Local Offer

Linden House Nursery
‘Our Local Special Educational Needs and Disabilities (SEND) Offer’

How will the setting know if my child needs additional help?
• We are committed to early identification of special educational need and adopt a graduated response to meeting special educational need in line with the Code of Practice 2014 (reviewed 2015).
• We may find that a child needs additional help if concerns are raised by a parent/carer, by the child’s key person.
• Parents/carers are kept informed at all stages in the process of identification and assessment of needs. They are invited to participate in discussions linked to the support planned for their child and the role that they can play at home.

Who are the key people in the setting available to discuss parental/carers concerns about their child’s additional needs?
• Parents / carers who are concerned about the well-being or progress of their child should speak to the child’s Key Person in the first instance, who will then liaise with the setting SENCO as appropriate we are always available to parents/carers for a formal or informal chat
• Our dedicated Special Educational Needs and Disabilities Coordinator (SENCO) contact is Jenni Serr.

How will parents / carers be informed about their child’s progress and how will progress be measured?
• Children are assessed using development milestones taken from The Early Years Foundation Stage (EYFS) and The Department of Education document “Early Years Outcomes”. This coupled with parental information, and practitioner observation and knowledge of child development provide the information required for assessing developmental levels.
• For further advice we also refer to the Central Bedfordshire Guidance on SEND in the Early Years a Graduated Approach 2015
• In partnership with parents, the key person and SENCO consider a child’s needs and their progress using the Central Bedfordshire SEND Support Plan. This sets out long and short term outcomes that everyone is working towards. Progress meetings are held half termly and involve the parents, SENCO, child’s key person and any other outside agencies or staff who may be supporting the child.
• A referral may be made to Central Bedfordshire Early Years Allocation meeting requesting an Early Years Initial Assessment by one of the early years professional teams
• As stated in the SEND Code of Practise 2014 in a very few exceptional cases where there are severe and complex needs an Education Health and Care Plan(EHCP) needs assessment request may be necessary.
• Our SEN policy recognises that partnership working with parents/ carers is paramount in enabling children with SEND to achieve their potential. We recognise that parents / carers hold key information and have knowledge and experience to contribute to a shared view of the child’s needs and make valuable contributions of how to support them.
• We may ‘sign-post’ parents to other outside agencies and support groups such as The Parent Partnership.
• Medical needs are addressed as required by a care plan in partnership with parents and relevant Health Professionals. Medicines are administered in line with our ‘Illness & medication’ policy.

What other different types of support can the child receive?
Support for children may vary according to their individual needs or medical needs, and may include:
• Participation in small groups which addresses their particular needs e.g. A Lift off to Language group.
• Routines and activities may be adapted to meet individual needs and visual timetables may be provided. Alternative communication systems, e.g. Makaton or Picture Exchange Communication System (PECs) as advised by Speech and language Service or the Early Years Support team.
• A child may be supported by The Early Years Support Team (EYST) who will visit the setting to offer advice and support.
• 1:1 or small group work to address outcomes specified in a child’s SEND Support Plan.
• Additional funding may be provided to the setting from Central Bedfordshire Early Years Allocation meeting following an Early Years Initial Assessment. This will enable staff to spend time with a child to put in place strategies recommended.

What support is in place to meet children’s physical needs?
• The setting will follow advice given by Physiotherapists and Occupational Therapists reports, setting staff will work with children either individually or in small groups.
• We always have a qualified Paediatric First Aider in the setting.
• Where necessary staff will under take up to date Epi pen and Asthma training.
• Risk Assessments for individual children and for particular activities are completed in conjunction with the SENCO where relevant and necessary.
• We comply with the Equality Act 2010 in making reasonable adjustments for children with SEND.

What other agencies can provide support to children with SEND?
We liaise closely with a range of outside agencies in order to draw upon the expertise of a wide range of external professionals to support children with SEND. They contribute through providing observations, reports, advice for staff and parents, and by attending professionals meetings.

Agencies may include:
• Local Authority Early Years SEND Advisory Teachers (Psychology and Advisory Support Service)
• Early Years Support Team (EYST)
• The Edwin Lobo Child Development Centre (ELC)
• Child Bereavement, Trauma and Emotional Wellbeing Service (CHUMS)
• Speech and Language Therapy Service (S<)
• Occupational Therapy (OT)
• School and Community Nursing Service
• The Virtual School for Looked After Children (LAC)
• The Hearing Impaired Team (HI)
• The Visually Impaired Team (VI)

What specialist training do staff have in SEND?
Staff will encounter a wide range of children with special educational needs, some of whom will have disabilities. In many cases, the action necessary to respond to an individual’s requirements for access to play and learning will be met through greater differentiation of activities.
Our SENCo has attended the Local Authority three day training in SEND, providing additional qualification.
The nursery is committed to creating a communication friendly environment Staff have been enabled to enhance children’s language skills by introducing resources such as visual timetables, having pecs cards as well as being able to conduct Lift off to Language group work.
Staff are keen to learn specific medical required skills in order to support the children, for example the majority of staff have now been trained in administering medication via a peg or a button in order to support a child with specific medical needs.
Children possibly will at some time, have a medical condition that may affect their participation in education/other activities. Staff willingly learning new skills to support this enables children to maximise their access to education within the setting.


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