SEN (Local  Offer)

All childcare settings are required to publish and review information for parents and carers about the support and provision for children with special educational needs or disabilities.

1. How does the early years setting know if children need extra help and what should I do if I think my child may have educational needs or disabilities?

  • If a parent has any concerns about their child’s development before they join our setting, then this can be discussed with the preschool supervisor, the senco and their child’s key person.
  • This will enable us to identify the child’s specific needs before they join us.
  • All the preschool staff has knowledge and experience of children’s expected development and our system of observations enables us to monitor and identify a child’s individual needs.
  • Any concerns we have or identify would be discussed with the parents, who are welcome to look at their child’s learning journals at any time, these are given to parents termly so they can see their child’s next steps and to contribute to them.
  • Parents are also advised to speak to their child’s GP and health visitor if they have concerns.

2. How will early years setting staff support my child?

  • If specific needs are identified these will be discussed with the child’s parents. The child’s keyworker will liaise with the settings SEN coordinator and plans will be put into place to best support the child’s development. This is called a child centred plan.
  • This will follow the asses-plan-do-review cycle.
  • A plan will be agreed for the child with specific, measurable and achievable outcomes for the setting and parents to work towards with the child. If necessary and with the parents’ consent outside agencies such as the early childhood team who provide targeted setting support. (TSS) or speech and language may be called to advise the setting  on supporting the child.
  • The keyworker will liaise with parents and the Senco on a regular basis to monitor the child’s progress on the plan, parents will be involved with all discussions and will be invited to share information from home.
  • All staff in the setting will be aware of the plan and how to best support the child and if necessary receive additional training.

3. How will the curriculum be matched to my child’s needs?

  • All staff has knowledge and experience of expected age/stage development and the early year’s foundation stages.
  • The child’s next steps and their child centred plan will enable the child to develop and progress at a level appropriate to them.
  • All staff in the setting will be aware of the child centred plan and how we are working to support the child.
  • Any adaption will be made to the setting provisions to support the child.
  • Other Therapy may be arranged for the child outside of the setting e.g. speech and language, with ideas for staff to use within the setting and parents to use at home.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

  • We will be able to see how the child is developing by monitoring the child centred plan, EYFS journal and discussions with outside agencies involved with the child.
  • We will discuss how the parents feel the child is developing,
  • They will contribute to their child’s EYFS journal, ideas will be planned together, these will discussed at yearly parents evening and regular reviews of their child’s plan.
  • We also have home contact books for parents to fill in.
  • Parents are invited to attend all meetings with outside agencies to discuss their child.

5. What support will there be for my child’s overall well being?

  • All children at our setting will receive the same pastoral, medical and social support from our staff.
  • All staff are first aid trained.
  • Social development policy- to insure a child’s individual needs are considered and dealt with the same continuity at the setting and at home.
  • Medicine policy- to follow correct procedure if we need to administer medicine. Specific training attended for certain medicine. E.g. Epi Pen.
  • A health care plan to be filled in and signed by their GP, if necessary.
  • Risk Assessments of child’s needs carried out, so we can adapt setting as necessary. To ensure we are accessible and able to meet their needs.

6. What specialist services and expertise are available at or accessed by the early years setting?

Sen Coordinator-who will liaise with outside agencies and ensure we get your child the support they need e.g.,

  • TSS- Targeted setting support team
  • Speech and language
  • Physiotherapist
  • Educational psychologist
  • Sign language training
  • Child development Centre
  • Apply for additional funding to enable us to best support the child.

7. What training are the staff , supporting children with Send, have or having?

All staff continually attends training sessions which include:

  • Let’s get talking, supporting positive behavior, Child protection (safe guarding), including all children.
  • Sen Coordinator attends Inco/senco meetings.
  • Sign language training.

8. How will my child be included in activities outside the early years setting, including trips?

  • All our trips are local that we can walk to.
  • Risk assessment carried out.
  • Relevant amount of staff. Ratio 1 staff to 2 children.
  • Discussion with parents to find out additional support their child may have e.g more staff maybe required, accessibility.
  • Signed permission gained from parent.

9. How accessible is the early years setting?(indoors and outside)

  • Equipment and toys put on a level that is accessible to all.
  • Ramps to outside area, fully enclosed garden.
  • Toilet area accessible to all
  • Provide newsletter in language of parent
  • Find out words that child uses for toilet, drink at home.
  • Visual timetable, prompt cards
  • Basic sign language used by staff E.g Please, Thankyou.
  • Provide a range of books in child’s first language, invite parent to read them.

10. How will you support and prepare my child with transitions to a new school or setting.

  • We would hold a transition meeting where all outside agencies, parents, the key person, Senco, new teachers etc. would be invited to attend. This allow input from everyone who knows and has worked with the child, to explain
  • what works best to support them and to make the transition easier for them.
  • We visit the new setting with the child; the new teachers will visit with us and the child to see how they are in our setting.
  • We will make a book with pictures of the new setting and staff in it to share with the child.

11. How are early years settings resources allocated and matched to childrens special education needs?

  • We can apply for funding to employ an extra member of staff but we will provide extra staff even if we don’t receive funding to ensure a child’s needs are met.
  • We can also purchase additional equipment if needed.

12. How is the decision made about what type and how much support my child will receive?

  • Many assessments will take place.
  • Parents, keyworker, targeted setting support and other outside agencies will all be involved in these decisions.
  • The setting will monitor the impact of the support by observations; child centred plans and eyfs next steps.
  • All of the above will be discussed with parents at each review.

13. How are parents involved in the early years setting? How can I be involved?

  • Parents contribute to their child’s Eyfs journal, using a home contact book and reviewing next steps each term.
  • Parents evening
  • Attending review meetings with all involved.
  • Parent helpers- come in and read, play with all the children; help out at Christmas plays, outings.
  • Committee run playgroup/fundraising.

14. Who can I contact for further information?

  • Health visitor
  • Children and family Centre
  • Wscc web site
  • Ofsted website
  • Supervisor of setting
  • Local offer website