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This page contains information about the Special Educational Needs and Disabilities (SEND) provision for those 0 to 5 years old in Wiltshire.
Early years SEND provision
Name of provision
Location
The John McNeill Opportunity Centre
Salisbury
Stepping Stones
Trowbridge
Devizes and District Opportunity Centre
Devizes
Wiltshire Portage
Chippenham
Springboard
Chippenham
The John McNeill Opportunity Centre is a recognised children's charity based in Salisbury, formed in 1979 by a group of parents who had pre-school children with special needs and could not find the support required during their children's early years. We are a specialist educational provision for children with special educational needs and disabilities covering the south of Wiltshire. As a registered charity, a great deal of the money we need to run comes from donations and fundraising.
Vision and values
We provide a happy, nurturing, secure and stimulating indoor and outdoor environment where each child's ability, ideas, experiences and individuality are valued. Together we will share the excitement of learning through helping all children regardless of difficulty or disability to learn through play by exploring, communicating and meeting new challenges that will maximise their potential.
Session structure
Our high-quality inclusive practice focuses on creating an environment where every child can participate and thrive. Children are placed in small groups within the setting which is in line with their stage of development. Our morning is structured allowing children to access the Therapy Room, Gym, Sensory Room, Teaching Room and the Sensory Garden.
Curriculum offer and link to EYFS
Within the nursery we follow the Early Years Foundation Stage Curriculum (EYFS) to ensure all areas of development are visible within the rooms and accessible to all the children. The EYFS has four guiding themes which work together to underpin effective practice in its delivery. Where necessary the curriculum is differentiated to meet the needs of the children and allow all of them to achieve their full potential. All the activities we provide ensure learning within a stimulating, safe and fun environment. The activities meet the needs of each individual child and enable them to participate and develop at their own pace.
Wider curriculum and therapeutic support
We have a range of specialist equipment and toys to support the physical, social, personal, communication and emotional development of children with Special Educational Needs and Disabilities (SEND), allowing the children to develop their skills, confidence, self-esteem, resilience and promote inclusivity. As a setting we offer a Total Communication Approach using targeted strategies such as Core Boards, Makaton signing, picture exchange communication system and visual supports. We follow the Curiosity and Attention Wiltshire Programme to promote children's listening and attention skills. Working alongside Physiotherapists/Occupational Therapists allows us to carry out identified therapy targets for individual children.
Assessment of progress
Staff observations and discussions with parents and other professionals are used towards measuring the areas of development in the Generic Developmental Journal, in line with the Early Years Foundation Stage framework. A Continuous Summative Assessment report is created for each child and reviewed regularly.
Transition support
Transition support is given for children exiting our service. This will be tailored to the individual need of the child and the type of provision they are moving on to.
Communication with parents and carers
We have an exceptional partnership with our parents and work closely to keep them informed on their child's development every step of the way through regular discussion about their child's progress and whether the provision at the John McNeill Centre remains appropriate.
Staff training
All of our staff are Safeguarding trained and have (or work towards) NVQ qualifications in Early Years. Practitioners are trained to have the appropriate skills, knowledge and confidence to deliver support for children with SEND. External professionals provide training for the necessary skills required when looking after children with complex medical needs e.g. seizure training/peg feeding.
Stepping Stones is an independent charity based in Trowbridge supporting Pre-school children with complex needs and their families. We have a contract with the local Authority to provide the District Specialist Centre service for West Wiltshire. Stepping Stones provides assessment and specialist learning support for the children who have been referred to us. Children are referred due to concerns regarding their delayed development. We welcome and support all children with a wide variety of complex needs including sensory and physical impairments and social and communication disorders.
A place within a Stepping Stones session may be offered as part of a support package where a child meets the following criteria:
assessments indicate significant delay in 2 or more areas of development
the child will specifically benefit from play and learning within a peer group of children with similar needs.
