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Local Offer at The Valley Nursery School


The aim of our Local Offer is to provide families with information about what support is available to support disabled children and children with Special Educational Needs (SEN) and how to access it.

The local offer was first introduced in the green paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in nursery to help children with lower level SEN as well as the options available to support families who need additional help to care for their child.

The Valley Nursery is committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs.


1.  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?


  • All About Me forms and Education Healthcare Plan (EHCP) will provide information relating to a child’s particular needs which will help the staff to put in place specific support prior to a child starting Nursery.

  • Parents are encouraged to speak to a child’s key person or SENCO. We have an open door policy so parents do not need to make an appointment.  Parents can speak to staff at the beginning of the session or at pick up time, or by telephoning the nursery and speaking to the SENCO. Parents will be able to speak to staff about their concerns in a quiet confidential area.

  • At The Valley Nursery we use a Key person approach, with each child having a key worker.  Their roles are to develop a close trusting relationship with both children and their parents/carers.  The key person will carry out regular observations, assessments and will monitor a child’s progress.

  • The key person uses a host of assessment tools e.g. 2 year old developmental check (where appropriate), ECAT as well as a termly development tracker covering all 7 areas of development contained in the EYFS. This helps identify areas of a child’s development which may require extra support and further assessment.

  • If a parent has expressed a concern regarding their child’s development or a member of staff has notified the SENCO, a meeting will be arranged with parents to discuss a child’s needs. If necessary, an Individual Support Plan will be created; clear targets will be set and reviewed every 6 weeks.

  • If the SENCO is concerned about a child’s progress (or indeed a parent is concerned) an Early Help Assessment (EHA) is completed by the Manager/SENCO and family. The EHA creates a holistic picture of the child’s progress and their needs and helps determine which services are best suited to meet the needs of the child.


 2.  How will the setting support my child?


  •  The Manager and SENCO will oversee the planning of your child’s education. It is the responsibility of the Manager and SENCO to liaise closely with parents and outside professionals to create a realistic plan to support the needs of a child. Any assessments and reports made by outside agencies are sent to the SENCO and incorporated into creating targets in a child’s Individual Support Plan (ISP). A child will be set 3 targets relating to their needs which will be assessed and reviewed by the SENCO.  If certain targets are achieved, new targets will be set or existing ones will be altered to meet the needs of the child. The key person will work using these targets, with the child in a 1:1 or group situation depending on the child’s needs. The SENCO, key person and parents work closely to review the child’s progress.

  • The Manager/SENCO can also invite the Early Years Child Services to provide additional support and strategies which best fit the needs of the child. Parents will be invited into the nursery to discuss these.

  • If a child has additional needs and is not making progress, a EHCP is completed. A plan will be created where the child will be referred to the appropriate professional and if needed a team around the child (TAC) made up of professionals from health and education is set up to support the child and their family.

  • Staff regularly attend relevant training courses and workshops. The SENCO also attends SEN forums where up to date SEN information is discussed and shared.


 3.  How will the curriculum be matched to my child’s needs?


  •  Each key person carries out regular observations of children. Activities are planned each week and these can be adapted to meet the needs of the individual child.

  • An ISP sets targets which have been specifically designed for the individual child.  In some circumstances funding can be applied for so that additional staff can be implemented to support a child in a 1:1 or group activity.

  • The environment can be adapted and funding applied for, to ensure that it is best suited to the needs of all children.


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


  •  ISP’s are reviewed every 6 weeks and parents are invited to discuss their child’s progress and their next targets.Regular feedback on their child will be given. Meetings can also be arranged to discuss their child’s progress.

  • Parents can arrange to view their child’s learning journey and their trackers at any time. Their key person or managers will offer suggestions and guidance to parents about their child’s learning at home. Parental involvement is an integral part of this process and we believe parents are an essential part in contributing to the support for children with special educational needs.

  • We hold regular parent meetings and open mornings which allow parents/ carers to come and talk with their child’s key person and discuss progress.


