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Local Offer Responses Crib Sheet

When the Children and Families Bill becomes enacted in 2014 local authorities will be required to publish and keep under review information from services that expect to be available for children and young people with SEND aged 0-25. The intention of this local offer is to improve choice and transparency for families. From the Local Offer parents and carers will know what they can reasonably expect from their local area. It will also be an important resource for professionals in understanding the range of services and provision in the local area. This information will be web based and there is an expectation that all providers will need to answer the 14 questions [as referenced to in this document]. We have added prompts as guidance but there may be more information that you would like to add about your setting.

Date: 5th March 2014

Local offer 14 Questions and prompts



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?

How do you identify children/young people with special educational needs? How will I be able to raise any concerns I may have? If the setting / school / college is specialist which types of special educational need do you cater for?


2 year check, observations, CAF/E Help, meetings with parents, SENCO and Keyperson available, policies, follow COP

On parents first visit to the setting the parents/carers fill in a sheet ‘All about me’ covering all likes, dislikes, times I celebrate, I need support with, routines, any other settings I attend(ed), family, any involvement of outside agencies etc. This info is shared with the key person and SENCO if appropriate. Further information is gathered from observations in the setting and progress is tracked every 3 months and meetings would be called with parents/carers if there are concerns. Every child has a 2 year check and again any concerns would be passed to the parents. We would involve our EYO for help and support if necessary, filling in CAF/E forms and for relevant support and access to funding for specialist support.

 2)How will early years setting / school / college staff support my child/young person?

Who will oversee and plan the education programme and who will be working with my child/young person and how often?   What will be their roles?   Who will explain this to me? How are the setting / school / college governors or trustees involved and what are their responsibilities? How does the setting / school / college know how effective its arrangements its provision for children and young people with special educational needs are?

Role of SENCO, 1:1 SEN support and Keyperson, use of outside agencies, Team around the child meetings, assessment and monitoring of child, transition, Advisor support from EYCS

The room leader will plan for the whole room but the keyperson and SENCO will plan for the individual child using their observations. Regular meetings would be arranged for the parents/carers to attend and the SENCO and keyperson will keep them informed of progress, next steps and the role of outside agencies in supporting their child.

The SENCO would report to the registered person as to the progress of any child working with the SENCO and track their progress on a monthly basis.

The effectiveness of the arrangements will be monitored at the monthly tracking meetings and if progress was not being made we would look for further support from EYCS.


  1. 3)How will the curriculum be matched to my child’s/young person’s needs?


What are the setting’s / school’s / college’s approaches to differentiation? How will that help my child/young person?



Planning for individual children and stages of development and environ, IEPs, additional support


The keyperson and SENCO   will plan the next steps for the child from their observations which will be planned according to the EYFS but not to the age stages but to the child’s individual progress. If the child has an identified additional need an Individual Education Plan will be written and followed for the child in question. The SENCO will liaise with EYCS to ensure that any extra help or specialist advice is accessed.


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?


In addition to the normal reporting arrangements what opportunities will there be for me to discuss his or her progress with the staff? How does the setting / school / college know how well my child/young person is doing? How will I know what progress my child/young person should be making?   What opportunities will there be for regular contact about things that have happened at early years setting / school / college eg a home school 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 / school / college? How and when will I be involved in planning my child’s/young person’s education? Do you offer any parent training or learning events?

Meetings with parents, use of learning journey and summative assessment, 2 year progress check, COP and IEPs


At Little Crickets we operate an open door policy for parents and they are encouraged to call in or even e mail if they have concerns or wish to discuss their childs progress. In addition to the parents/carers evenings once a concern was raised regular meetings would be arranged between the SENCO, key person and the parents/carers. The meeting schedule would be set in accordance with the child’s needs, progress and requirements from parent/carer for input/feedback and future planning.

The parents/carers may take home the children’s Learning Journeys, which shows their progress, their trackers , IEP’s and photos etc.

Parents/carers are given daily feedback at the end of each day in the form of verbal contact from the Practitioner and the daily ‘Today I..’ slips.

Twice a year we hold parent/carer evenings which enables the parent/carers to visit the setting talk to the key person and look at the child’s learning journey etc.

Questionnaires are sent to parent/carers once a year allowing them to give anonymous feedback as so how the setting is performing.

There is also a comments book left outside in the corridor that parent/carers can use to leave feedback.


5)What support will there be for my child’s/young person’s overall well being?


What is the pastoral, medical and social support available in the setting / school / college for children with SEND?   How does the setting / school / college manage the administration of medicines and providing personal care?   What support is there for behaviour, avoiding exclusions and increasing attendance? How will my child/young person being able to contribute his or her views? How will the setting / school / college support my child / young person to do this?



Administrating medicines policy and care plans. Consulting with children, behaviour management and policies. Surrey`s guidance on intimate care and toileting


We are committed to taking positive and proactive steps to make sure we provide a safe and caring environment free from discrimination and actively promote equality of opportunity for all children and families in our community.Medicine is administered in line with our policy and must include parent/carer consent and clear instructions on the medicine packaging, name of medicine, strength dose, child’s name, date and is administered by the most qualified member of staff and witnessed by another member of staff. Our behaviour policy is based on creating a positive environment where adults consistently manage and encourage positive behaviour with clear boundaries and expectations. Any child with challenging behaviour would have an individual plan that would be followed and include input from parents/carers, any outside agencies and the SENCO. Treating children with dignity and respect is the basis tenant of our work at the setting and changing nappies and toileting are planned and carried out with this principle in mind.


