Ann Bernadt Inclusion Statement

 

We at Ann Bernadt are fully committed to giving all our children access to high quality early years education, recognising the importance of laying a firm foundation for later learning. Our aim is to provide a rich and relevant curriculum through play. We are dedicated to inclusion and our strength lies in responding to children’s diverse learning needs. We actively seek to remove the barriers to learning and participation which hinder or exclude children.

We understand that children who have special educational needs and/or disabilities may require different levels of adult support to access the curriculum and make progress. Where appropriate we provide additional input through allocation of trained Special Educational Needs Support Workers. Targeted support may also be provided through individual and group work.

Children’s learning journeys reflect individual needs and priorities for further development, taking in a holistic view of the child. Parents/Carers collaborate with their child’s key person to identify next steps which can focused on at home as well as nursery. The involvement of outside professionals, such as Speech and Language Therapists or Occupational Therapists is also considered, with staff incorporating professional’s targets into children’s learning journeys.

Our belief is that the achievements, attitudes and well-being of all our children matter. We provide suitable learning challenges for each child based on our knowledge of their interests, learning styles and schematic play. All of our children’s progress is assessed against the Early Years Foundation stage to ensure a consistent approach. Our wish is to see all children reach their full potential through tailored learning approaches which take account of their varied life experiences and needs.

We promote individuality and celebrate the achievements of all our children irrespective of age, ethnicity, disability, gender or background. Our setting understands that children with Special Educational Needs and/or Disabilities are some of our most vulnerable children and that sensitive consideration is required with these individuals as well as their parents/carers who may be coming to terms with a diagnosis. We recognise the importance of transition and embrace a child-centred approach in collaboration with receiving schools, facilitating children’s success.