Welcome to

Red Bus Downend

Settings Local Offer - Educational Framework for Early Years Settings.

 

South Gloucestershire Council Vision is for the Local Offer:

“every child and young person with a special educational need or disability to be given the best chance to succeed in life by enabling them to maximise their potential at school and college and move successfully into adulthood”

At Red Bus this is how we ensure this vision is incorporated into our practice, below is a list of frequently ask questions from parents/carers.

 

How will you know if my child needs extra help and what should I do if I think my child may have Special Educational Needs?

  • Observe all children and if we have concerns about your child will talk to you first
  • Raise concerns with Key person, Health Visitor, named SENCO
  • Will work in partnership with you, the parent
  • Online Learning Journals
  • SEND policy – named SENDCO
  • Access training so able to reflect on this/capable to address
  • Issues/informed

 

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

  • Key person role/hand over routines/Settling in programme
  • Working with other professionals
  • Environment
  • What can be offered for all children
  • Food – healthy snacks, meeting medical needs

 

How accessible is the setting environment?

  • Describe accuracy of building/outdoor area/stairs
  • Flexible structure outdoors/toileting
  • Acoustics/Limited accessibility as over 4 floors/stairs only/carpeting spaces
  • Storage
  • Outdoor space on terraces leading to multiply levelled garden with different surfaces

 

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

  • We need to adhere to Send Code of Practice. Continuous dialogue with other professionals/agencies. Key person approach. SENDCO support specific to needs of child.
  • Ratios in room/setting

 

  • 1:1 if needs of child

 

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

  • Transition policy/paperwork
  • Settling in pack/procedure
  • All about me – with parents
  • School visits
  • Encourage home visit from school – liaise
  • Transition Documents and child’s progress reports forwarded to School

 

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

  • Parent and Key person meetings/ TAC (team around the child) meetings

 

How are your resources allocated and matched to children’s Special Educational Needs?

  • Early years specific – resources not necessarily to children’s age – stage
  • Open ended
  • Inclusive
  • Differentiated

 

How will staff in your setting support my child and how will you communicate to all staff that my child has Special Educational Needs or a disability and the support she/he will need?

  • Specialist training – epilepsy etc.
  • Key person
  • Staff meetings – confidentiality – need to know
  • All staff to work with the child
  • SEN support plan/SAF (Single Assessment Framework)
  • Within our setting we adhere to COP (Code of Practice)
  • Under our Ofsted reg. we adhere to COP and EYFS (Early Years Foundation Stage)

 

How will my child be included in activities outside the setting including visits or outings?

  • Risk assessment
  • Inclusive ethos
  • Work with individual needs to ensure access to all activities

 

  • Ratios
  • Differentiated activities/equipment
  • Working with parents
  • Listening to the child
  • Adapting the environment to meet needs.

 

What specialist services and expertise are available at or accessed by your setting and how do you all work together?

  • Experienced, qualified, knowledgeable and caring staff
  • Local Authority – Setting Support Officer, Children’s Centre
  • Designated SENDCO
  • Occupational Therapist, Health Visitors and Speech and Language Therapist visit the setting when needed to give advice and support, Social services, Educational Psychologists etc.
  • TAC meetings
  • All staff work together

 

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

  • Based on child’s development
  • Inclusive
  • Appropriate activities and equipment
  • Observations, monitoring, assessing, (Plan, Do, Review)

 

What training has the staff supporting children with SEND had or are they having?

  • SENCO training
  • Specific SEN training e.g. Hearing impairment training
  • Staff knowledge updated – staff meetings
  • Visual aids and Makaton used
  • Other agency support
  • Experience of managing children with medical needs e.g. Epipen, Asthma
  • Reviewing of policies, SEND, Inclusion, Behaviour Management
  • Commitment to CPD (Continuous Professional Development)
  • Accessing VLE (Virtual Learning Environment)

 

Who can I contact for further information?

  • Local offer – South Gloucestershire www.southglos.gov.uk/localoffer
  • Supportive parents
  • Children’s Centres – Sure Start

 

  • One Big Database
  • Health Visitors
  • GP
  • Opportunity groups
  • Charity groups – support
  • SENDCO
  • Other parents
  • Early support

 

How are parents involved in the setting? How can I be involved? How will you build on your equal partnerships with parent carers?

  • Volunteer
  • Parent events
  • Parent groups
  • Parent training/workshops
  • Newsletter, website, information packs
  • Questionnaires
  • Sharing information between our setting and home
  • Home learning – sharing resources
  • Non-judgemental
  • Recognise parent is the first educator
  • Online Learning Journals
  • Communication books
  • Open door policy