6)What specialist services and expertise are available at or accessed by the setting / school / college?


Are there specialist staff working at the setting / school / college and what are their qualifications? What other services does the setting / school / college access including health, therapy and social care services.


 Staff training (COP, ASD, ELKLAN), early language team input, Early Support, Advisors, outside agencies (SLT, OT, EP), multi disciplinary meetings E-help (CAF)

Internally we have a SENCO, and a CPLO. All our staff are qualified or qualifying to level 3 in Childcare and early years. We foster close relations with our Early Support Advisor which includes an annual meeting as well as regular visits throughout the year. If a child needed expertise support we would work closely with any outside agencies able to offer that support.


7)What training are the staff supporting children and young people with SEND had or are having?


This should include recent and future planned training and disability awareness.


 Staff training and qualifications e.g. SENCO COP, Makaton, ELKLAN, INSET, senco forums


The Nursery manager has attended the SENCO course and the deputy manager and all room leaders will also attend this course as soon as places are available.


Any child that presented at the setting with special needs would be fully supported and the room leader or key person would be placed on any relevant courses available. The Early Support Advisor would be key in signposting this pathway.


8)How will my child/young person be included in activities outside the classroom including school trips?


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



Planning for trips out to include all children, adaptations and additional support



In line with our policy to include every child regardless of any special needs they may have and to make sure they have a positive experience and are able to share equal opportunities within an inclusive environment we would plan to take all children on any outings planned.

The parent/carers would be invited to attend a meeting to discuss any arrangements that need to be made in order for their child to take part in the outing including a risk assessment.


9)How accessible is the setting / school / college 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 /school / college communicate with parent carers whose first language is not English? How will equipment and facilities to support children and young people with special educational needs be secured?



Current and possible changes to your premises, including all families, translations, visual support, extra funding (Inclusion grant etc) Equality Act, making reasonable adjustments


The building dates from 1927 and as such has limited access for wheel chair users.

The layout of the rooms would be considered in any risk assessment before a child with special needs attended and appropriate steps would be taken.

The SENCO would ensure that the setting was fully supported by appropriate LEA agencies and with the support of the manager, would access any financial support available for children with special needs in the setting.


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?


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



Transition meetings and links with other settings and schools, TAC and multi disciplinary meetings to prepare for a child. Photo books and visits, Info passed on to new setting, Learning journeys, assessments etc



In order to ensure that all children in our setting feel safe and secure and comfortable we follow a settling in procedure that allows the parent/carer to visit the setting and understand the policies and procedures as well as allowing the child to meet the staff and become familiar with the other children and the rooms.

Again as the children are about to move rooms they are allowed short periods of time in the new room which is gradually built up to ensure that the child is confident and secure before the move.

All the local schools have been contacted invited into our setting and we are very keen to discuss our ‘leavers’ settling in to their new school.

We pass the learning journeys onto the parent/carers.


11)How are the setting`s/school`s/college’s resources allocated and matched to children’s/young people’s special educational needs?


How is the setting’s / school’s / college’s special educational needs budget allocated?



Deployment of staff in setting, additional funding e.g. Inclusion grant, discretionary funding, EHC Plan



Once we were in a position to access this funding we would plan the allocation in line with the IEP for that child.


12)How is the decision made about what type and how much support my child/young person will receive?


Describe the decision making process. Who will make the decision and on what basis?   Who else will be involved? How will I be involved? How does the setting / school / college judge whether the support has had an impact?



Meetings with families and all professionals involved with child, EHCP, allocation of 1:1 support



This decision would be made after a meeting involving input from the SENCO, the key person, the parent/carers and any outside agencies including the Early Support Advisor.


The progress through the learning journey as well as specific meeting reviews which would take place on a termly basis in order to assess the impact this support has made on the child’s progress.


13)How are parents involved in the setting / school / college? How can I be involved?

Describe the setting’s / school’s / college’s approach to involving parents in decision making and day to day school life including for their own child or young person.


Consulting with parents in planning for each child, home visits, EHCP

From the initial booking the parent/carers are given opportunities to give feedback on their child’s likes, dislikes, interests, habits etc. Then on an on going basis the parent/carers are encouraged to communicate with the nursery through our open door policy.


14) Who can I contact for further information?

Who would be my first point of contact if I want to discuss something about my child/young person? Who else has a role in my child’s/young person education?   Who can I talk to if I am worried? Who should I contact if I am considering whether child/young person should join the setting / school / college? Who is the SEN Coordinator and how can I contact them? What other support services are there who might help me and provide me with information and advice? Where can I find the local authority’s Local Offer?



SENCO, Keyperson, Keyworker for child


Information about local services on Local Authority website



The first point of contact for any parent/carer would be the child’s key person. Being such a small setting nearly all staff will have contact with all children throughout the day ( rooms come together at different times for breakfast and teas).

The Nursery Manager is the SENCO and would be the first point of contact if you are considering your child joining the setting. This would be by telephone in the first instance but a follow up meeting would be arranged.


Further information would be on the Local Authority website.