Local Offer Description
Local Offer last reviewed 06/10/2020
1: How does the setting identify children with additional needs or SEND ?
We observe, monitor and evaluate to get to know our children and their families extremely well using the following methods: Initial information from Registration and Admission Forms, Home Visits and Pre-start visits Daily/Sessional information sharing between parent(s) and keyworker/staff. Staff Communication books to inform and alert all staff of any changes/needs. Ongoing Keyworker relationships with parents and child. Ongoing detailed Keyworker observations. Liaison with outside professional agencies, childminders and/or previous settings, as applicable. In addition, the following documents are used to aid us gain a full picture of the child: Practitioner’s Early Years Development Journal. Two-years check form (I am 2) – completed by keyworker, or child’s child-minder and any information from family’s Health Visitor, if applicable. Individual Speech, Language and Communication Progress Monitoring sheet (ECAT)/ Language tracker. Early Years Learning goals as laid out in the Early Years Outcomes.
2: How will I be informed / consulted about the ways in which my child is being supported ?
We will keep you regularly updated with your child’s progress and how he/she is being supported using the following methods: Discussion with Keyworker and Senco (Special Educational Needs Coordinator)/Manager on a regular basis. Developmental records and Individual Learning Plans. Communication books or Home Diaries, if applicable. Through involvement with families in completing a Common Assessment Framework form, if applicable. Advice and strategies on how parents can support their children at home, and extend what is being implemented within the Nursery setting.
3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs ?
We will aim to adapt the Early Years Foundation Stage curriculum in the following ways:
- Through working closely with the child at their individual developmental level and stage, at their own pace.
- Through the use of Individual Learning Plans and centering on the child’s individual Prime and Specific Learning Goals as detailed in ‘Development Matters in the Early Years Foundation Stage (EYFS).
- Resources will be accessed and implemented and adaptions made to activities, as and when needed.
- EVERY child in our setting is treated individually, and included in all learning experiences, at their own pace.
4: What teaching strategies does the setting use for children with additional needs or learning difficulties ?
Teaching strategies used include:
- Building a close relationship with Keyworker/staff, and with the child’s 1:1 Support Assistant where applicable.
- Small group sized activities, and/or 1:1 sessions where applicable.
- Visual prompts.
- Visual timetable.
- Visual choice cards.
- Sand timers to allow the child a visual way of measuring how long they need to wait in turn-taking.
- Time warnings before changes/transition times within routine.
- Sensory toys and resources.
- Use of puppets and persona dolls.
- Quiet, calm area for when children are distressed, over-stimulated or simply requiring a rest.
- Distraction techniques, using resources and toys of interest to child.
- Makaton signing, where applicable. All staff have been on basic Makaton training and this can be refreshed or more training attended, as and when needed.
- Allowing the child time to process what has been asked or said to him/her.
5: What additional support does the setting provide for children with additional needs or SEND ?
Additional support is provided in the following ways:
- High adult:child staff ratios, and 1:1 support if necessary.
- Specialist equipment sourced and implemented, if needed.
- Additional daily Speech and Language/Phonics sessions, based on advice given by the child’s Speech and Language Therapist, where applicable.
- Liaison with other professionals and/or other settings, if necessary – in consultation with parents.
- Advice and strategies given by Early Years Inclusion Advisor.
- Advice and strategies given by Educational Psychologist Services, where necessary.
- Specialist resources are sources and implemented, where necessary.
- Access to Local Authority advice and support.
- We have built an outside classroom that is specifically used for small group work, speech and language sessions and a chill out space if needed.
6: How will the setting monitor my child's progress and how will I be involved in this ?
We monitor children’s progress and involve parents in the following ways:
- Regular discussion between keyworkers, staff, Manager and Senco, plus other Professionals where applicable.
- Practitioner’s Early Years Development Journal.
- Two-years check form (I am 2) – completed by keyworker, or child’s child-minder and any information from family’s Health Visitor, if applicable.
- Individual Speech, Language and Communication Progress Monitoring sheet (ECAT)/ Language tracker.
- Individual Learning Plans.
- Regularly reviewing ‘Next Steps’ and amending them as progress is made.
7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips ?
Children with SEND are included in learning activities and trips, in the following ways:
- Additional training, where needed.
- Additional resources sourced, transported and implemented.
- Adapting activities as and when needed.
- Risk assessments undertaken – both for setting and for trips out.
- Careful preparation for change – ie. possible pre-visits for trips, to boost familiarity and minimise distress of change, if needed.
- Portable strategies and resources for trips out.
- Medication considerations taken into account for trips out.
- Smaller groups involved and peer support encouraged for trips out.
- All children are included in our activities and trips, regardless of needs involved.
8: How accessible is the building for children with mobility difficulties / wheelchair users?
Our building is accessible to children with mobility difficulties in the following ways:
- Nursery building is purpose-built, and all on one level.
- Parking, although on the road outside, can be accessed approximately 20 meters away.
- Access to Nursery building is via a large ramp and wide double opening door.
- Disabled toilet available, with wide, outward opening door, and handle supports, which also includes purpose-built changing facilities.
- Internal furniture is child friendly, portable/adaptable, size-appropriate and at wheelchair height.
9: How will you support my child's transition to a new setting or school ?
Each child’s transition to a new setting or school will be supported by:
- Visits to feeder school ahead of start date.
- Offering to have new school staff/teachers come to us for transitional meetings with child.
- Stringently trying to arrange transition visits to schools – other than feeder school – we will always attempt to set up consultation meetings with schools so that your child’s needs will be met.
- Arranging transitional/information-sharing meetings between new school, where available, and the parents, Nursery keyworker and Senco/Manager – including Outside Professionals in these meetings, were appropriate.
- Creating a photo album of the new school during visits, where applicable.
- Home Corner being set up as ‘school’.
- Introducing stories about starting school in our normal repertoire of group stories.
10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation ?
We regularly assess our overall effectiveness of our SEN provision by:
- The use of Questionnaires/Parent feedback forms, daily/regular discussion between keyworkers/staff and parents.
- Parent meetings – parents are involved right from the start of their child’s journey – this has given us very positive feedback, and several ex-parents still return to us for advice and support.
- Annual SEN (Special Educational Needs) audit.
- SEF – Self-Evaluation forms.
- Regular reviews of our Special Educational Needs Policies.
- Feedback from Ofsted Inspections.
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 ?
Feedback about our setting is gathered in the following ways:
- General, regular Questionnaires.
- Leavers’ Questionnaires.
- Confidential discussion to deal with complaints - grievances are dealt with appropriately and timely.
- Strict Complaints Procedure – formal complaints should initially be put forward to Debbie Hill, Nursery Manager; if satisfaction is not achieved, then to Jo Hargreaves, Committee Chair and finally, if the issue is still not resolved, to Ofsted.
