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What exactly is 1:1 support in a nursery environment?(21 Posts)
DS2 will probably need it, he is 2.3, doesn't go to nursery yet but will in the next few months.
What would it entail?
my ds has one to one in pre school he was awarded 1 half hours a day so they are funded to bring in extra member of staff to look after my ds for that 1 half hours to help him mix with others to support him in activities to work towards his iep goals set by pre school specialist teacher and senco
it just enables him to mix and not be left out as the ratio for staff and children wouldnt allow him to have special time other wise so his 1-1 allows this to happen and he has come along fantastically with it went 6 mths without and with the 6 mths with has improved hugely
yep same as bubblagirl but we fought and got ours uped to f/t 1-1, we was refered to the education team before he went to preschool at about the same as age your ds mm22bys.worth assking your paed to refer you now so the ep has timeto go in
DD has had this since September. It was full 1:1, which was 1.5 hours funded by the council, and the last hour the preschool just 'made up' at their cost. But I have found that now, they are just keeping an extra eye on her in the free play time, and using her 1:1 for the structured time. Will keep any eye on the situation, because I have had to sign the accident book twice last week.
For her, 1:1 meant/means that they ensure her safety in the session, because she escapes & climbs, etc. Also, they encourage her to spend longer doing an activity than she would otherwise (she tends to get her apron on, do one stroke of a paint brush then drop it and walk away).
In the structured time, they are there to help her enter in with the activities, but at the moment that generally just means discreetly wandering after her to make sure she is not in danger, because she can't cope with any structured activities.
During physical activities, they would be by her side, helping her. For example an obstacle course would be dangerous for her both physically and in the fact that she can't wait her turn so would run into the path of other children.
If you think he will already need it, it might be worth asking the prospective nursery to contact the Area Inclusion Officer, and ask for an assessment. It was her report that went to Children's services so that funding could be allocated. DD's is secured until she starts school.
Actually i have been very concerned about this very topic - DS5 is due to start nursery in september, and TBQH we havent a prayer of him joining in with much yet as he has very little understanding, so the answers that everyone has given are very helpful and point the way, thanks to OP and everyone. XXX
The one thing I would like to add it is really worth getting the support you require formally documented in a statement of special educational needs.
Although the process will take a number of months it will become invaluable as you go through the education system.
It is the only way to guarantee that your child gets the support they need thoughout their school life. I have only just had my finalised and I submitted the original request in April last year - it is a postcode lottery as every LEA is different in terms of what level of support they are willing to fund. My son is only just 3 but I wanted in in place whilst he is in nursery as education starts at nursery/pre-school.
we never got round to sstatement here though were now doing here ready for school .
Truth till joined mumsnet did not know much about statements but thnks to everyones advice on here Im ready to playhardball to get what he needs in place.
we was pretty lucky that the ep saw himm and realised without help he would not cope ta all
dd2 has had full time 1-1 since 2nd birthday, but this is a postcode lottery thing and each area may have different rules on how many hours can be allocated without statement.
dd2 wasn't statemented until yr r, but we had no need of a statement tbh - she has always received all the 1-1 support, lea funding and therapy provision that she has needed. we move a lot and so we change nurseries and now schools quite often. ring the lea and ask to speak to the early years team for your area, or area inco, and they will fill you in as to the best way to proceed. your paed can refer to the lea if they feel it necessary, as well.
the only way to have legal protection is of course via a statement, but there are a lot of children receiving excellent support in educational settings without, so don't panic if they lea suggest waiting a little and starting nursery without - as long as they are happy to discuss what extra support ds2 will need, you have plenty of time to build up a working relationship. do you know which nursery he will attend? i've found spending a long time discussing needs with the nursery manager well in advance of the placement starting is a good idea, that way, both the nursery and you can be reinforcing the message with the lea so that funding and support can be put in place in good time.
hoe he enjoys nursery!
DS2 had 1 to1, the other thing you may want to consider is any specific experience or training.
DS2 was completely non verbal his 1to1 was makaton trained & it helped hugely both in terms of his understanding & helping him learn the few signs that he mastered.
She was also at every meeting with the OT, SALT, Physio & SENCO she also was very keen to learn about ds2's CP & asked for support from teh ASD outreach.
I think it was also very important for her to allow ds2 to play (in his own way) & only step in if he was unsafe or really struggling.
