Local Offer Description
1: How does the setting identify children with additional needs or SEND ?
Children are assigned a keyworker who is responsible for planning activities around each child's next steps, needs and interests. When a concern is highlighted through observations of children this would be raised with parents initially. As early identification is key the Special Educational Needs Co-ordinator would become involved. Parents and the setting may complete an Early Support Development Journal which would highlight the areas of learning which require additional support. Outside professionals may become involved when appropriate following consultation with parents
2: How will I be informed / consulted about the ways in which my child is being supported ?
A child's keyworker or the Special Educational Needs Co-ordinator is available for parent/carer discussions. After consultation with parents strategies would be put in place to support any child's additional needs. Outside professionals may become involved where necessary (always after consultation with parents). An Individual Learning Plan would be completed which sets out in writing the strategies being used. This would be reviewed at regular intervals.
3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs ?
All activities in the classrooms and outside areas in the setting are planned around each child's needs, next steps and interests.
4: What teaching strategies does the setting use for children with additional needs or learning difficulties ?
Different strategies are used tailored around a child's individual needs. These will be discussed with parents and staff when writing an Individual Learning Plan or they may be recommended by outside professionals, if involved.
These could include, Speech and Language Therapist, Occupational Therapist, Early Years Inclusions Advisor, Educational Psychologist or Health Visitors
5: What additional support does the setting provide for children with additional needs or SEND ?
Specific resources may be purchased when necessary. Small group activities targeting areas of need. One to one support when necessary can be provided on receipt of extra funding. When transitioning to school a transition meeting will be arranged to discuss a child's needs and arrange extra visits to the receiving school.
6: How will the setting monitor my child's progress and how will I be involved in this ?
Using an Individual Education Plan there will be a discussion when this is initially written. Regular review meetings will be held with parents for the setting to give feedback to parents on how the strategies are working or not working and at this time strategies will be reviewed.
7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips ?
Extra support will be given where necessary to include each child. This may be one to one support from a staff member or from a parent where appropriate.
8: How accessible is the building for children with mobility difficulties / wheelchair users?
9: How will you support my child's transition to a new setting or school ?
The setting makes contact with the receiving school and arranges a transition meeting. This meeting would be attended by the Special Educational Needs Co-ordindator of both the setting and the receiving school and possibly by the child's keyworker and prospective class teacher as well as the parent. At this meeting the child's needs will be discussed including what strategies have been successfulat the setting and which strategies have not been successful.
10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation ?
An annual special educational needs audit is completed by the setting by the Special Educational Needs Co-ordinator where change and educational delivery is changed or adapted where necessary. Parents are communicated with on a regular basis and should there be additional support materials given by outside agencies (speech therapists, occupational health etc) they are incorporated within the sessions wherever possible.
11: Who should I contact if I am considering registering for a place at the setting ?
12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints ?
We hold an opening evening twice a year when feedback forms are handed out to parents. The setting have a complaints procedure which is laid out in the policies and procedures. We have an open door policy where parents queries and concerns can be answered and addressed in a timely manner.