SEND Local Offer
Local Offer for Children with Special Educational Needs and Disabilities (SEND)
Identifying when a child needs support
Our setting initially assigns every child with a key person who makes regular observations on the child. These observations are used for planning for the child and can identify areas in which the child may need extra support. These observations and assessments are then shared with the settings Special Educational Needs Co-ordinator (SENcO) and the child’s parents. Once information is shared, the parents and keyperson can work together and complete a One Page Profile on the child which helps to identify any concerns.
Supporting Children with Special Needs
Our Manager/SENCO is qualified with Special Needs Provision (Level 4) and SEND reforms training. Another member of staff is also trained at SEN (Level 4). Staff members have experience working with children with special needs including speech and language delay, Autism and Asperger’s Syndrome, Cerebral Palsy, and dealing with challenging behaviour. All staff are also trained in Paediatric First Aid.
Our Policies and Procedures support our practice and are reviewed regularly to ensure that our resources and environments are suitable and accessible for all.
We ensure that the keyperson and the SENCO work closely to ensure that the setting provides activities which supports the child and that IEP’s and plans are put in place.
The pre-school SENCO will also liaise with other professionals, with signed permission from the child’s parents/carers. These include Speech and Language Therapists, Physiotherapists, Health Visitors and attend TAC meetings, which ensures that we gain advice and guidance to help support the child.
Our setting values all parent’s views and ensures that they are always included within their child’s support and learning within the group. Individual Educational Plans (IEP’s) are reviewed every 6 weeks to discuss progress and changes to the plan. Observations are shared and discussed, with parents encouraged to add views and comments.
The pre-school building was built 7 years ago and designed for wheelchair use, with wide doorways, one level flooring and a disabled toilet. The outside environment is again one level, with different learning areas. We assess the different areas to ensure that they are accessible to all the children.
The pre-school is aware that transitions are an important time for any child. When a child begins pre-school, we ensure that information is shared between parents and their key person via their ‘All About Me’ booklet, visits to the pre-school where information can be discussed or a home visit can be arranged with the manager/SENCO. We ensure that we gain information on the child’s interests and needs before they start pre-school to help them settle in.
When a child moves on to another setting or school, the SENCO and key person arrange meetings with the teachers and share information and documents to help ensure a smooth transition. A Transition Passport would also be made with information regarding the child’s interests, family and people who are important to them and their SEN requirements.
Within our Pre-school we aim:
• To provide a stimulating, secure, and happy environment in which children can have fun and develop a level of learning enabling them to reach their full potential and feel valued and confident.
• To take into account individual needs and abilities to ensure equal opportunities for all children and their families.
• To use a variety of teaching styles and experiences to provide a full and balanced curriculum enabling children to expand their knowledge.
In order to achieve these aims we offer:
• A wide range of activities in an environment which enables children to feel happy, secure and confident and able to develop in the areas of learning (Early Years Foundation stage) at their own pace.
• Individual care and attention, which is made possible by a high ratio of adults to children and the support of a personal key worker.
• A team of experienced and qualified staff members who work closely with the Early Education support teachers and offer parents and carers the opportunity to be involved in the activities of the group and their child’s progress.
The Role of your child’s Key Person
The pre-schools aim is to offer the highest quality of experience for both children and adults in the group. Our high ratio of adults to children helps us to do this, but another important factor is the key person system, which ensures personal attention to the needs of each individual child and family.
A key person system can provide:
• Assistance with settling into the pre-school;
• Close monitoring of each child’s progress in all development areas;
• A personal contact between home and pre-school;
• Input into groups curriculum planning to ensure that each child’s needs are met, including any special needs.
• Individual knowledge of the group’s children, which enables the key person to make a valuable contribution to the group’s child protection system.
• Continuity of experience for the children during their time in pre-school;
• Opportunities to build up positive relationships with the parents in the group.
A key person does not:
• Shadow their children throughout the sessions;
• Liaise only with their own children;
• Prevent other adults from forming relationships with their key children.
Generally, a key person works most sessions that their children attend. In some cases it is not possible for them to be in all sessions. If you need to speak to your child’s key person and they are not there, you can leave a message for them to get in touch with you so that they know you need to speak to them. You can also speak to any other member of staff. Appointments can be made for a Friday afternoon if you wish to speak to your child’s key person in private. This also gives you the opportunity to view your child’s folder. Although each child has a key person, all members of staff build a relationship with the children and we would be happy to help in any way we can.
