SEND Local Offer

When the Children and Families Bill becomes enacted in 2014 local authorities will be required to publish and keep under review information from services that expect to be available for children and young people with SEND aged 0-25. The intention of this local offer is to improve choice and transparency for families. From the Local Offer parents and carers will know what they can reasonably expect from their local area. It will also be an important resource for professionals in understanding the range of services and provision in the local area. 


Date: January 14th 2017


Local offer 14 Questions and prompts


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?  


How do you identify children/young people with special educational needs?  How will I be able to raise any concerns I may have?  If the setting / school / college is specialist which types of special educational need do you cater for?



  • 2 year check, observations, Early Help Assessment, meetings with parents, SENCO and Keyperson available, policies, follow Code of Practice



  • Regular Observations – Summary and Planning

  • Progress Tracker

  • 2 year old Progress Check

  • Every Child a Talker – assessment form

  • Anne Locke assessment form

  • Blank Level – observation of Comprehension 

  • ‘One Page Profile' paperwork

  • Early Years Improvement Advisor – asked for advice

  • Key Person System/Policy

  • SENCO/Deputy SENCO

  • Early Help Assessment

  • Discussion with Parents –Partnership with Parents Policy

  • Open Door Policy


2)  How will early years setting support my child?  


Who will oversee and plan the education program and who will be working with my child/young person and how often?  What will be their roles?  Who will explain this to me? How are the setting / school / college governors or trustees involved and what are their responsibilities?  How does the setting / school / college know how effective its arrangements its provision for children and young people with special educational needs are?



  • Role of SENCO, 1:1 SEN support and Keyperson, use of outside agencies, Team around the child meetings, assessment and monitoring of child, transition, Advisor support from EYCS



  • Open Door Policy

  • Regular discussions

  • Outside Agency Involvement

  • Key person 

  • SENCO 

  • 1:1 /small group work


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


What are the setting’s / school’s / college’s approaches to differentiation?  How will that help my child/young person?



  • Planning for individual children and stages of development and environ, ISPs, additional support



  • Follow the EYFS

  • ISP’s

  • Planning to the individual needs of the children

  • Support in small groups or 1:1


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?


In addition to the normal reporting arrangements what opportunities will there be for me to discuss his or her progress with the staff?  How does the setting / school / college know how well my child/young person is doing?  How will I know what progress my child/young person should be making?  What opportunities will there be for regular contact about things that have happened at early years setting / school / college eg a home school book?  How will you explain to me how his or her learning is planned and how I can help support this outside of the setting / school / college? How and when will I be involved in planning my child’s/young person’s education?  Do you offer any parent training or learning events?



  • Meetings with parents, use of learning journey and summative assessment, 2 year progress check, COP and ISPs



  • 6 weekly review of ISP’s – with parent/carer

  • Regular meeting with parents/carers

  • Home School Books – Ideas of activities etc shared with parents

  • Tracking Forms – Summary and Planning sheets

  • Planning

  • Parents welcome to stay and play for a session

  • Annual Open Day

  • Parents can see child’s folder when they wish


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


What is the pastoral, medical and social support available in the setting / school / college for children with SEND?  How does the setting / school / college manage the administration of medicines and providing personal care?  What support is there for behaviour, avoiding exclusions and increasing attendance?  How will my child/young person being able to contribute his or her views?  How will the setting / school / college support my child / young person to do this?



  • Administrating medicines policy and care plans. Consulting with children, behaviour management and policies. Surrey`s guidance on intimate care and toileting  



  • Medicine Administration Policy

  • Qualified Staff

  • Planning for individual child’s needs

  • Don’t expect children to be toilet trained

  • Intimate care and toileting Policy

  • Behaviour Management Policy – and Officer

  • Key Person System

  • 1 x staff with Nursing Qualification

  • Most staff are Makaton trained

  • Health Care Plans for medical issues


6) What specialist services and expertise are available at or accessed by the setting / school / college?


Are there specialist staff working at the setting / school / college and what are their qualifications? What other services does the setting / school / college access including health, therapy and social care services.



