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SEN and Disability

Local Offer: Early Years Settings
Name of Setting: Little Chicks
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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 Authoritys Local Offer:

INSERT LINK HERE

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 childs
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-SETTINGNAME
eg: LO-FLUFFYBUNNIES

Setting Name and
Address

Little Chicks
Carleton GreenC.P. School
Arundel Drive
Carleton
Poulton-le-Fylde FY6 7TF
Telephone
Number
01253 891228
Website
Address

Does the settings
specialise in
meeting the needs
of children with a
particular type of
SEN?
No Yes If yes, please give details:


x

What age range of
pupils does the
setting cater for?
3 - 4
Name and contact
Judith Stock
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details of your
setting SENCO

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

Judith Stock Manager
Contact
telephone
number

01253
891228
Email
littlechicks@carletongreen.lancs.sch.uk

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

Name

Judith Stock
Date

Please return the completed form by email to:
IDSS.SENDReforms@lancashire.gov.uk

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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

Little Chicks is a term-time sessional pre-school setting based within a classroom of Carleton Green
C.P. School. Little Chicks is registered to take 16 children per session and is accessible to all children
from the term they turn three. Children may attend either morning, afternoon or add a lunch session to
create a full day from 8.45 am 3.45pm.

We have three full-time members of staff, consisting of a Manager, Deputy Manager and Pre-school
assistant all of which are key workers. The Manager is also the SENCO and the person responsible for
behaviour, PICO, ENCO and nominated officer for safeguarding.

There are also two part-time members of staff, a pre-school assistant who covers the manager for
preparation, planning and assessment and management two afternoons a week and a dinner lady who
assists with lunch time supervision.


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 wheelchair access via the main school entrance which has close proximity to a disabled
parking space. From the classroom the outdoor area is accessible via a small step, but wheelchair
access can be obtained by an indirect route via a wheelchair. Toilet facilities are adjoined to the
classroom and can be accessed independently by the children.
Within the setting there is a parents information board and all new parents are given an information
booklet outlining opening times, fees, the curriculum, the behaviour policy and complaints procedure. All
policies are available to parents on request. Each week we send out a newsletter outlining the activities
and learning the children have engaged in the previous week and how they can assist in their childrens
learning and information such as dates of events, requests for junk etc.
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Three times a year parents are invited in to join in their childs play at a parent activity afternoon and to
three parent consultation evenings where parents can look at their childs Learning Journey and talk to
their key worker about their childs learning and development.
The classroom is a light and bright room with roller blinds at the windows and door. The walls are
painted a pale yellow with display areas mainly at adult height which contain bright colourful displays
created from childrens work. The floor is covered in a non-slip vinyl flooring with colourful rugs. There is
a quiet/reading area with a rug and cushions to create a cosy area. Each area has child accessible
labelled storage with photographs and words, within the areas of provision enabling the children to self-
select resources of their choosing. All the resources are age-appropriate and of good quality. All the
furniture within the setting is free standing and could be rearranged in order to meet a childs needs.
There are adjustable height tables and appropriately sized chairs for the childrens age.
The outdoor environment consists of a secure garden area with tarmac paths and false grass areas.
There are also two large vegetable beds, a flower bed, a stage and setting area, wendy house, sand pit
and three water trays of varying heights and a large shed for storage. From the garden area the setting
is able to access the school infant playground and the school field where the children can climb on large
tractor tyres and balancing steps.
The children are able to access the outdoor environment each session when a variety of
resources/activities are available to the children which are selected to suit the childrens needs and to
promote childrens development and learning.


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?

