Local Offer

 The Special Educational Needs and Disability (SEND) Reforms will place a statutory requirement on settings from September 2014 to make information available to parents about how the setting supports children with SEND. The information you make available will form the main basis of your setting's Local Offer.  

 

This Local Offer template is designed to help you to pull together information so that parents of children with Special Educational Needs (SEN) or disabilities know what support they can expect if their child attends your setting.  Your setting's Local Offer must be published on your website. Your website must include the name and contact details of your SENCO and the following link to the Local Authority’s Local Offer: 

 

Website

Address

• www.happydaysnursery.biz

 

 

 

The questions in the template are intended as prompts and reflect key issues that parents have told us they would like to know about when deciding which setting could best meet their child’s needs.  You may also wish to consult with your own parents about what to include in your Local Offer. 

 

In developing your Local Offer you should be mindful that there is a requirement for a feedback facility to be available and for responses to be given to feedback received. 

When you have added your Local Offer onto your website, please complete the following details and return the sheet by email to IDSS.SENDReforms@lancashire.gov.uk

When saving your local offer please use the following format:

LO-HAPPYDAYSPLAYANDEARLYLEARNINGCENTRE

eg: LO-FLUFFYBUNNIES

 

Setting Name and Address 

 

Happy Days nursery

Station Road

HeskethBank PR46SR

Telephone

Number

07770727601

 

 

Website

Address

www.happydaysnursery.biz

Does the settings specialise in meeting the needs of children with a particular type of SEN? 

No

Yes

If yes, please give details:

 

 

 

no

 

 

What age range of pupils does the 

setting cater for?

We cater for children from 2-4 years of age.

Name and contact details of your setting  SENCO

Mrs Lesley Mcmorran - 07770727601

 

We want to ensure that we keep your information up-to-date.   To help us to do this, please provide the name and contact details of the person/role responsible for maintaining details of the Local Offer for your setting (this may be the SENCO, manager/supervisor or owner of the setting).

 

Name of Person/Job Title

 

Lesley McMorran - Supervisor

Contact telephone number

 

07770727601

Email

• www.happydaysnursery.biz

 

 

Promoting Good Practice and Successes

 

The Local Offer will give your setting the opportunity to showcase any good practice you have around supporting children with Special Educational Needs/Disabilities to achieve their full potential.  If you have any examples of good practice or success stories, we would encourage you to include these on your Local Offer web pages. For reasons of confidentiality, please ensure you do not use any personally identifiable information when using case studies to illustrate your setting's experiences of supporting children with SEND.

 

I confirm that our Local Offer has now been published on the setting website.

 

Please give the URL for the direct link to your  Local Offer 

• www.happydaysnursery.biz

 

Name

 

Lesley McMorran

Date

22/04/16

Please return the completed form by email to: 

IDSS.SENDReforms@lancashire.gov.uk

 

The Setting

 

• What type of setting is it? 

What age group does the setting cater for – 0-4, 2-4 0-4 and before/after school clubs etc? 

How many children are you registered to take in which age groups? How are the age groups organised?

Who are the key staff? (room leaders, manager/supervisor, SENCO, person with responsibility for behaviour, PICO, ENCO etc.)

What the setting provides

Happy Days is a child focused pre-school where planning and policy reflects the needs of the individual and recognises the importance of learning through play in a safe caring environment.

We are accredited with the LCC Step into Quality Award.

 

We are a well established nursery in the heart of the community in Hesketh Bank, in a rural area, surrounded by farms and fields. The nursery is located within the local cricket club.

We have a large bright, spacious room, which include a quiet area for reading, ICT, or to enable a child to have a rest period.

We also have a good sized outdoor area including an all weather outdoor learning area, climbing frame and slide , plus the building overlooks open aspects over fields and rolling hills.

 

We are registered for 20 children per session for 2-4 year olds.

We have colour groups divided by age and ability and each group has their own Key Person.