Vision and values
Our vision is to recognize the potential in each child and support access to any required intervention which will enable them to succeed.
Session structure
Children 0 to 2 years are invited to attend Stay and Play sessions with their parent/carer where ideas and concerns can be discussed, and support strategies agreed and modelled.
Children aged from 2 years who are referred to us will initially access our Assessment sessions to enable a fuller assessment of needs and to plan which Toddler/Preschool sessions, if appropriate will be most suitable.
Children can only access a maximum of 5 hours session time each week at Stepping Stones.
If a space within a session at Stepping Stones is not appropriate then Outreach support only will be considered.
Wider curriculum and therapeutic support
All children are supported by Stepping Stones to also attend and thrive in their local childcare setting through our In reach and Outreach service. We focus on partnership working with colleagues in other early years settings to support confident inclusive practice.
A high adult:child ratio ensures that bespoke and targeted support can be provided to all children attending our sessions.
Stepping Stones works closely with the Speech and Language Therapy team and follows a Total Communication Approach supporting children's communication through Makaton, Visual strategies, symbol supported and augmented aids.
The Curiosity Programme, Attention Autism and TEACCH approach are employed to help our team entice children to engage with play and learning.
Transition support
Stepping Stones will support a successful transition into school.
Communication with parents and carers
Stepping Stones facilitates a range of workshops and information sharing events for Parents/Carers to build their awareness of recommended strategies and their confidence in how to best meet their child's needs.
Staff training
The Stepping Stones Playroom team all hold Early years qualifications and have SEND specific training.
Devizes & District Opportunity Centre was established back in 1978, it is a small independent charity managed by a board of trustees. The Centre is a specialist early years provision for children aged 0-4 years with moderate to severe health and learning disabilities. Located in the town of Devizes, we cover the whole of the East of Wiltshire including Marlborough, Melksham, Tidworth and Devizes. We are committed to promoting the overall development and life chances of young children who have complex health needs, disabilities and learning difficulties. We are proud to be recognised as an Ofsted 'outstanding' setting.
Vision and values
Our vision is to provide the very best possible, therapeutic early interventions and support to our member children, in order for them to reach their full potential. Working closely with other Professionals, Parents and the Local Authority we ensure each child has an individualised programme of therapies aimed at improving their life chances.
Session structure
Children can be Referred to the Centre by a Health Professional, Mainstream setting or their Parents. Each referral is assessed on an individual basis and allocated the appropriate support. For children who attend our Preschool Sessions they can access 2 x 2.5hr sessions a week, where they attend on their own, Term time only.
Stay and play sessions are held 1 x a week for children aged 0-2 years, where the child attends with their Parent, Term time only.
We hold a 6-week Assessment period for children aged 2-4 years, children attend with their Parents.
Curriculum offer and link to EYFS
Here at the Centre, we follow the EYFS framework, (Early years Statutory Framework)
Each child will have specific targets/strategies to work on throughout their time with us. We use the Birth to Five Framework to monitor the children's development.
Wider curriculum and therapeutic support
We provide the children a with a wide range of activities to access, that are at an appropriate level to them. Following a child's interest, we use strategies that support them with their Speech and Language and overall development. These can include, Visuals, Makaton, Now and Next boards, Attention Autism (Bucket time), TEACCH trays and Core Grid sheets.
We work closely with a number of Health Professionals, Speech and Language Therapists, Physiotherapists and Occupational Therapists.
Assessment of progress and transition support
We ensure children have the right level of support going into School which may also involve the EHCP process. We work closely with the schools to provide a smooth transition.
Staff training
All staff are Level 3 Early Years Practitioners, they all have Paediatric First aid, Food Hygiene and Safeguarding training. They are updated regularly. Staff have also received training in specific strategies, such as Core Grid sheets, Pecs, Makaton, visuals, Five to Thrive, emotional support and behaviour management. For children requiring medical interventions during the time at the Centre staff are given child specific training by the Local Community Nursing team.