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What the setting provides

Prior to a child starting at Little Chicks parents are asked to complete an All About Me booklet which
informs the setting as to a childs interests and dislikes. Within the registration form there is an area for
parents to express any known medical conditions, special needs, disabilities, allergies or dietary needs
their child may have. From this, with the parents, the setting can put care plans and risk assessments in
place that will ensure the child can access the setting safely and all the practitioners are aware of the
childs needs. The registration form also asks parents to provide details of any other professionals that
work with their child. We will then seek advice from outside agencies such as occupational therapists,
physiotherapists and language and communication therapists to ensure the setting and its resources
are appropriate for the child and any extra resources or equipment required can be sourced prior to the
child starting at the setting.
Each child is assigned a key worker who has responsibility for tracking their childrens learning and
development. This will start with the keyworker completing a baseline assessment from which they will
continue to track the childs learning and development via observations which are collected in the
childrens learning journey. From these observations the childrens next steps are ascertained which
then go towards informing the next weeks planning.
All childrens baseline assessments and learning journeys are shared with parents on a formal basis at
termly parent consultation evenings although children and parents are able to access their Learning
Journeys at any time. At Little Chicks we create time at the beginning and end of each session for
parents to be able to chat to their childs key worker and appointments can be made for more
confidential and in depth discussions on their childrens needs and parents concerns. Key workers will
also feedback to parents anything of significance which has occurred such as achievements, activities
accessed and food eaten.
In addition to the childrens learning journey we undertake the 2 year progress check for children who
are still 2 on entering the setting as required by the EYFS. This progress check is reported back to
parents where any strengths and concerns that have been identified can be discussed with parents and
the childs next steps ascertained.
Three times a year parents are invited to a consultation evening, when key workers will discuss their
childs development and parents will be able to look at their childs learning journey and to ask
questions or voice any concerns they may have. If at any time the setting has any concerns with a
childs development or well-being then these concerns will be voiced to the parents, as long as this is
not felt be detrimental to the childs well-being.
The next steps for the childs learning and development will then be discussed with the parents, these
next steps may require the childs key person to target a specific area of development and plan
additional opportunities for the child to have experiences designed to support this area of learning and
development which has been identified. This enhancement and targeting links to our wave two
interventions identified within the settings provision mapping. The childs progress would be regularly
reviewed to see how the child has progressed and whether further support is required to ensure the
childs needs are met and that their learning is moving forward. In some cases this may include seeking
advice and support from outside agencies such as the area SENCO, speech and language therapists
which will require the consent of parents.
Our Special Educational Needs policy provides the context for supporting children through these next
steps. Our SEN policy is available in the setting.
Within the setting provision mapping is used to identify ways in which we can support all children within
the setting. Wave one identifies what provision we provide for all children, wave two shows the
provision for children who require a little extra input in a specific area and wave three the provision we
can provide for those children who require a more specialised or intensive intervention. Our provision
mapping is available in the setting or on our website.




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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?
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What the setting provides

At Little chicks we work within the framework of the EYFS. The setting is resourced according to the
age and needs of the children within its care and the practitioners use Development Matters and the
Statutory Guidance for the EYFS to plan provision and activities for the children. The EYFS identifies
three Prime Areas, Personal, Social and Emotional Development, Communication and Language and
Physical Development along with four Specific Areas, Literacy, Mathematics, Understanding the World
and Expressive Arts and Design.
The activities and provision within the setting are adapted to suit the needs of the children, practitioners
differentiate the activities they develop and the provision that is on offer to meet the needs of the
children within their care. For some children a greater level of differentiation is required because they
have additional or special educational needs. The practitioners within the setting are sensitive to the
developmental needs of all the children in their care and bear this in mind when planning activities
ensuring that all children are able to access the provision in a way appropriate to their needs.
Every child has a key person and it is the role of the key person to liaise with the childs parents,
regarding the childs needs, development and in supporting the parents to develop ways in which they
can support their childs learning at home. We provide a weekly newsletter which outlines the activities
and learning that has taken place the previous week and how parents can support this learning and
development at home.
The children and their parents can access their Learning Journey at any time and are actively
encouraged to add to it by reporting to practitioners the achievements and development made at home
or other groups accessed by the child. Parents are invited three times a year to a Parent Consultation
Evening where the childs key worker will report to the parents the childs progress and their next steps
in learning. Parents will also be able to look at their childs Learning Journey.
We also invite parents to three activity afternoons a year where parents can join in activities and
practitioners can demonstrate how to extend the childrens learning by asking open-ended questions
and following the childrens leads and ideas.




Teaching and Learning Part 2 - Provision & Resources

How are the settings resources used to support practitioners to meet childrens 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?
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What the setting provides
At Little Chicks we provide resources that are developmentally suitable for pre-school aged children.
We ensure that these resources overlap age phases above and below in order to cater for the needs of
children who develop at a slower or faster rate, ensuring that all children can access resources suitable
to their stage of learning and development. We use our provision mapping to help us to identify some of
the activities and resources available to support childrens needs.
Should a child require specific resources that are not available within the setting then the setting will
endeavour to either purchase these resources or loan them from loan facilities or support services
SENCO.
Within our setting we ensure that all the children can access all of the activities we have on offer, for
some children this may require extra risk assessments to be undertaken or for reasonable adjustments
to be made to provide additional support using supernumerary staff if appropriate.