 

Our sessions run from 8.00am-1.00pm every morning, 1.00pm-6.00pm 

We have 5 members of staff which include 1 Manager who is the Behaviour Management Officer plus the named Safeguarding Officer, a Supervisor (second named Safeguarding Officer and ENCO) and three nursery staff, one of which is our SENCO. 1 staff is NNEB qualified, 2 staff hold  NVQ to level 4  and 1 staff NVQ level 5, 1 staff holds a level 3 Diploma in Early Years Foundation A member of staff trained in paediatric first aid is always present.

Sessions are from 

 

 

 

 

Accessibility and Inclusion 

 

• How accessible is the setting environment? 

Is the building fully wheelchair accessible? Do you have accessible parking spaces? Have there been improvements in the auditory and visual environment? Are there accessible changing/toilet facilities? How do you improve access to the setting? 

• How accessible is your information - including displays, policies and procedures etc.

Do you have information available in different font sizes, audio information, Braille, other languages etc.How does the setting communicate with parents and families whose first language is not English? How is information made accessible to parents and families with additional needs?

• How accessible is the provision?

How is the room organised, how can it be changed to meet the needs of children with SEND? How do you make use of resources such as symbols, pictures and sign graphics to support children's access to resources? Do you have furniture such as height adjustable tables or alternative ways of presenting activities so that children can access them?

What the setting provides

The setting has a large car park, this is to the right hand side of the adjacent Hesketh Bank Bowling Club,which is easily accessible to all vehicles, with a footpath on one level leading up to the nursery entrance The building allows easy access as this too is all on one level. We can offer an alternative toilet provision or a child with disabilities with parent/ carer permission.

 

We have portable furniture and areas that can be easily adapted to meet the needs of all children. 

 

All policies, procedures and Parent/ Carer information are clearly displayed at the entrance on wall displays. Photographs of staff and Key Persons are displayed with their names and relevant key groups.

We have a notice a the entrance in several languages offering a written translation service for families where English is not their first language.

 

 

 

 

 

 

Identification and Early Intervention 

 

• How does the setting know if a child needs extra help and what should a parent do if they think their child may have special educational needs?

How do you identify children with special educational needs? (Refer to how you monitor children's progress - including the 2-3 year check)

How can a parent raise any concerns they may have? 

How do you access additional advice and support?  (Make reference to the setting's SEN/Inclusion policy and how this identifies the graduated response the setting follows).

• How are decisions made about how to support a child?

How do you determine and plan for additional support from within the setting? Describe the decision making process. Who will make the decision and on what basis? Who else will be involved? How will a parent/parents be involved?

What the setting provides

At Happy Days we will perform ongoing assessments and observations of all children attending our setting. When a child starts at Happy Days we complete a progress check which will enable us to identify the stage at which the child’s development has reached. All Parents/Carers are given an AAM (all about me) booklet which enables them to express the needs of their child and forward any information that will be relevant to their child’s learning and development.  

                                                                  

We then use this information along with the Early Years Foundation Stage to help us identify the individual needs of the child. The information collected will be discussed with the key person, SENCO and Managers. Any identified issues will then enable us to take the appropriate steps to form the child’s Targeted Learning Plan. 

We will then have a private discussion with the Parent / Carer to allow them to share any concerns they may have and together we can decide if professional help is required.

 

We have a SEN/ Inclusion policy which ensures we have a strong commitment to inclusion, all staff are familiar with commitment 1.2 (inclusive practice) within the Theme (a unique child).

We all have regard for the SEN code of practice and the DDA and will make sure all children with disabilities and SEN’s are included, valued and supported. It is important to Happy Days that all children can reach their full potential. 

 

Once a decision has been agreed upon the SENCO and Key Person will seek the necessary support (e.g. speech and language therapist, Inclusion teacher, apply for extra funding). Parents/ Carers will be involved in all decisions and attend regular meetings with all professional external bodies required.

 

Teaching and Learning Part 1 – Practitioners and Practice

 

• How is teaching and learning developed in nursery?

Provide a brief overview of the context of the EYFS and the requirements within it – SEN requirements within the EYFS. Organisation of the setting – areas of provision, enhancements to areas of provision etc.  

