Every child has the same opportunities to learn at Caverstede Early Years Centre in Peterborough, Cambridgeshire, where a quarter of the children are classed as having additional needs.
Through a fully inclusive ethos, the centre is able to support children with a range of disabilities including autism, speech and language difficulties, multiple and profound needs, impaired sight and hearing, as well as those with significant strengths and from a range of cultural backgrounds.
The centre won the Nursery World Inclusive Practice Award 2010. Its local authority also designed the Peterborough Inclusion Charter Mark, now used across all settings in the area, on the Caverstede model.
Head of centre Marilyn James says, 'We aim to help all children reach their full potential, and celebrate each child's uniqueness, gifts and talents. Our principles and practice allow children to thrive. Each child is considered on an individual basis according to their needs. We listen to the child's voice and give them ownership and pride in their learning.
'All the children accept those who have disabilities, as we treat everyone as equals. If they do ask a question about a child with additional needs, we answer them honestly and openly so they don't see them as different. This also feeds back to parents.'
CAN-DO ATTITUDE
The centre strives to engage all the children by providing environments to suit their varied needs. The continuous provision areas within the nursery encourage free-flow play and let children follow their interests, while the wide range of activities on offer and specially adapted equipment, such as the easy access trampoline and the nursery's sensory room, help children to feel confident and able.
'We create an environment where children adopt a can-do attitude which promotes high self-esteem and total self-belief,' says Ms James. 'There is ample opportunity for children to develop their strengths through the experiences offered in our rich indoor and outdoor learning space.'
PLANNING
Most of the children with additional needs who come to the nursery are referred by Caverstede's children's centre, area SENCOs or NHS Peterborough's Child Development Centre, who have strong links with the setting.
The starting point for staff is to gain as much information they can about a child in order to meet their specific needs. This is achieved by discussion with parents and professionals, and staff observations which are discussed at weekly team meetings.
'While most families will be aware of a child's condition, some children may not have been diagnosed despite being acknowledged as below their expected learning level,' says Ms James. 'Observations are vital to the centre's success and can help staff understand a child's behaviour as well as secure a diagnosis in some cases.'
The next step is to choose a key worker for the child. The centre considers all staff but makes their decision based on a practitioners' previous experience, expertise and relationship with the family.
Ms James explains that all staff receive tailored training on how to look after a child with a disability, which they regularly update. She thinks that staff are excellent at sharing skills and says they can seek advice from the school nurse, the setting's inclusion practitioner and other staff with specialist experience.
The centre also works with a range of multi-agency professionals, including a hearing support service team, speech and language therapists, psychologists and occupational physiotherapists who teach practitioners new techniques which they feed back to the rest of the team. A sign language class is held at the centre for staff and parents too.
More detailed discussions about an individual child with additional needs take place during Individual Education Plan meetings when practitioners liaise with a child's parents, psychologists, learning specialists and therapists to set targets for learning. Whether a child will go on to a mainstream or specialist school or stay at Caverstede for another year is also discussed.
PARENTS
'It's really important that parents are totally involved in their child's learning during their time at nursery,' says Ms James. 'Often children can get "lost" to their disability, but we also tell parents about their child's strengths and what makes them happy.
'Ultimately we aim to empower parents to build foundations to support their children to have better outcomes in their future life. By supporting parents in understanding their children's learning and providing activities that promote success and confidence, we will help raise aspirations and prepare children and their families for the future.'
CAVERSTEDE: A SNAPSHOT
Caverstede Early Years Centre is the only maintained nursery school in Peterborough, Cambridgeshire. The setting is based in the ward of Walton, which has some areas of very high disadvantage. It was registered as an Early Years Centre in 2004 but has been operating as a nursery school since the 1940s.
Its aim is to provide a safe, warm, friendly, relaxed and secure environment where all children can achieve excellent outcomes.
The setting operates a non-exclusion policy where children and families from diverse backgrounds and of all abilities across the city are welcomed.
Caverstede employs a high ratio of staff to children, with over 40 people working at the setting and serving the 25 per cent of children with additional needs. An equal opportunities employer, it has taken on two staff as apprentices.
The centre provides for families and their children from birth with a wide range of services, including a tots group, baby clinic, family support, a grandparents' group and outreach, as well as a support group for parents of autistic children and a fortnightly fathers' group.
The setting is open 50 weeks a year and the nursery offers morning and afternoon sessions, as well as an early and late club for children under five years old.
Most children come during term time, with 139 children attending a variety of fulland part-time sessions. Respite care for families and children with special needs is also offered throughout the school holidays.
The focus is on tailoring learning to meet children's needs, which is achieved through careful planning and observations, good relationships with parents and encouraging children to follow their own interests.
Building a good relationship with parents is seen as crucial to helping children reach their full potential. This continues even when children leave to start school, using a buddy system. A child's key person will remain in contact with the school the child goes to until staff there feel fully confident in meeting the needs of the child.
Caverstede sees sharing ideas, innovative practice and research with the wider early years community as a way of supporting their continuous self-improvement. To enhance their work further they participate and contribute to projects, research, community initiatives and training.
CASE STUDY
Helping disabled children to mix with others is important to practitioners at Caverstede, as the experience of four-year-old Panashe shows.
Since starting at the centre, Panashe has gained confidence, independence and a range of skills that has enabled her to adapt to her disabilities and make friends.
Panashe is missing the lower half of her arms, needs support to walk and has impaired vision and hearing - all characteristics of Cornelia de Lange Syndrome.
Assistant head of centre Hannah Smith says, 'She's now much more confident, happy and sociable than when she started. Her well-being and engagement have increased significantly.
'Building up a strong relationship with her key worker, Bill Hipwell, has been crucial to her building confidence and acquiring new skills.'
Bill has helped Panashe overcome her initial reluctance to hold things in her mouth or dip her feet in paint or shaving foam.
She has now learned to grip and hold objects using her feet and as a result she is enjoying painting, drawing and using the computer - activities that have improved her opportunities for learning, as well as joining in group activities and making friends.
Bill has modelled to the other children how to behave around Panashe and deals directly with any questions they may have about her.
Since their initial transition meetings Bill has built a strong relationship with Panashe's parents, continuing through phonecalls (Panashe arrives by taxi), home visits, Individual Education Plan meetings and centre trips.
'What Panashe's mother has said she's really enjoyed has been seeing her child playing with the other children in photographs in her record of achievement. The whole-class trip with children and parents was especially positive, as Panashe and mum were able to join in with other families,' says Ms Smith.
Panashe is staying on for her reception year on the advice of professionals and the wishes of her parents. Now Bill is trying to further her independence by using photographs to offer her a choice of activities.
MORE INFORMATION