His 1 to 1 was initialy funded by the pre school & then they sought outside funding from teh LEA but i didn't get involved until he went in to reception.
is your ds still non verball and how doews he cope in school ,sking s mine is due to start december and im worrying how he will mange
i have done a personal passport for my ds so it says his likes dislikes , toileting behavior what it means what he does so dislikes being told off for copying other children s behavior as he has no real intention to be naughty he copies etc, what he may do such as putting arms out as if too push another child it means his space is being invaded his not being naughty
just everything about him and his ways so all staff can read it and have an understanding its all written as if the child is saying it from behind there own eyes to give someone more of a view on how they may feel in situations
has helped alot as they now understand why he does things you can add signs if you wanted so they can understand what is being signed etc its really handy as if someone new comes in they can read it too and all know your child's needs and what and when and why there doing something
slt provided makaton training for dd2's keyworker and 1-1.
He is verbal now, his vocabulary is good in the right environment although he still has trouble with word recall & structure, he in fact speaks very little at school. Will answer a question but has no conversation.
His understanding is very good now, but when at nursery it was one of the main things his 1 to 1 helped with.
TBH he always managed OK the other s just accept him for him, they all love him the only thing is h couldn't care less if they like him or not.
He also works at his own level & i have had to get used to not comapring him to the others & just being pleased with any progress he does make.
It has helped because it is a small school (90 pupils yrs reception to yr 4), small classes & they are very experienced with sn & complex needs.
Their attitude has made a huge difference to ds settling.
He has a dx of CP, ASD & learning difficulties.
ah my ds has gd , hypermoblity , hypertonia as well s non verbalthough is starting to sign in his own fasion , there sitting on fence with the asd buti reckon hes on there.
the school sounds great here is send him ms theres going be 90 reception kids alone 30 a class with 1 ta and teacher in class, though we hve applied for statement, but im swinging between Ms and Sn school just worried how he cope hes going barley be 4 when goes
Will he be part time when he starts? ds2 found it exhausting at first & we did end up extending his part time an extra term & I think that helped.
Look at both the sn & ms & see what you thinks suits best.
DS2 used the sn school pre school outreach & also went there for hydro, physio etc so I would be more than happy for him to go there but it is an hour each way & I wanted to try the local village primary as ds1 goes there & so far so good, but TBH I can't imagine him at a MS seconadary so maybe an SN school will be more suitable then.
Does your sons school have agood welcoming attitude toward him. I think if they want him there then thats half the battle won.
Just seen I'm not a million miles from you.. I'm an Essex girl originally but live in Suffolk now.
ah were close to the suffolk border ,
No its f/t he be 4 years and 6 weeks dauting without his sn .hes gd by out 2 years
The school are happy to haave him but aan not confirm how they will teach him or even who will till ed of june.plus they not used visual timetables or pecs before, they was ment be doing makton throughout school all ready but the teachrs can not fit into curriculm due to time restrintss so that concerns me do not want hm to become issolated
hmm the local school is 20 mins walk the sn school is 20 mins on transport,so both doable
sadly the speech and laungae unit at another school will not take him because of his sn
Hes been described as a child you can`t fit easily in either camp
It is so frustrating when they try to allocate support & services according to dx & not whats best for the child.
At the moment I am glad that we chose MS for ds2, ds1's friend came home from school with us the other day I was busy & without anybody asking he started taking ds2's splints off for him.
I don't think that would happen if they were not at school together.
They also include ds without trying to make him conform & behave exactly as the others do.
DS2 was initially dx with GDD (about 2yrs also) but this changed to ASD & learning dificulties, the CP dx was there much earlier.
DS2'S delays in many areas have improved, language being the biggest improvement, but his social interaction difficulties are much more noticable.
DD is 2.5 and attends nursery 2 mornings a week. She has a 1:1 keyworker who helps her join in the group activities as much as she can, and arranges smaller groups and 1:1 time too. I wouldn't have been happy for DD to go to nursery without the 1:1 arrangement as she really wouldn't have coped--in fact it has taken her a whole year to settle properly and get used to her lovely 1:1.
I would definitely recommend getting a statement. Even if the nursery you choose is good and copes well with everything DS needs, the next nursery or school might not be--if you already have a statement you at least won't have to start from scratch with the whole process of getting help. As part of DD's statement there is help from a very experienced SN teacher who comes in and helps the nursery sort out teaching priorities for DD in line with the goals set by her OT, SALT and physio. Last week this involved playing with lentils--DD was supposed to pour them from one container to another and make a wheel go round. Great idea but DD was having none of it.
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