The Stepping Stones Local Offer

How does the Early Years Setting know if children need extra help and what should I do if I think my child may have special education needs or disabilities?

All children joining the preschool are allocated a key person who works closely with the family to support the child settling in. The key person discusses the child’s needs with parent/carers, makes observations and collects evidence of the things they like and can do. If the key person has concerns that a child is not progressing as expected and needs extra support in some areas of the curriculum they will speak to the parent/carer, seek advice from the group’s Special Educational Needs Coordinator (SENCO) and if necessary, a referral to the West Sussex ‘Integrated Front Door’ (IFD, formerly MASH) will be made.
A parent/carer with concerns about their child should initially speak to their key person.

How will the early years setting staff support my child?

The SENCO and key person will seek advice from the Early Help team. Using their suggestions an Individual Play Plan (IPP) will be devised to support the needs of the child. Every member of staff will be aware of the play plan and will actively implement it when working with the child, collecting observations for the key person/SENCO assessments. Any reports from outside agencies, progress or strategies will be shared at regular team meetings.

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

The IPP will be based on the child’s likes and interests. The key person will gather evidence in the form of observations and discussion with the parent/carer and child. This will inform the planning/observation/assessment cycle to insure the child is making progress across all areas of the curriculum. This evidence will be collated in the child’s Learning Journal.

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

Alongside access to the child’s Learning Journal, regular meetings will be held with the parent to discuss progress. Visits from the Early Help team will include a meeting with the parent and key person to set achievable next steps for the child. If necessary, to maintain regular contact between setting and home, daily messages will be exchanged with the child’s family via the messaging service used by the setting. Monitoring will be carried out regularly to mark progress and review strategies.

What support will there be for my child’s overall wellbeing?

Staff are aware that all children need to feel valued and supported. Every child in the group will be treated with equal regard, concern and respect. An Inclusion Policy is in place (contained within the group’s Policy Document-revised at least annually and available to all parent/carers via the website). All staff are aware of their role in supporting children with additional needs.

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

The group’s SENCO attends regular briefings to ensure the setting has access to all available resources outside the group. They liaise with and coordinate with external agencies to maximise the positive impact on the child’s development. The SENCO offers support to the key person, monitoring the quality of SEND provision in the group.

The Early Help team offer support to staff in the setting, making initial assessments of the child’s needs and ensuring the appropriate agency is appointed to provide ongoing support.

What training have the staff, supporting children with SEND, had or are having?

Staff are committed to maintaining and updating their knowledge through regular training. Staff training has included manual handling, communication, autism awareness and speech and language. Should a child join the setting requiring specialist support, staff will seek suitable training at the earliest opportunity. The SENCO has a level 4 SEND qualification and attends regular network meetings to ensure staff remain aware of current best practice.

How will my child be included in activities outside the early years setting?

Any child, who it is felt is experiencing difficulties, will be offered encouragement and support from all the staff to enable them to participate fully in all activities. The child’s key person will assess the provision to ensure the appropriate level of support is provided. Regular discussion with parent/carers will determine the suitability of the activities offered.

If the needs of a child cannot be met without the additional support or the purchase of specialised equipment, Stepping Stones will explore the possibility of securing additional funding or the possibility of a loan from approved services.

How accessible is the early years setting environment (indoors and outdoors)?

To ensure the environment is accessible to all families an annual Accessibility Audit is carried out. Whenever possible the advice of families using the setting will be sought. Whenever building changes are planned the needs of disabled users will be considered. Recent works include ramps to enable wheelchair users to access the building and the installation of an accessible toilet.

Staff use early years ‘say and sign’ when talking to children. They also use visual aids to support the needs of children with speech and language difficulties and those with English as an additional language. These include a visual timetable, emotion cards, ‘I feel poorly’ point & select picture symbol visual aid. Each member of staff carries a positive behaviour reinforcement picture exchange keyring to support all the children with managing their behaviour. Risk assessments are in place in the setting and additional risk assessments will be carried out on an individual basis, depending on the needs and abilities of the child.

How will the early years setting prepare and support my child to join the early years setting or transfer to a new setting/school?

Before joining the setting, the child and parent/carers will be invited to a pre-entry meeting to fully discuss the needs of the child. Any agency already involved with the child will also be invited to attend. A member of the Early Help team will be present to ensure the setting is prepared, advising on purchasing equipment or applying for additional funding support if necessary.

A full medical history will be taken and a health care plan is drawn up.

The family will be invited to ‘Stay & Play’ sessions for the child to meet the staff, their key person, and complete all relevant paperwork before the child starts in the group. The parent/carer will be asked to complete an ‘All About Me’ document giving details of the child’s likes/dislikes, regular routines, personal hygiene needs and comforting strategies.

When the child leaves to go to school a transition meeting inviting the parent/carer, early years setting SENCO, key person, and school SENCO is held. Visits are offered to the school teacher to see the child in the early years setting. The child’s play plans, monitoring and a summary report of their likes and interests are passed on to the school.

How are the early years setting’s resources allocated and matched to children’s special educational needs?

If the needs of a child cannot be met without additional support, or the purchase of specialised equipment, Stepping Stones will explore the possibility of securing additional funding.

SEN funding is allocated according to the individual needs of the child. On occasion the funding may be spent on employing additional staff to increase the number of adults in session. This will not mean 1-1 support for the child but will ensure more staff are available to offer support when needed. Specialist equipment may be purchased to support the child’s development.

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

The amount of support a child receives is decided following the pre-entry meeting and advice from any agencies already involved. The support is regularly monitored, and the child’s planning/observation/assessment cycle determines the ongoing support offered. Parent/carers will be regularly consulted to ensure they are aware of, and happy with, the provision. The implementation of the IPP and its regular review will measure the impact any support is having.

How are parent/carers involved in the early years setting? How can I be involved?

Parents are encouraged to be actively involved in the setting and their child’s learning. Parents and carers are welcome to join us for a session so they can see the setting in action. The child’s Learning Journal is regularly updated by their key person so the family can see what the child has done in the setting and parents are asked to add photos and observations from home.

IPPs are shared with parent/carers so their views and ideas can be included.

Regular social events are held throughout the year for parents, children and staff to come together in a more informal situation.

Who can I contact for further information?

If you require further information on our SEND provision and session availability please speak to the setting manager, Jackie Tubb. Once your child has joined the group your child’s key person will meet with you regularly to discuss your child’s progress. The setting SENCO, Molly Craven, will advise you of other support services that may be able to offer information and help.

The West Sussex Local Offer is available here.