Education settings guidance for completing the Local Offer questions

All education settings have a statutory requirement to meet the needs of children and young people with SEND covering 0-25 years. The answers to the questions need to explain clearly to parent carers, young people and other interested parties how this works at your setting. Some education settings have eligibility criteria – it is important to make it clear when, how and by whom these are applied, as it may be that this happens at an earlier stage before you meet the family. This might be relevant for Q 6, 11 and 12.

(Please follow the guidance notes for more information about what to include under each of the questions)

Education setting name:

1. How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs? (Max 250 words)
Before a new child starts I would ask the parent/carer to complete a” unique child” booklet. This booklet is designed to support me to gain an overview of the child's learning and development so far, through a range of questions including health and development, sleeping and toileting routines, food and drink and the family and child’s interests and preferences.
I continually track progress through observations, assessment and planning around the child's individual needs.I use the Early Years Foundation Stage Development Matters and the Early Years Outcomes as a guide for age and stage development up to 5 years. If a parent/carer or I have any concerns I would discuss these concerns with them.
2. How will early years setting / school / college staff support my child/young person?
I will use Every Child a Talker (ECaT) initiative which aims to improve the communication skills of children aged 0-5years.
I will work in partnership with parents/carers, teachers & other healthcare professionals.
3. How will the curriculum be matched to my child’s/young person’s needs?
Children are continually monitored through observations, assessments and planning. If a child already receives support from an outside agency I will liaise with parent/carer and professionals involved.
I will plan activities to ensure they fit with the child's needs
4. How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
I will regularly discuss with parents/carers how their child is progressing, and how we can work together to support their future learning and progress.
5. What support will there be for my child’s/young person’s overall well being?
All staff hold a current Paediatric First Aid qualification and an Enhanced Disclosure and Barring Service (DBS) check, as do all the adults that live on my premises.
My level 3 Safeguarding is updated every three years and all policies and procedures are implemented and updated accordingly.
All parents/carers are given a copy of all policies and procedures, which I implement, these are updated as needed and reviewed annually.
6. What specialist services and expertise are available at or accessed by the setting / school / college?
My support is through the early years advisory teachers (EYAT) team who specialise in early years education and children with SpecialEducational Needs (SEN) in the early years, who are based in the Early Years Team in Southampton City Council. They support us in a range of areas from advice through to accessing appropriate support via referrals to specialist teams for
Speech and language
Physiotherapy
Occupational therapy
Portage
Specialist teachers for sensory needs
We will also liaise with health visitors through parents if necessary.
7. What training are the staff supporting children and young people with SEND had or are having?
I have attended Every Child a Talker (ECaT) training to enable me to support children’s speech and communication needs; this is updated regularly. I have also attended a Deaf Awareness course.
8. How will my child/young person be included in activities outside the classroom including school trips?
I have regular trips outside the setting with parental consent already obtained through a signed contract. I ensure that appropriate adult/child ratios are maintained at all times during trips.
A risk assessment is carried out before the trip commences.
9. How accessible is the setting / school / college environment?
My house has no wheelchair access, and there is a step up to enter the building.
Visual aids in the form of pictures are used to help children without language or English as an additional language (EAL) to enable them to access the environment as independently as possible.
10. How will the setting /school / college prepare and support my child/ young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?
Before starting at the setting parents/carers are invited to bring their child to settling in sessions, where they will meet me and other children in the setting, and join in with activities.
Transitions to pre-school/school are talked about and I familiarise the child with routines and things such as school uniforms. I will also share information with the new setting by supplying a copy of the child's progress report with parents/carers permission.
This provides the setting with all the relevant information before the child starts.
11. How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
If a child meets the eligibility for Early Years funding for additional support the resources will be used specifically to meet the needs of the individual child/ young person as per the funding agreement with Southampton City Council.
12. How is the decision made about what type and how much support my child/young person will receive?
I plan for each individual child, based on their abilities and interests.
I am guided by the EYFS and use plans which identify and track a child's current age and stage of development. I would then plan activities which encourage the child to work towards their next steps, and identify areas where extra support is needed.
If more support is needed I would seek advice from Early Years Advisory Teacher (EYAT) with parent/carer permission.
13. How are parents involved in the setting / school / college? How can I be involved?
If your child is identified as needing additional help I would discuss this with you, along with the details of any additional provision needed.
We would work together (EYAT, parent/carer, Childminder etc) to enhance the outcomes for the child.
You will receive a termly progress report on your child together with their next steps. Your child's learning journal will always be available for you to see at the end of term or on your request. You will be able to see observations, photos, their work and evidence of learning in these folders.
Your comments and concerns will be welcome.
14. Who can I contact for further information?
Please contact myself Julie Holloway for any further information on
07913458416 or by e-mail