DINGLEY'S PROMISE
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Mission Statement
Our Vision: The best start for every child Our Mission: To deliver life changing support to under 5’s with additional needs and disabilities, and their families; by providing specialist learning through play, family support, and advice to mainstream settings
About This Cause
Dingley runs three specialist early years centres across Berkshire, UK (in Wokingham, Reading and Newbury) for children, from birth to 5 years of age, who have a wide range of additional needs and disabilities. We exist to provide a nursery setting for children who tend to be excluded from mainstream settings, have specialist development needs which are often not met in mainstream settings; and for whom early intervention will provide the best chance of inclusion into mainstream settings. Our qualified staff plan specific programmes for each child, based on their individual needs to maximise their potential and enable them to take a full and active part in everyday life – all of which is free of charge. Our children develop an average of 2.25 Early Years Foundation Stage (EYFS) levels every year and we support their transition into primary school. We provide: • Safe, satisfying and stimulating “Learning Through Play” sessions including; Music and movement sessions to develop co-ordination skills, Physio and massage therapy to develop the muscle tone and strength of children so that they can support themselves sitting, standing and walking; Communication strategies such as Makaton and PECS; Using sensory equipment and sensory play to stimulate senses; Socialisation through story-telling, making friends and having fun • Guidance and support for the whole family by: Arranging training for parents on topics such as Makaton; Organising joint sessions with health professionals such as Speech & Language, Physio and Massage therapists,; Signposting parents to local services as well as giving parents and carers the respite they need; Running group sessions where parents can meet each other and share common experiences. • Partnerships for Inclusion, such as sharing knowledge and best practice with staff from other nurseries and schools where our children attend (ensure continuity of strategies into other settings); offering telephone support and visits to other nurseries to provide advice; being an independent environment to offer further assessment and therapy by all the professionals working with the children and their families.