  • Staff training (COP, ASD, ELKLAN), early language team input, Early Support, Advisors, outside agencies (SLT, OT, EP), multi disciplinary meetings  E-help (CAF)



  • 2 Staff members have ELKLAN – Early Language Training

  • Early Support Advisor 

  • 1 Staff is trained nurse

  • Outside Agencies  –  Occupational Therapist

Speech and Language Therapist

Educational Psychologist

Multi-disciplinary Team 

Social Workers


LEAP team


7) What training are the staff supporting children and young people with SEND had or are having?


This should include recent and future planned training and disability awareness.



  • Staff training and qualifications e.g. SENCO COP, Makaton, ELKLAN, INSET, senco forums 



  • 2 Staff members has ELKLAN – Early Language Training

  • 1 Staff is trained nurse

  • SENCO and Early Years Forums

  • Safeguarding training

  • Majority of staff have Makaton Training

  • Staff have attended various training for specific conditions –Down Syndrome, Autistic Spectrum Disorder. Selective Mutism


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


Will he or she be able to access all of the activities of the setting / school / college and how will you assist him or her to do so?  How do you involve parent carers in planning activities and trips?



Planning for trips out to include all children, adaptations and additional support 



Risk Assessment for Outings

Outings Policy

Planned trip by Committee annually


9) How accessible is the setting environment?


Is the building fully wheelchair accessible?  Have there been improvements in the auditory and visual environment?  Are there disabled changing and toilet facilities?  How does the setting/school/college communicate with parent carers whose first language is not English?  How will equipment and facilities to support children and young people with special educational needs be secured?



  • Current and possible changes to your premises, including all families, translations, visual support, extra funding (Inclusion grant etc) Equality Act, making reasonable adjustments



  • Wheelchair access to hall/garden

  • Disabled toilet with changing facilities

  • Inclusion Grant applied for to buy specific equipment

  • Policy/documents can be translated

  • Inclusion policy


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?


What preparation will there be for both the setting / school / college and my child/young person before he or she joins the setting / school / college.  How will he or she be prepared to move onto the next stage?  What information will be provided to his or her new setting / school / college?  How will you support a new setting / school / college to prepare for my child/young person?



  • Transition meetings and links with other settings and schools, TAF and multi disciplinary meetings to prepare for a child. Photo books and visits, Info passed on to new setting, Learning journeys, assessments etc 



  • Pre-start Transition Meeting if necessary

  • Pre-start visits

  • Transition to school meetings

  • Team around the Family meetings

  • Multi-disciplinary meetings

  • Photo books for children prior to transition

  • Good information sharing with other settings

  • Share learning record

  • Visits from local school teachers


11) How are the setting's resources allocated and matched to children’s special educational needs?


How is the setting’s/school’s/college’s special educational needs budget allocated?  



  • Deployment of staff in setting, additional funding e.g. Inclusion grant, discretionary funding, EHC Plan



  • High staff:child ratios

  • Additional funding via Inclusion Grant/Discretionary Funding


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


Describe the decision making process.  Who will make the decision and on what basis?  Who else will be involved? How will I be involved? How does the setting/school/college judge whether the support has had an impact?



  • Meetings with families and all professionals involved with child, EHCP, allocation of 1:1 support



  • Meet with family/professionals to discuss support required

  • Professionals targets are built into ISP’s

  • ISP’s discussed with parents/carers

  • Allocation of staff for 1:1 work


13) How are parents involved in the setting?  How can I be involved?


Describe the setting’s/school’s/college’s approach to involving parents in decision making and day to day school life including for their own child or young person.



  • Consulting with parents in planning for each child, home visits, EHCP



  • Parents involved at all stages of their child’s progress/plans

  • Home school books

  • Parent Emergency helper list

  • Parent rota – to help during a session

  • Involvement in Committee

  • Volunteers to wash/repair equipment


14) Who can I contact for further information?


Who would be my first point of contact if I want to discuss something about my child/young person?Who else has a role in my child’s/young person education?  Who can I talk to if I am worried?  Who should I contact if I am considering whether child/young person should join the setting/school/college? Who is the SEN Coordinator and how can I contact them?  What other support services are there who might help me and provide me with information and advice?  Where can I find the local authority’s Local Offer?



  • SENCO, Keyperson, Keyworker for child



  • Information about local services on Local Authority website

  • Child’s Key person

  • Supervisor/Deputy

  • SENCO 

  • Pre-school parent library – for loan of books

  • Information leaflets

  • Early years website

  • Chairperson/Committee

  • Website