Local Offer

Local Offer for Children with Special Education

Needs and/or Disabilities (SEND) 2014


The aim of this document is to enable families to see the support that they would receive for their child/ren in our setting. It will provide clear information about what we already have in place to enable each child/ren to achieve to their full potential, as well as offer reassurance in that we value each child as being unique and to meet their individual needs. We are an inclusive setting with a wealth of experience in supporting and promoting their needs, learning and development.

Over the past 25 years there has been a range of children access our setting with a variety of needs; medical, physical as well as developmental.

Our approach to supporting the learning & development

Each child has a key person, understanding their needs, care routines, interests and learning styles. This information is obtained through observation and informal chats with parents.  We work as a team and all staff are ready to give support to any child requiring it.

  • Any concerns throughout the above process are raised initially with the Special Education Needs Coordinator (SENCo), who will work closely with the key person to differentiate resources/ activities/ experiences, adapting and supporting in order for the child to achieve.
  • If after talking to you we feel additional support is needed we will work with you to put a Play Plan or Individual Learning and Provision Plan (ILPP) in place, to meet their needs and your requirements. All progress will be recorded and shared with you.  The assessment process is called the graduated approach and information on the plan, do, review and assess can be found on p.86-97 of the SEND Code of Practice 0-25yrs (2014)
  • The SENCo will liaise with other professionals (with your permission) such as Speech and Language therapists, Early Years Advisory teachers, Health Visitors and Area SENCo to gain further advice in supporting you and your child. We will then work collaboratively to ensure advice and strategies are implemented.

This process will be monitored, reviewed and evaluated with you and any other professionals on a regular basis

How will parents/carers be included in the child’s education?

We value the knowledge you have on your child and want to work closely with you to ensure that your child’s learning is effective.

  • From the outset your key person will involve you by asking you to complete key information about your child, helping us to understand their interests, likes/dislikes and favourite toys/games/places. This sharing of information will be on going throughout your time at the setting.
  • We will send you regular newsletters, outlining what our teaching strategies are what activities we intend to offer.
  • Your Key Worker will keep you informed regularly by informal chats.  Sometimes we (or you) may  feel it necessary to discuss matters where more time is necessary – and then a meeting will be arranged so we can discuss matters in a unhurried yet relaxed environment  in our ‘quiet area’.
  • Each child has their own portfolio of learning (Learning Journal), which you can access at any time, sharing with you our findings, gaining your thoughts and ideas.  We have found that parents really appreciate this Learning Journal, which is given to you when the child leaves our setting.  Learning Journals are normally sent (with consent of parents) by email at the end of each half term.
  • If needed we will use a home dairy book so you can gain what your child has been experiencing during the session.

Positive relationships;

  • All staff are experienced and qualified practitioners who access training on a regular basis.
  • The setting has policies and procedures in place which are reviewed regularly ensuring our environment and resources are suitable and accessible to all.
  • We operate an open door policy for you to come and spend time in the setting with your child. Staff are available both at the beginning and end of the session to answer your questions and help with your concerns, but if you require more time to talk about things,  then we will arrange a suitable time to talk more privately and give you the time you need.
  • We have good relationships with other services within and around our community and can assist you by accessing the Toddler group, School and facilities at the local Larchwood Children’s Centre.

Support for each child’s Physical and Emotional well-being

  • We consider ourselves to be inclusive, creating a safe, secure and happy environment that is suitable for all children to flourish.
  • We concentrate on promoting their Personal, Social and Emotional skills, building on what they can already do and creating challenges to build their confidence and self-esteem.
  • We will offer a visual timetable as and when needed to help children make choices, understand the routine of the day, offering structure on what is happening now and what is going to happen next.
  • We encourage co-operative play between all children helping them to understand, value and respect others opinions and ideas.


Helping with transitions

  • Prior to your child starting at the setting, we would invite you and your child to visit. This allows the child time to play, becoming familiar with the environment and for you both to meet your key person and Special Needs Co-ordinator (SENCo).
  • We will work closely with you so that you feel you can stay with your child for however long necessary in order for them to settle.
  • We would gain as much information as possible from you and any other professional involved with your child before the child’s start date, enabling us to ascertain the level of support needed and appropriate targets for their ILPP.
  • To aid transitions between other settings, we would talk to the relevant staff involved, arrange meetings and visits where information can be exchanged and the child can be supported in the new environment, familiarising themselves with the surroundings.

How accessible is the environment?

  • If the family has English as a second language, we would obtain the services of an interpreter to help us communicate and/or use the website to translate newsletters etc.

For further information please visit the Essex.gov page.

  • We do have limited car parking space for those dropping off and picking up children – but we do advise you to beware of the parking restrictions and never park up on the pavement as traffic wardens are very strict about that.
  • Even though we work as a Key Person approach, a member of staff will help /support  ANY child when and where necessary during the general routine of the day.