How is children's progress and development monitored?  (Baseline assessments?, termly reviews?, parent & key person conferences?, 2-3 year development check)

What is the role of the key person for all children.

What are the setting's approaches to differentiation generally and for children with SEND? 

• How will the early years setting's provision and staff practice support a child?

What is the role of the key person where children have additional needs/SEND and senior staff i.e. room leader, the role of the SENCO?

What is the setting's provision map and how is it used to support children learning and development? The use of TLPs to support children at Wave 2/3 of the provision map.

How will you match provision to the learning and development needs of a child with SEND? 

• How will you help parents to support learning?

How do you explain to a parent(s) how learning is planned and how can parent(s) help support this outside of the setting? Which staff have a role in this and what is that role?  i.e. PICO, SENCO, Key person? 

Do you offer any parent training or learning events?

How do you find out about events provided by others and how do you let parents know about them? 

• How is a child able to express their views?

How are children encouraged to express their views? 

What resources or activities do you use that allow children to express their views? 

What do you ask children for their views about? 

How are children involved in the planning of their own learning and in reviewing their progress?

what the setting provides

 

Teaching and Learning Part 1 – Practitioners and Practice

 

At Happy days we follow the guidance principles of the EYFS- the Early Years Foundation stage. 

The main principles being:

A Unique Child+Positive relationships +Enabling Environments = Learning Development

A unique child- Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive Relationships- children can learn to be strong and independent through positive relationships.

Enabling Environments- children can learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development- Children learn and develop in different ways. The framework covers the education and care of all children in early year’s provision, including children with special needs and disabilities.

Our areas of provision include:

• Music area• Small world• Construction• Mark making/ puzzles• Malleable• Creative art and design• Water play• Sand• Home corner• ICT• Book/ library quiet reading area 

 

All of these areas can easily be adapted to meet the needs of all children.

 

Weekly planning and medium term plans are displayed in the entrance hall for Parents/Carers to note.

Learning Journeys

All children have their own Learning Journey where evidence is collated on a weekly basis through observations and assessments. The weekly and medium term plans contribute to this evidence as we give your child the opportunities to learn through a variety of ways.

The Learning Journey evidence will enable us to develop their ongoing targeted learning plan.

Children are given opportunities to express their needs/ likes dislikes/ interests and hobbies through one to one interactions with their key person and chatterbox time. The chatterbox is for the child to bring something in they wish to talk about in front of their peers. It encourages self confidence and self esteem and allows the Key Person to observe and collect information to plan activities to help the child reach their full learning potential.

 

 

 

 

 

Parents and Carers have full access at any time to look through their child’s Learning Journey. We encourage them to add written comments and voice any concerns they have.

We do have an open door policy which allows Parents / carers to come in at any time to talk with their child’s Key Person/ SENCO or Manager if they have any concerns.

If a child needs extra support, the SENCO and Key person will discuss this with Parents/ Carers and together with other professionals create a Targeted Learning Plan to help support the child at home in addition to the setting.

 

All members of staff are made aware of the children’s needs, abilities and development and all contribute to their learning and development.

 

Take home diaries

Each child is provided with a diary to take home. This becomes a two way communication tool between home life and nursery. Parents/Carers are encouraged to write in anything they feel is relevant to their child’s interests ,learning and development. The key person will read this and reply on a weekly basis and use any of the information to forward plan for their key child. It also provides Parents and Carers who may not be able to attend the setting with their child the opportunity to communicate with the key person.

The Key Person will also note what the child has achieved or striving to achieve at nursery and possible ways to help support this at home. Collectively this ensures Parents/ Carers and children are involved in all forward planning and for the child’s TLP

 

Magic Moments

Each term we send home a ‘Magic Moments’ achievement record. This allows the Parents/ Carers to write down something the child has achieved at home. It may be as simple as tidying up their toys. When it is returned to nursery the children are encouraged to talk about their ‘magic moment’ and it gives the child a sense of pride.