Communication with parents and carers
We have an open-door Policy at the Centre, where parents can discuss their child at any time. Working in partnership with parents is key to each child's progress and we ensure parents are provided with regular updates and information in how they can build their own confidence in their child's learning needs.
Wiltshire Portage is a registered charity and independent organisation providing a free home-visiting, specialist educational service for children with Special Educational Needs and Disabilities (SEND). The Service reaches over 75 families across the towns and villages of Wiltshire (excluding Swindon) for children from birth to school entry, operating during term time for 38 weeks a year.
Wiltshire Portage works with families and their young children to provide unique learning opportunities through holistic play and a step-by-step individualised educational programme to help them develop a quality of life and experience in which they can learn together, play together, participate, and be included in their community.
Wiltshire Portage is a member of the National Portage Association (NPA) (opens new window) which follows the values and principles of child led play, structured teaching and family support that working in partnership with parents, carers and other professionals ensure that decision making is always centred on the needs of the child and helps parents to be confident in this role whatever their child's needs may be.
Vision and values
Our aim at Wiltshire Portage is to provide a unique specialist home educational service for children from birth to school entry with special educational needs and disabilities (SEND). We will provide step-by-step individualised holistic educational play programmes to support developmental progress. Portage also supports children and families' participation and inclusion in their community.
Session structure
Wiltshire Portage sessions are on a weekly basis during term time and usually last an hour.
The child will receive an in-depth baseline assessment by the Portage Home Visitor, throw observations and the use of a specialised developmental journal for the individual child's needs.
Once the child's needs have been identified with the parent the Portage Home Visitor will bring toys and activities that are specifically tailored to the child's preferences and goals to build on already learnt skills. These include things like messy play, threading, posting activities, sensory experiences, puzzles, musical instruments, sharing books and physical activities like a play tunnel or ball games.
It is good to talk, and as the session progresses the Portage Home Visitor will share their evaluation of the activities and the child's progress. Parents and carers can ask any questions and discuss anything that they might need support with. This can include signposting to other support available.
The Portage Home Visitor will also provide support by sharing information with other professionals, attend meetings focused on the child's development e.g. SEND Support Plan (Send Support Plan Guidance (OpenDocument text format, 42 KB)(opens new window)), as well as providing a detailed observations and reports.
The children who use our service have a wide range of needs such as Cerebral Palsy, Downs Syndrome, Autistic Spectrum Disorder including a Learning Disability, Global Development Delay and Prader-Willi Syndrome.
To meet the individual needs of these children, Portage Home Visitors play, observe, and use a variety of developmental checklists and journals to help identify a child's strengths and needs and then design an individual bespoke Educational Programme using small steps to support learning. Once outcomes have been agreed, the Portage Home Visitor works alongside parents offering practical help and ideas to support the child's learning, address problematic situations, review progress, and celebrate success. Portage Home Visitors work closely with a range of other professionals and agencies for example Community Paediatricians, Speech and Language Therapists, Health Visitors, District Specialist Centres, and other agencies.
Wiltshire Portage follows the Portage Model within all our Portage sessions. This comprises of:
Child-led Play - This is time spent observing self-initiated play to identify individual interests, strengths, and emerging skills. Sharing interactions focusing on the child's priorities and intentions. Celebrating the child's independence and active learning. Introducing new play ideas. Integrating play into family routines.
Family Focus - This is time spent sharing and addressing families' priorities. Addressing needs and looking forward. Sharing information and problem solving. Signposting to other agencies. Empowering parents. Promoting inclusion. Highlighting positive experiences
Structured Teaching - This is time spent reviewing and planning play based teaching activities, using the Portage small steps approach to learning. Identifying barriers to learning. Deciding if further practice is needed. Exploring ideas with the child. Agreeing and modelling the activity.
