WHAT IS THE LOCAL OFFER?
The Children and Families Bill (2013) outlines the government’s plans to require local authorities to publish information on services and provision across education, health and social care for children and young people aged 0 – 25 with special educational needs and disabilities (SEND). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The process extends to early years settings and all the information below forms our local offer and shows how we have, for many years, provided for children with special educational needs and disabilities

How does the setting know if children need extra help and what should I do if I think my child may have special educational needs (SEN)?     

At watery lane preschool we welcome each child into the setting and allocate them with a keyworker to support them on their learning journey. The keyworker will be responsible for your child's development and ensuring to maintain a positive relationship with your child and you. They will work alongside parents to share information regarding the child's development. If you have any concerns on your child's development your keyworker will be available for a private meeting to discuss those concerns.

Ongoing assessments and observations are made of all children linked to our curriculum goals, development matters and every child a talker documents. In some cases these may identify some additional needs, these will be discussed with the SENCO (special education needs co-ordinator) and then your keyworker will arrange a private meeting with you to discuss plans and possible intervention to support your child. 

We undertake a ‘2 Year Progress Check’ which supplies parents/carers with a short, written summary of their child’s development in the 3 main prime areas:

• Communication and language
• Personal, social and emotional development, and
• Physical development

Our SENCO will offer support and advice to your child’s key person and other staff in our setting. They will also liaise with other professionals to seek advice and support in identifying individual needs if necessary.

How will Early Years practitioners support my child and how will the curriculum be matched to my child’s needs?

• Who will oversee and plan for my child’s learning?
• Who will be working with my child and what will be their roles?
• Who will explain this to me?
• What is the setting’s approach to supporting different children’s needs and how will that help my child?
• How are the setting committee involved (if appropriate) and what are their responsibilities?
• What opportunities will there be for me to discuss his or her progress with the staff?
• How does the setting know how well my child is doing?
• How will I know what progress my child should be making?

How will I know how my child is doing and how will you help me to support my child’s learning?

• What opportunities will there be for regular contact about things that have happened at the setting, such as a home/setting link book?
• How will you explain to me how his or her learning is planned and how I can help support this outside of the setting?
• How and when will I be involved in planning my child’s education?
• Do you offer any parent training or learning events?

What support will there be for my child’s/young person’s overall wellbeing?

• What medical and social support is available in the setting for children with SEN and disabilities?
• How does the setting manage the administration of medicines and providing personal care?
• What support is there for my child’s personal, social and emotional development?

How will the setting ensure they take account of my child’s views as appropriate?

• How will my child being able to contribute his or her views?
• How will the setting support my child/young person to do this?

What specialist services and expertise are available at or accessed by the setting?

• Are there practitioners at the setting with previous experience of supporting children with SEN and do they have relevant training/ qualifications?
• What other services does the setting access, including health, therapy and social care services?

How will my child be included in activities outside the setting including trips?

• Will he or she be able to access all of the activities of the setting and how will you help him or her to do so?
• How do you involve parent/ carers in planning activities and trips?

How accessible is the setting environment?

• Is the building fully wheelchair accessible?
• Have there been improvements in the auditory and visual environment? Are there disabled changing and toilet facilities?
• How does the setting communicate with parent/ carers whose first language is not English?
• How will you ensure that my child is able to communicate their needs and wishes in your setting
• How will you help my child to understand other people’s communication and important messages
• How will you help my child to build relationships and make friends

How will the setting prepare and support my child to join the setting, transfer to a new setting or move onto school?

• What preparation will there be for both the setting and my child before he or she joins the setting?
• How will he or she be prepared to move onto the next stage within the setting or onto school?
• What information will be provided to his or her new setting?
• How will you support a new setting or school to prepare for my child?

Who can I contact for further information?

• Who would be my first point of contact if I want to discuss something about my child?
• Who else has a role in my child’s education?
• Who can I talk to if I am worried?
• Who should I contact if I am considering whether my child should join the setting?
•