 

 

Teaching and Learning Part 2 - Provision & Resources 

 

• How are the setting’s resources used to support practitioners to meet children’s special educational needs?

How does the setting determine what resources are available to support them in meeting the needs of children with special educational needs and disabilities? 

How is the setting's funding allocated? If resources are required how are they sourced and purchased? 

If additional staffing is provided, how is this organised? 

How do you work with other professionals e.g. making key staff available to meet with/spend time with other professionals visiting the child? Provision Mapping

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

Are there specialist staff working at the setting and what are their qualifications? 

What other services does the setting access including education, health, therapy and social care services? 

• How is a child included in activities outside the setting including trips?

What adjustment will you make to ensure a child is able to access the activities of the setting and how will you assist him or her to do so? 

How do you involve parents/carers in planning activities and trips?

What the setting provides

Practitioners are supported through a range of ways in helping meet the needs of children with SEN.

• Wave 1-The child’s Key Person will ensure your child has every opportunity to access all areas within the setting. They will liaise with the SENCO and establish your child’s individual needs and enable these to be met by providing relevant resources.• Wave 2- If your child is assessed to need additional support the Key Person , SENCO and Manager will work together to provide a learning and development plan which targets specific areas.• Wave 3-  If your child has been acknowledged as reaching  the wave 3 intervention and a more specialised approach is needed, the Key person, SENCO and Manager will, with your permission contact the necessary professional( e.g. Speech Therapist, Educational psychologist or Inclusion Teacher. This will enable the setting to seek the knowledge, guidance and professional advice essential to meeting your child’s needs. We will involve Parents/ Carers in every step and work collectively as a team.• Children who have severe learning disabilities and need specialist support, an Eductional Health and Care plan may be necessary. This will be devised by external professionals in all the relevant areas and will be a continuous support structure that will maintain your child’s learning and development until adulthood.• At Happy Days it is our policy that on all school trips children are accompanied by Parents/ Carers. We perform risk assessments and if required accessibility assessments to ensure all trips are inclusive to all children in our setting.

 

 

 

 

 

 

 

 

 

Reviews

 

• How do parents know how their child is doing?  

In addition to the normal reporting arrangements what opportunities are there be for parents to discuss their child's progress with the staff? 

How does the setting know how well a child is doing? 

How will parents know what progress their child should be making? 

What opportunities are there for regular contact about things that have happened at in the setting e.g. a home nursery book

• How will parents be involved in discussions about and planning for a child’s education?

How and when will parents be involved in planning a child’s education? 

How are parents/carers involved in the setting more widely?

What the setting provides

At Happy Days we have an open door policy which enables Parents/ Carers to have the opportunity to talk daily with staff about their child’s progress. A private room is available for a more discreet meeting if considered necessary. 

Children are assessed and observed on a daily and weekly basis by their Key Person and this is linked with the EYFS. This is a comprehensive guidance to the targets your child should be achieving in relation to their age. This enables the Key Person to identify if any additional support is required.

The SENCO will then discuss with Parents / Carers the possible way forward and the professionals that can help within the setting and at home. Parent/ Carer permission is necessary before any professional help is sought.

All children have a home/ nursery diary which is sent home weekly to inform Parents/ Carers of their child’s development and suggest ways of helping them at home.

Parent / Carers are encouraged to be involved with their child’s education by 

• Talking on a daily basis to the Key Person• Home diaries • An open door policy allowing Parents/ carers to come in to the setting at any time.• Telephone calls/ e-mails• Newsletters/ notice boards in hall way informing Parents/ Carers of planning and activities your child will be involved in.• Magic moment take home stars• Parents/ Carers are encouraged to come in to the setting to talk to the children about the type of jobs they do e.g. Police, Fire Fighter, Chef, Farmer• We try to encourage Parents/ Carers to come in to help with activities such as baking; planting, changing library books for the children to take home, reading stories etc.• Parents/ Carers are welcome to stay with their child when they first start to attend nursery to help their child settle and to see firsthand what we are providing. 

 

At Happy days we pride ourselves on the good relations we build with Parents/ Carers and we value any feedback given to improve our setting.