The Portage Home Visitor will support the parent/carers when their child is transitioning to an early year setting or school placement. This will be either by reports, attending meetings, a one-page profile, referring to Wiltshire Portage School Readiness document and referrals to other agencies.
Communication with parents and carers
Portage sessions take place within the child's home, with the primary carer present at all times. Portage works in partnership with parents/carers.
Portage supports parents and practitioners to use a small steps approach to learning, breaking down long term goals into achievable targets that are practical, immediate and relevant for the whole child, family and community.
Through playing and learning together, families and children are supported to generalise skills, participating, and working towards full inclusion in their community.
Working in a genuine partnership with families, Portage practice is supporting & enabling for parents, offering practical strategies, signposting and joint problem solving.
Portage practitioners aim to empower parents to make informed choices about their child's development whilst supporting them to feel confident in their own abilities.
Staff training
All Portage Home Visitors will have at least NVQ Level 3 or equivalent professional child centred qualification or higher.
They will have undertaken the Portage Workshop and understand and adhere to the National Portage Association principles.
All staff are enhanced DBS checked and will have received training in Safeguarding, Prevent and have a thorough understanding of Child Protection.
Training for Portage Home Visitors is ongoing with speakers within our monthly face to face team meeting. Portage Home Visitors receive a yearly Professional Development Review.
Springboard Chippenham is a charity providing specialist early years support for children aged 0-5.
Vision and values
Our motto is:
Maximise Ability; Minimise Disability
Springboard is the District Specialist Centre for preschool aged children with special educational needs & disabilities in North Wiltshire. The service is commissioned by Wiltshire Council. In February 2022 Springboard was rated outstanding by Ofsted, this is our 4th outstanding Ofsted rating in row.
We work with children who have a wide range of complex needs. We provide an inclusive and encouraging play environment which allows every child to make progress and achieve their best. We celebrate every small step.
Our core aim is to ensure that the children we work with are seen as able. Our focus is to help children become effective communicators develop good self-esteem and cultivate the personal skills and qualities that allow them to become independent so that they are ready for their next stage in life (e.g. starting primary school).
We want the parents of the children we work with to be able to move on from Springboard feeling confident that they are able to support their child. Furthermore, we want them to have a good awareness of the additional services in the community, beyond Springboard, that are available to help them and their child.
Session structure
Our philosophy at Springboard is to provide a holistic and individualised approach, designed and tailored to support children to fulfil their potential.
Springboard is staffed by a dedicated team of qualified and experienced practitioners, leaders, and support staff. All staff are skilled professionals who work hard to provide creative and motivating play activities that ensure that all aspects of the children's needs are met.
Staff place high expectations and aspiration at the heart of their delivery and are consistently challenging both children and themselves in order to overcome barriers to success and provide children with the skills they require to make progress in all areas of development.
Our group sizes are small compared to mainstream sessions; staff work on a 1:2 ratio and all children have a named key person.
We offer stay and play sessions for younger children and their families.
Independent pre-school sessions for children aged 2 and above are accessed through a child's early years entitlement
We deliver and embed specialist approaches across all our playroom sessions (such as Makaton, Attention Autism, and Visual Communication Systems) These programmes target the teaching of attention, communication and social interaction skills.
Additionally, we provide parents and carers the opportunity to meet others and learn new skills through workshops, Cuppa and Chat and Stay and Play sessions at weekends and in the school holidays.
Wider curriculum and therapeutic support
We work closely with Health and Education colleagues to coordinate therapeutic and health care plans to meet children's needs.
We work closely with mainstream settings and have a dedicated support service to promote the inclusion of shared children into their mainstream childcare setting.
From 1 September 2024 Simara Kiely will be taking on the newly created role of Inclusion Support Manager (ISM). Through this role Springboard hopes to offer more support to mainstream childcare settings in North Wiltshire.
Children move on from Springboard to attend full time mainstream preschool settings or primary school. Children can leave us to go on to either their mainstream primary school, a resource base or specialist day school.