Within the group all children are supported in developing at their own pace. Each child is an individual and treated accordingly. The pre-school currently employs eight members of staff, operating to a high ratio of qualified staff: 26 children per session. Our key person system ensures a planned curriculum tailored to individual needs.
The 3 prime areas of the EYFS are:
Personal, Social and Emotional Development This area of children’s development covers:
• Becoming confident when talking to other children when playing, and communicates freely about their own home and community/
• Having confidence in themselves and their ability to do things, and valuing their own achievements;
• Demonstrates friendly behaviour, initiating conversations and forming good friendships with peers and familiar adults.
• Becoming aware of – and being able to keep to – the rules which we all need to help us to look after ourselves, other people and our environment;
• Being able to expect to have their ways of doing things respected and to respect other people’s ways of doing things.
Communication and Language
This area of children’s development covers:
• Being able to use conversation with one other person, in small groups and in large groups to talk with and listen to others; Adding to their vocabulary by learning the meaning of – and being able to use – new words;
• Being able to use words to describe their experiences;
• Getting to know the sounds and letters which make up the words we use;
• Listening to – and talking about – stories;
• Responding to simple instructions
• Beginning to use more complex sentences to link thoughts.
Physical Development This area of children’s development covers:
• Gaining control over the large movements which we can make with our arms, legs and bodies so that they can run, jump, hop, skip, roll, climb, balance and lift;
• Gaining control over the small movements we can make with our arms, wrists and hands, so that they can pick up and use objects, tools and materials;
• Learning about the importance of – and how to look after – their bodies.
The 4 Specific Areas of the EYFS are:
This area of children’s development covers:
• Rhyming and rhythmic activities.
• Listening to and joining in with stories and poems, one-to-one and in small groups..
• Beginning to be aware of the way stories are structured and suggest how a story may end.
• Looking at books independently and carefully.
• Beginning to give meaning to marks as they draw and paint.
This area of children’s development covers:
• Building up ideas about how many, how much, how far and how big;
• Building up ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects;
• Starting to understand that numbers help us to answer questions about how many, how much, how far and how big;
• Building up ideas about how to use counting to find out how many;
• Being introduced to finding the result of adding more or taking away from the amount we already have.
Understanding the World This area of children’s development covers:
• Finding out about the natural world and how it works;
• Finding out about the made world and how it works;
• Learning how to choose – and use – the right tool for a task;
• Learning about computers, how to use them and what they can help us to do;
• Starting to put together ideas about past and present and the links between them;
• Beginning to learn about their locality and its special features;
Learning about their own and other cultures.
Expressive Arts and Design This area of children’s development covers:
• Using paint, materials, music, dance, words, stories and role-play to express their ideas and feelings;
• Becoming interested in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings.
Policies and Procedures
This section contains a range of polices and procedures relevant to staff, parents and children attending Stowupland Pre-School & The Mighty Oaks. All of these have been made available in .pdf format, which can be opened using adobe reader. If you do not have this please click here to download it, a link to adobe’s download page is also available at the bottom of this section.
A summary of our policies can be seen in our statement of intent document, available here, alternatively, please click on the policy titles below to see them in full.
Administration of Medicines Policy 2014
From September 2015, sessions are £10.50 per 3 hour sessions for non-funded children. Children become eligible for nursery education funding from the term after they are 3 years old, which pays for up to 15 hours per week. You can share the funding between any number of pre-school facilities, providing you do not apply for more than 5 sessions per week. This funding is paid directly to the pre-school on completion of a parent declaration form.
From September 2010 the Lunch Club costs £4 and you will need to provide your child with a packed lunch.
You will be billed once your child is settled in and can pay weekly, or every half term with either cash or cheque. Please put these in a sealed envelope, with your child’s name and the amount paid. The payment of fees must be prompt as per the date stated on your invoice otherwise a £20.00 late payment fee will be incurred.
Autumn Term (1)
Friday 5th September - Friday 24th October
October Half Term
Monday 27th October - Friday 31st October
Autumn Term (2)
Monday 3rd November - Tuesday 16th December
Thursday 18th December - Monday 5th January
Spring Term (1)
Tuesday 6th January - Friday 13th February
February Half Term
Monday 16th February - Friday 20th February
Spring Term 2
Monday 23rd February - Friday 27th March
Monday 30th March - Monday 13th April
Summer Term (1)
Tuesday 14th April - Friday 22nd May
Whitsun Half Term
Monday 25th May - Friday 29th May
Summer Term (2)
Monday 1st June - Wednesday 22nd July
May Bank Holiday – 4th May 2015