Local Offer for Children with Special Education

Needs and/or Disabilities (SEND)

AIM

The aim of this document is to enable families to see the support that they would

receive for their child/ren in our setting. It will provide clear information about what

we have already put in place to enable their child/ren to achieve to their

full potential. Our setting works within the guidance of the Early Years Foundation Stage (EYFS) framework and uses this to promote each child’s learning and development.

We regard each child as being unique and endeavour to meet their individual needs.

 

Our approach to supporting the learning & development

• Each child has a key person who will help them settle into the group whilst

building up positive relationships, understanding their needs, care routines,

interests and learning styles.

Continuity of care is important. We are a small team who work closely with all children, and therefore able to share our knowledge on individual children with each other, throughout the sessions.

• Ongoing observations and assessments are carried out and used to establish

a starting point within the first few weeks, linking to the EYFS.

• Individual planning is put in place in order for the key person to ascertain the

level of support needed, enabling each child to access all areas of the

provision and curriculum, succeeding in all they do.

• Any concerns throughout the above process are raised initially with the

Special Education Needs Coordinator (SENCo), who will work closely with the

key person to differentiate resources/ activities/ experiences, adapting and

supporting in order for the child to achieve.

• Your key person will share with you our findings and open up discussion as

we are keen to gain your thoughts, concerns and input.

• If after talking to you we feel additional support is needed we will work with

you to put an Individual  Plan (IP) in place, to meet their needs and your requirements. All progress will be recorded and shared with you.

• The SENCo will liaise with other professionals (with your permission) such as

Speech and Language therapists, Portage, Health Visitors, Physiotherapist,

Early Years and Childcare Advisors, and Early Help team to gain further advice in supporting you and your child. We will then work collaboratively to ensure advice and strategies are implemented.

• This process will be monitored, reviewed and evaluated with you and any

other professionals on a regular basis.

• We will endeavour to involve your child, enabling them to make choices and

engage in activities/experiences that are of interest to them. Through

ongoing observations and knowing your child we will have a clear

understanding of what your child likes and the level of their involvement.

 

 

How will parents/carers be included in the child’s education?

We value the knowledge you have on your child and want to work closely with you

to ensure that your child’s learning is effective.

• From the outset your key person will involve you by asking you to complete

key information about your child, helping us to understand their interests,

likes/dislikes and favourite toys/games/places. This sharing of information

will be on going throughout your time at the setting.

• We will send you regular newsletters, outlining what our teaching

Strategies are and what experiences we intend to offer.

• You will be invited to attend regular meetings to discuss your child’s progress

and celebrate their success.

• Each child has their own Learning journal, which you can access at any

time.

• We will use a two -way communication book so that you can gain an understanding of what your child has experienced on a weekly basis.

With permission, we post weekly photos onto a closed Facebook page showing the children experiencing different resources and activities.  

• Sharing information, enables you to continue the learning at home and be involved in their learning and development.
• Open communication allows us to talk to you on a daily basis giving feedback

and offer suggestions/ideas on how you can continue to support your child.

• We hope that you will keep us informed on their interests and significant

events.

• We invite parents to share their strengths and experiences in our children’s learning (cultures, languages, jobs, hobbies, cooking and crafts)

 

Positive relationships;

• All staff are experienced and qualified practitioners who access training on a

regular basis and partake in evaluation and training plans.

• Our setting SENCo (Sam Anthony ) is experienced in supporting children to achieve their goals. She also attends termly Network meeting, SENCo meetings and Business Forums to gain information and updates on specific issues.

All staff have been involved in Early language development training which has enabled the setting to promote communication, implementing necessary strategies to

support their learning/development, and worked closely with SALT Specialists to provide “Bag Time” and communication support for children with delayed speech. 

Sam Anthony has accessed training in Makaton, which has been cascaded to all staff members and implemented throughout the pre school.

• The setting has policies and procedures in place which are reviewed

Regularly ensuring our environment and resources are suitable and

accessible to all.

• We operate an open door policy for you to come and spend time in the

setting with your child. Practitioners are available both at the beginning and end of

the session to answer your questions and help with your concerns.

• We have good relationships with other services within and around our

community and can assist you by accessing the Toddler groups, Schools, 

facilities at the local Children and Family centres and Library story times.

• We work very closely with the local childminding network and other settings, sharing next steps and holding meetings to ensure we are working together to provide a high standard of continuity of care.

 

Support for each child’s Physical and Emotional wellbeing

• We consider ourselves to be inclusive, creating a safe, secure and happy

environment that is suitable for all children to flourish.

• We value and respect you and your child and will work closely to ensure that

your experience is a positive one.

• When your child first starts at the setting we will concentrate on promoting their Personal, Social and Emotional skills, building on what they can already

do and creating challenges to build their confidence and self-esteem. We feel

that once this is secure then the child is ready to take on board the learning

and teaching, moving their knowledge and development forward.

• We offer a free flow system which allows the children to move round the

playroom independently, accessing and participating in activities/experiences

of their choice. Adults then support their learning by promoting the seven

areas of the EYFS curriculum, through language, props and teaching

strategies.

• We will offer visual aids and timetables as and when needed to help children

understand the routine of the day, offering structure on what is happening

now and what is going to happen next.

• We encourage co-operative play between all children helping them to

understand, value and respect each others opinions and ideas.

• We are flexible in our approach which means that we can adapt what we do to

accommodate any need or health issue by having relevant plans in place.

 

As a team we have supported children with complex physical needs, resourcing any equipment that maybe required and seeking advice from other professionals.

 

 

Helping with transitions

• Prior to your child starting at the setting, we would invite you and your child

to visit. This allows the child time to play, becoming familiar with the environment and for you both to meet your key person and SENCo.

Home visits and “Team around the Family” meetings can be also be arranged, to support your child’s transition into pre school.

• We will work closely with you to agree an individual settling plan, tailored to individual needs of your child.
• We would gain as much information as possible from you and any other

professional involved with your child before the child’s start date, enabling us

to ascertain the level of support needed and appropriate targets for their IP.

• To aid transitions between other settings, we would talk to the relevant staff

involved, arrange meetings and visits where information can be exchanged

and the child can be supported in the new environment, familiarising

themselves with the surroundings.

 

How accessible is the environment?

• If a child has English as a second language, we would gain as much

information from parents/family members to help us learn key words.

• We will use Makaton signing to help us communicate until the

child’s English language has increased, and provide visual aids throughout the setting.

• Our setting is on one level and therefore provides good access within the

playroom. Toys are at child level and accessible to all. Alternative level access to our outside play area can be used if necessary.

• We are based within the Guide Hut, which offers a disabled toilet and

wheelchair access is good throughout the building.

• There are a range of experiences that would benefit all children.

We have a variety of table heights to support wheel chair or mobility aids.