Our Commitment to Inclusive Practice

 Physical Accessibility:

 Ground floor nursery provision with wheelchair-accessible entrance and doorways. Open learning environments that support children to move around independently. Individual accessibility needs considered on a case-by-case basis, with reasonable adjustments made wherever possible. 

Please note that some areas of the provision are located on the first floor and are not accessible via lift access. We work closely with families and professionals to explore alternative arrangements and reasonable adjustments where required. 

Communication Accessibility:

 Use of visual timetables, visual supports and other communication aids where beneficial. Makaton and inclusive communication strategies used to support understanding and participation. Strong experience of supporting children with English as an Additional Language (EAL). A multilingual workforce that helps us build meaningful partnerships with families from diverse linguistic and cultural backgrounds.

 Sensory and Emotional Accessibility: Calm and nurturing learning environments. Opportunities for children to access quieter spaces when needed. Predictable routines and repetition to support confidence, regulation and a sense of security. Strong key person relationships that help children feel safe, understood and valued.   

Curriculum Accessibility: A flexible, child-centred curriculum that can be adapted to meet individual needs. Learning experiences tailored to children's strengths, interests and developmental stage. Close monitoring of progress through the Assess, Plan, Do, Review process. Partnership with Families and Professionals Close partnership working with parents and carers. Regular review meetings and shared target setting. Collaboration with external professionals where appropriate, including Speech and Language Therapists, Health Visitors and SEND support services. Support for families to access Inclusion Funding, Disability Access Funding and EHCP processes where appropriate.  

 At Cosmos Nursery & Kindergarten, we are committed to creating an environment where every child feels valued, understood, and able to thrive. We recognise that children learn and develop in different ways and work closely with families to identify and remove barriers to learning as early as possible.Our SENCo, Elysia Mountford,, is currently undertaking Level 3 Early Years SENCo training and works alongside staff, families and external professionals to ensure children receive the support they need. We follow a graduated approach using the Assess, Plan, Do, Review cycle to identify needs, implement targeted strategies and review progress in partnership with families.Our team uses an Initial Concerns Process to support the early identification of emerging needs and develops personalised action plans where appropriate. Strong relationships with families are central to our approach. We recognise parents and carers as experts on their children and value open communication, regular review meetings and shared strategies between home and nursery. Visual supports, adapted communication methods and personalised approaches help ensure all children can participate fully in nursery life.

Our team has particular experience in supporting children with communication and language needs. We are skilled in identifying early communication differences, speech and language delays, and oral motor challenges. We work closely with families and professionals to create responsive support plans that enable children to communicate successfully and develop confidence in expressing themselves.We also have extensive experience supporting children with English as an Additional Language (EAL). Our multilingual workforce enables us to build meaningful partnerships with families from diverse cultural and linguistic backgrounds while celebrating and valuing children's home languages, cultures and identities.

Our curriculum is built around repetition, predictability and secure relationships. Through a Froebelian approach, we understand that children learn best when they feel safe, connected and emotionally secure. Many children, including autistic children and those with additional needs, benefit from familiar routines, consistent approaches and trusted relationships.Carefully structured daily experiences help children feel confident within the environment and support their ability to regulate, engage and learn. Practitioners use co-regulation and nurturing, relationship-based approaches to support emotional wellbeing and social development. Our positive behaviour curriculum focuses on teaching skills, developing emotional literacy and supporting children to build self-regulation over time.Children can access breakout spaces, sensory opportunities and movement experiences throughout the day. Sensory support is woven into everyday practice, enabling children to access sensory breaks when needed and promoting regulation in proactive and responsive ways.

We strive to create calm, inviting learning environments that minimise unnecessary sensory overload while remaining rich in opportunities for exploration, creativity and discovery. Our classrooms are intentionally designed to support concentration, engagement and wellbeing.Smaller group sizes enable practitioners to develop strong relationships with children and respond sensitively to individual needs. As a child-led setting, we build upon children's interests, motivations and developmental stages, adapting experiences to ensure that every child can access learning in a meaningful and authentic way.

Our team includes highly qualified practitioners, graduate leaders and teachers within our kindergarten provision who share a strong commitment to SEND and inclusive practice. Staff engage in ongoing professional development, reflective practice and collaborative discussions to continually strengthen their understanding and support of diverse learners.Where appropriate, we work in partnership with a range of external professionals, including Speech and Language Therapists, Health Visitors, Early Years SEND Services, Educational Psychologists, Occupational Therapists and Physiotherapists. We also support families in accessing Early Years Inclusion Funding, Disability Access Funding (DAF) and Education, Health and Care Plan (EHCP) processes.

We recognise the important connection between nutrition, wellbeing and children's ability to learn, participate and flourish. Members of our leadership team have completed Early Years Nutrition Matters training through the British Nutrition Foundation, strengthening our understanding of healthy eating habits and the nutritional needs of young children.This knowledge informs our everyday practice and supports our commitment to promoting positive relationships with food, healthy lifestyles and children's overall wellbeing.