Local Offer Description
Local Offer last reviewed 14/07/2021
1: How does the setting identify children with additional needs or SEND ?
Before your child starts at Little Acorns they are offered a settling in session to allow your child to become accustomed to the setting and where you will meet the staff and be introduced to your child's Key Person. During this time the Key Person will sit with you and discuss your child's needs, development and any disabilities. If needed an action plan will be put into place for when your child starts preschool. Once your child has started preschool their Key Person will observe them following the Early Years Foundation Stage (EYFS) framework and produce observations, progress checks and a termly assessment. If the Key Person has any concerns regarding your child's progress they will discuss their concerns with you. If you are worried about your child at any other time you can discuss your concerns with their Key Person or our SENCo (Special Educational Needs Coordinator).
2: How will I be informed / consulted about the ways in which my child is being supported ?
Each child has an electronic learning journey which details the child’s achievements and informs the parent of new learning. Additionally children with additional needs will have an Early Years Intervention plan (EYIP) which details the way Little Acorns is supporting the child and where parents can add their comments .
- We have termly Focus Meetings and additional meetings can be arranged with the SENDCo and Key Person. Staff have been trained in holding structured conversations with parents. Daily contact with Key Person at drop off and collection times. We sometimes invite in other professionals to offer support and advice, such as the Inclusion officer or Early Learning Advisor. Parents’ permission is always sought before we do this.
3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs ?
- The Pre-school will assess developmentally where your child is and then make plans appropriate to their level of development or their needs.
- Adaptations for your child will be listed on an Early Years Intervention Plan (EYIP).
- Additional resources or equipment may be used to access our curriculum.
4: What teaching strategies does the setting use for children with additional needs or learning difficulties ?
- Where apporpriate we can offer 1:1 support
- Experienced with basic Makaton, PECS, visual based timetables and communication folders
- All staff have been trained in conflict resolution
- Some staff have basic training in Intensive Interactions
- Teaching for all children is "In The Moment"
5: What additional support does the setting provide for children with additional needs or SEND ?
- Our ratio is higher than the Welfare standards advise. This enables us to support children that need extra help.
- Additional meetings can be arranged with the Manager or SENCo to talk about how we can offer additional support and strategies that can be put in place.
- Early Years Inclusion Funding can be applied for if the setting and parent feel it would be of benefit. This subsidy is subject to Wokingham District Council approval at a termly panel meeting.
- We invite other professionals in to support the child. This may be a visitor from the deaf school, sensory team or a speech and language specialist. We also have close links with the Starlings Children Centre and regularly speak to the family workers and health visitors.
- We can advise parents on books, resources and websites that may provide/offer further support.
- We can also advise what help is available from their Local Educational Authority (LEA) or local organisations
6: How will the setting monitor my child's progress and how will I be involved in this ?
- We use an online learning journal to track your childs progress over their time at Little Acorns. The journal is viewable via an app that parents can download or in person at reschool on one of our tablets. Parents can add to the learnin journal via the app.
- Each child has one focus week per term. After the Focus week a report is written for the parents and a Focus Meeting is held between the practitioner and the parent/s
- If your child starts with us before their third birthday we will produce a 2 year old check which we will share with the parents.
- We may set up a daily diary for two way communication.
- There may be other professionals who are involved with the child who visit the setting and parents are included in the feedback meetings.
- We may share progress with other settings that care for the child e.g a childminder or Day Nursery and welcome input from these settings.
- Parents are welcome to come in and help in the setting and they will receive ideas how to help their child. A parent helping calendar is available for all parents who wish to help. (On hold due to Covid)
7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips ?
- We have a high adult to child ratio which allows more adult support during the session
- Funding for 1:1 support will be applied for where required
- All activities and outings are assessed.
- We ask parents to join us on all offsite outings to provide for a 1:2 adult:child ratio
- If a parent was unable to attend we would endeavour to supply a member of staff so the child could attend the outing.
8: How accessible is the building for children with mobility difficulties / wheelchair users?
Our modern log cabin is all on one level accessible throughout via the main entrance. There is an accessible adult toilet, low level toddler toilets and wheelchair accessible.
Parking is difficult near the school, however if you have a blue badge you may use the disabled car park space in the Colleton School grounds to reach the Pre-school. There is a flat footpath from the car park to the Pre-school.
9: How will you support my child's transition to a new setting or school ?
- We follow the transition practice set out by Wokingham Early Years Team
- We contact the receiving Primary Schools to initiate the transition process
- We invite teachers from the receiving school in to Little Acorns for a transition meeting
- We send transition information to the receiving school in the summer term before the child starts. If parents of children defer their child's school place then a separate meeting will be arranged later in the year.
- If additional support will be needed when the child enters school, this is applied for by the Pre-school in advance and is approved if the LEA agree that the school needs additional funding.
10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation ?
- We have a parent’s meetings in the Autumn Term and another early in the Summer term.
- Special Educational Needs (SEN) Annual Audit
- Self Evaluation Form (SEF)
- We have feedback from advisors and Ofsted
- We ask parents to complete an Annual survey
- We have used online tools to target parents of children with SEN with a questionnaire on our services
- Parents can join the committee and give feedback and suggest changes.
- Our children evaluate the setting by making choices in their play and suggestions for new toys
11: Who should I contact if I am considering registering for a place at the setting ?
Please contact the Manager on: email@example.com
or write to Little Acorns Pre-school CIO
Telephone: 0118 932 1629
12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints ?
- We have a comments/ complaints box
- Annual parent's questionnaire
- An appointment with the Manager can be arranged or the Trustees of the Pre-school
- We are always available to listen to your compliments and complaints.