 

 

Transitions

 

• How does the setting prepare and support  a child to join the setting, transfer to a new setting or the next stage of education and life to ensure his/her well-being?

What preparation is there for the setting, parents and the child before he/she joins the setting?

How will a child be prepared to move onto the next stage?

What information will be provided to a new setting?

How will a new setting be supported to prepare for a child?  (Use of access action plans when children have known needs that may require more significant planning)

What the setting provides

Before a child starts at Happy Days the Parents/ Carers are encouraged to come in and look around with their child and stay for a session free of charge. They will be able to discuss with the Managers any needs their child may have and any additional support they currently have and how we can meet those needs.

If the child already has a Targeted Learning Plan this will be discussed and the professionals involved will be contacted to ensure continuous support is made.

If the child is moving to us from another setting or area we can ask for their learning journal to be forwarded to us so we can be fully informed of their development, learning needs and achievements so far.

We have an All About Me book for the Parents /Carers to fill in prior to the child starting and this will include , family dynamics, hobbies, interests, likes and dislikes. After obtaining this information the child can be put in to the relevant key group and designated their Key Person. They will be introduced to their Key Person and begin to build a relationship with them.

The Key Person will work closely with the child and help them to gain confidence in their new surroundings.

 

 

 

 

Staff Training

 

• What training have the staff supporting children with SEND, had or are expected to have?

What number of staff hold what level of qualification? 

How many staff are in training to move up to next level? 

What level are the manager, SENCO, room leaders trained to?

Do you have any/how many staff with EYPS? 

What experience does the staff team have of children with SEND? This should include recent and future planned training and disability awareness. In house and external training and 'on the job' experience including input from external professionals that has resulted in staff being 'skilled up' in particular areas. 

Are there any staff (e.g. within chains of nurseries) that are available to support you? What qualifications/experience do they have? 

Do any staff have any specialist qualifications? 

Is the setting recognised/accredited as, for example, an 'I Can' nursery or does the setting have other quality assurance recognition related to SEND?

 

 

 

 

 

 

What the setting provides

All staff hold relevant child care qualifications and have had experience working with pre-school children for a minimum of two years..

 

The Manager who holds a level 4 NVQ. 

We have a Supervisor who is trained to level 4 NVQ.

1 member of staff is a qualified NNEB nursery nurse.

1 member of staff holds level 5 in Health and Social Care in The Early Years.

1 member of staff has a level 3 in children’s play learning and development 

We have a named SENCO.

All staff are trained in Paediatric First Aid.

We have 2 Safeguarding Officers (Level 2) however all other staff have Safeguarding Training (Level 1) 

 

All staff have a good knowledge and understanding of the EYFS.

We have good relations with area SENCO’S, Inclusion Teachers, Speech Therapists and Early Years Consultants and work collectively as a team to support the children in our care.

 

 

 

Further Information 

 

• Who can be contacted for further information?

Who should a parent contact to discuss something about their child?

Who else has a role in the education of each child?

Who can parents talk to if they are unhappy?

Does the setting have an open door policy?

What opportunities exist for discussions at drop off/pick up times?

Can appointments be made to see specific staff at specific times?

How can contact be made with specific staff (eg:  Phone, text, email, notes, home-nursery diary etc)

What the setting provides

For any further information please contact the Nursery Manager or Supervisor who will endeavour to answer any of your questions about the setting or your child.

Happy Days has an open door policy for Parents/ Carers to come in at any time for discussions or to provide us with any new information about your child.

First point of contact will be your child’s Key Person who can discuss their learning and development. Any further issues you may have may require you to speak with the Supervisor or Manager.

If you wish, it may be more convenient for you to book an appointment to come in at a time that suits you best.

We appreciate not all Parents/ Carers can come in to the setting, however we are more than happy to answer any questions you have via -Phone, Emails, letters or through your child’s take home diary.

 

 

Your child’s education will be monitored by the staff at Happy Days, Early Years Consultants and if necessary external professionals including OFSTED to ensure we meet their educational needs.