also understood. This process focuses on what is important for children and young people, i.e. what they and you want to achieve now and in the future.
The EHCP will have long and short term goals for your child.

How does additional funding work?

The Children’s Centre receives funding for all children.
We can apply for more funding if a child requires an enhanced adult to child ratio. The SENCO will make this application using information and evidence from the team around the child and the child’s Support Plan.
The Early Years SEN Panel will decide the allocation of funding using the Bristol Universal Descriptors (BUDs).
If further support is required in addition to Early Years SEN Panel funding and if all involved with the child agree then a request for an EHC Needs Assessment can be made. If a child receives a statutory EHCP then a personal budget is allocated, and parents have a say in how it is used. The budget must be used to fund the agreed plan.

How will we support you and your child when leaving the Children’s Centre.

We recognise that ‘moving on’ can be difficult for a child with SEND. We also recognise the anxieties for families and we take steps to ensure that any transition is as smooth as possible.

When your child is moving to another setting or to school:-

We will contact the new setting and arrange a Transfer/Review meeting.
A transition plan will be drawn up that will include visits, photos and information for the family.
Any special arrangements and support will aim to be put in place for you and your child.
We will make sure that all records about your child are passed on as soon as possible to the receiving setting.

Who are the services that work in partnership with the Children’s Centre to support children with SEND?

Community Paediatricians
Educational Psychology Service
Physiotherapy
Speech and Language Therapy.
Occupational Therapy
Health Visitors
Early Years Portage and Inclusion Team
Bristol Autism Team
Children’s Mental Health Teams