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 childs education?
How and when will parents be involved in planning a childs education?
How are parents/carers involved in the setting more widely?
What the setting provides
At Little Chicks we actively encourage the parents to get involved in their childrens learning. On
entering the setting the childs key person undertakes a baseline assessment which the parents are
consulted on. From this baseline the childs next steps are identified and these are shared with the
parents. At Little Chicks we have an open door policy and time at the beginning and end of the day for
parents and carers to talk to their childs key person or look at their Learning Journey in which is the
development matters for each area relating their childs age and development. The childs baseline
assessment is highlighted in blue with further developments marked in a different colour for each term
making it quick and easy to see the childs development.
Parents are encouraged to tell the practitioners about things that have happened at home such as
achievements or disturbed nights etc either at beginning or end of a session or by placing a post-it note
on the childs photo.
At each parent consultation evening their childs development and next steps in their learning are
discussed and shared with parents. For children which require extra support a targeted learning plan
may be required, outlining the area of development targeted and what activities will be undertaken to
assist the child to move forward in their learning. This is shared and discussed with the parents and
then reviewed with parents after a given period of time and the childs next steps ascertained.



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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 with us we encourage the parent to bring their child on a visit to the setting. In the
summer term before our large September intake we hold a stay and play session. Here the parents and
children can experience some of the activities we have on offer and meet the childs key person. The
key person then has the opportunity to check the registration form and look at the childs All About Me
with them. Should parents require a private appointment to discuss a childs needs or in order for a care
plan to be put into place ready for the child starting then a date can be arranged.

As children leave the setting to move up into school we have a very good transition process especially
for those going up into Carleton Green C. P. School as we have very strong links with the school and
join together for some events and celebrations. For children who require additional support the setting
will work together with parents, school and outside agencies to ensure a smooth transition for both the
child and their parents.

We also have an open door policy and parent are welcome to drop in at any time or contact us by
phone or email should they wish to check on their child. The setting is also able to send a text message
to parents whose child was upset on their leaving but settled to reassure them or to inform about
forthcoming events.



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

At little Chicks we feel that ongoing training and development is of paramount importance for all our
staff. Through our performance management and our supervision meetings with staff we can pinpoint
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the training staff need to move on their own professional development and any needs required to
enable staff to fully support the childrens learning and needs in their care. All practitioners are trained in
Safeguarding, paediatric first aid and CAF level 1, level 2 (manager). The manager/SENCO is NNEB
and HLTA trained and the keyworkers are currently have NVQ level 3 and level 2 (training in level 3).
At Little Chicks we always welcome external professionals input in both training, advice and support. In
the past these external professionals have include, Speech and Language Therapist, Occupational
Therapist, Epilepsy Nurse and Physiotherapist. Our SENCO is able to call on the Area SENCO for
support and advice




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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
At Little Chicks we offer an open-door policy and welcome visitors into the setting to see the
provision we provide. Parents are always able to speak to their childs key worker or the
manager at the beginning and end of every session and for meetings of a more confidential
nature the manager and key workers will arrange a private appointment time.
At Little chicks we welcome suggestions on how we can improve our setting and will give
prompt and serious attention to any concerns about the running of the setting. We anticipate
that most concerns will be resolved quickly, by an informal approach to the appropriate
member of staff. If this does not achieve the desired result, we have a set of procedures for
dealing with concerns. We aim to bring all concerns about the running of our setting to a
satisfactory conclusion for all the parties involved. Parents may also approach Ofsted directly
to make a complaint.
Our Making a Complaint policy is available in full to parents.
If you would like more information about Little Chicks or would like to visit the setting, please
contact the manager, Judi Stock at:

Address Little Chicks
Carleton Green Community Primary School
Arundel Drive
Carleton
Poulton-le-Fylde
Lancashire
FY6 7TF

Telephone 01253 891228

Email littlechicks@carletongreen.lancs.sch.uk