TCC Christian Pre-School Local Offer
1. How our setting knows if young children need extra help and what our parents/carers should do if they think their child may have SEND.
We use the EYFS Early Years Outcomes as a guideline for development. We also use Early Support if we have any concerns. As each child has a keyworker who observes their development they are able to identify needs. We regularly liaise with parents about development with reports and meetings.
2. How our setting supports young children with SEND.
Our setting has a SENCO and Assistant SENCO. Every child has a key person who liaises frequently with parents face to face and via home school diary. If a child has SEND we work closely alongside the parents to ensure we are meeting and providing what their child needs.
3. How our setting creates learning and development opportunities for individual children with SEND.
Our setting has children between the ages of two and five. We recognise there will be a need for differentiation and we ensure that each activity provided can be extended or made simpler depending on each child’s needs. A child with SEND will be able to freely choose activities with a range for all ages and abilities. Adult led activities are based around children’s needs and interests and adapted as necessary for each child.
4. How our setting works in partnership with parents/carers.
We share information with the parent/carer via home school diaries, key person/parent meetings, information boards, newsletters, parent response questionnaires, parent response forms with reports. We track progress using Early Years Outcomes and Early Support.
5. How our setting supports the wellbeing of young children with SEND.
We carry out a daily and termly risk assessment. Positive behaviour is supported with verbal praise. We use a kind and helpful tree, a traffic light behaviour system. We would consult with primary carer about specific risks/health and safety needs and adapt things as necessary to meet their needs. All children are encouraged to participate in contributing their view either verbally or through visual aids. We would administer medicines to provide personal care as trained/instructed.
6. Staff training and experience in supporting young children with SEND.
First aid, Safeguarding, Designated Person safeguarding, ENCO, Behaviour Levels 1 & 2, Special Educational Needs Code of Practice, Working With Parents, Inclusion Development Programme, (1SLC, 2 Autism, 3 BSD), Makaton, English as additional language, Epilepsy/anaphylaxis awareness, Power of Puppets, Using Visual Strategies
7. Specialist services and expertise accessed by our setting.
Diabetic nurse, EYFSA, Area SENCO, Health Visitor, Speech and language Therapist, children’s Centres, Lighthouse, Educational Psychologist, Occupational Therapists, Behaviour Support
8. How our setting includes young children with SEND in community based activities and outings.
Parent helper list, involve them in trips and encourage them to come along as helpers. All outings are risk assessed beforehand and open to all children taking any needs into account and preparing for those before.
9. Our accessible environment.
We have an Equality Working Group who meets regularly organised by the settings ENCO where we complete the access audit and identify any actions. These are then acted upon to resolve or look into. The building is fully wheelchair accessible except the upstairs rooms but we would adapt upstairs activities if needed. To communicate with parents whose first language is not English some staff have done EAL training. And we would translate literature if needed. To obtain equipment and resources we would contact the area SENCO or speech and language therapists and the Lighthouse Centre.
10. How our setting prepares and supports young children with SEND when joining the setting and when transferring to another setting or school.
We invite school teachers to visit the setting and we also go to the schools to support the parent/child. We talk to the schools with the parents’ permission about the child’s development and needs. We have photos of local schools for the children to look at. We have school role play, circle times. Our induction process we have an open afternoon, speak with the parents, admission forms, tial sessions/visits and discuss any needs. If a care plan is in place we would meet with the care team prior to the child starting.
11. How our setting organises its resources to meet the needs of young children with SEND.
We allocate time for staff to take small groups of children with SEND needs for focused tasks. All staff are aware of SEND children’s needs, next steps and care plans. Extra resources are purchased, borrowed or adapted as needed.
12. How we decide on appropriate support for young children with SEND.
We decide on appropriate support through observation and assessments, through EYFS early year outcomes, early support, two year reports. Discussion with parents and permission slips for external help to be accessed for the child. Outcomes are evaluated between SENCO, key person and parents so appropriate support can be given.
13. How we involve all parents/carers in our setting.
We involve all parents/carers by using a home school diary system. We have key worker meetings, face to face conversations, information display boards, newsletters, letters, reports etc.
14. Who to contact for further information.
Mrs Terri Ward – Manager and SENCO
Mrs Debbie Kirby – SENCO
Mrs Tina Trappitt – ENCO