 5. What support will there be for my child’s overall well being


  •  All About Me/EHCP forms provides us with information which helps to create a holistic picture of each child. It gives staff an insight into a child’s interests, likes and dislikes as well as any specific medical needs or existing special education needs.  Also giving parents a voice.

  • We have policies and procedures in place to ensure that a child’s wellbeing is supported.  We use the Leuvens scale of wellbeing and involvement.

  • All our staff are Paediatric First Aid trained.

  • Permission forms and administration of medicines is carefully recorded in accordance with our illness and medication policy.

  • We work closely with other professionals who can provide support for children and their families. We liaise with professionals from outside agencies such as Sensory Support, and SALT.

  • The SENCO monitors a child with special educational needs and will discuss their findings with all staff and parents ensuring that the well being of the child is supported.


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


  • If a child requires support from outside services, parents will be consulted prior to any support actioned. Some specialist services will attend the setting and observe children in the nursery environment.

  • The SENCO can refer a child to specialist services which may include speech and language therapist, occupational therapist, health visitor, GP and Paediatrician.


 7. What training are the staff supporting children with SEND had or are having?


  • Our SENCO has experience with music therapy, the CAMHS team and Penhaligon Friends.  Network meetings focused on autism awareness, visual training, pathway training and SENCO code of practice.


 8.  How will my child be included in activities outside the classroom including school trips?


  •  A risk assessment is carried out to ensure that access is suitable for every child.  Hi adult to child ratios are maintained.


 9. How accessible is the setting environment


  • Car Parking available.

  • Ramped entrance to main building.

  • Low level toilets and sinks.

  • Hard paths to play areas.


 10. How will the setting prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?


  •  A meeting can be arranged with the SENCO and parents to discuss the individual needs of their child.

  • Information will be gathered through a variety of means e.g. All About Me Forms/EHCP. Reports from health care professionals such as health visitors, speech and language therapists identify children’s individual needs. The setting welcomes parents and professionals sharing these reports with them in order to plan appropriately to meet individual needs.

  • Settling - an induction session is arranged in the term before a child begins nursery. Parents can bring their child and meet their key person. The child will be able to stay for a settling period.  However, if a child is not settling we will of course contact the parent and arrange for the collection of the child. A gradual settling process may then be required. This is discussed and agreed with parents on a case by case basis.

  • Each child is allocated a key person to help a child settle. If necessary, a member of staff will telephone parents to let them know their child has settled.


 Transition to School


  •  The Manager and SENCO will complete a transition report which informs the receiving school about the needs of the child. With permission, information such as their ISPs will be shared and a meeting will then be arranged usually in the 2nd half of the Summer Term. The meeting will include parents, SENCO, the School SENCO and any invited additional professionals to meet and discuss the child’s needs to ensure that a smooth transition is made from nursery to school.


 11.  How is the decision made about what type and how much support my child will receive?


  • A decision about the type of support needed will be based on discussions with parents, child, SENCO and the recommendations made by the relevant professionals.

  • A child’s EHCP will help to provide staff with information about a child’s specific needs and an informed decision can then be made.

  • The SENCO will create an ISP designed to provide specific targets and support.

  • The ISP is reviewed every six weeks. The SENCO will liaise with a child’s key person and a meeting then arranged with parents to discuss the next steps.



12. How are parents involved in the setting? How can I be involved?


  • Parental involvement in a child’s development at nursery is essential.

  • We value parents’ sharing their knowledge about their child's needs, interests and progress.

  • Parents are encouraged to fill in the parent’s book.

  • Parents are able to arrange regular informal meetings with their key person or the SENCO.

  • We have an Open door policy.


13. Who can I contact for further information?


  •  Key person and Manager are available to discuss your child’s progress.

  • The SENCO is able to discuss your child’s support and education.

  • If you have any concerns about your child, please speak to the Manager or SENCO.

  • Please contact the Manager to arrange a viewing, settling session or for any additional information about your child’s needs.

  • The SENCO, Vicki Bramhall can be contacted on the nursery phone number: 01637 830680.

  • Additional advice and information can be found on the Family Information Services website –

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