Local Offer SEND

At St James’ with St Luke’s Pre-school we realise that all children are unique as are their needs and we give every child the support they need to be able to develop, grow and reach their full potential.


How our setting knows if young children need extra help and what our parents/carers should do if they think their child may have SEND.


We have a Key Person system in place where each child has a key person who will continuously observe the child and will track progress against the developmental matters, this will highlight any areas where the child may need extra support.

The key person is also there to build a positive and trusting relationship with the child and the parents/carers to enable information sharing to happen and for the parent/carer to be able to raise any concerns they may have about their child.


How our setting supports young children with SEND.

The key person and the parents/carers can discuss any possible needs they may feel the child has and then be able to plan for these needs. This may mean seeking advice from the pre-school SENCO, area SENCO or outside agencies such as Speech and Language Therapists, children centres, health visitors or Child development centres.

Reports from Health visitors may also raise concerns about a child with all parties involved getting together and sharing information about the child is the best way to plan effectively.

Once the plan has been set out the key person will work with the child, track their progress and record information to be shared at future meetings to show the child’s progression. Regular meetings will take place with the SENCO and area SENCO to make sure the plan is working for the child and make any changes that need to be made.


How our setting creates learning and development opportunities for individual children with SEND.

All the children attending our setting have the same opportunities as one another and all have access to the same activities. The staff are on hand to give extra support to any child that may need help or encouragement.


How our setting works in partnership with parents/carers.

When the child starts with the Pre-school we sit with the parent/carers and fill out “All about me forms” and gather as much information on the child as possible. This gives the Key person and the parent/carer a chance to discuss any concerns the parent/carer may have. the parents can also see the child's learning journey on Tapestry and also contribute to their child's learning journal.

The key person will also produce reports on the child such as the 2 year old progress check and also an end of year progress report which can also give parents/carers a chance to see their child’s progress.

We also keep a learning journal on each child which tracks their progress according to the EYFS and the early years outcomes, this is using the online learning journal system Tapestry, which can also help with parent interaction as parents can uploads pictures for staff to see. We also have a developmental journal for children with multiple needs which can help in tracking the progress of a child with SEND.

We use a home book system to communicate with parents/carers in which we write what the child has been doing that session and the parent/carer can write what the child has been doing at home. This is a great opportunity to keep in contact with parents/carers if they are not always the ones who pick the child up from Pre-school, also we can use what they do at home to carry it on in Pre-school.

We also involve the parents with the child’s next step plans, with how the parents/carers can achieve these at home, where we give out a copy of the next step plans with some post it notes for the parents to write on when the child has completed the next step.

We also give out questionnaires to parents to get their views and feedback on the setting which we will use to try and incorporate parents views and wishes in the planning and provision of the setting.


How our setting supports the wellbeing of young children with SEND.

Risk assessments are carried out daily in the setting to make sure the environment both inside and out is safe and hygienic, that the equipment is safe for the children to use and also for fire risks. The risk assessment is reviewed at the end of every term.

Health and safety risks would be carried out in partnership with primary care.

In accordance with our medicine policy the Key person/first aider would give out life saving medicine if and when needed by the child using medicine only prescribed to that child which is given to use by the parent /carer.

Positive behaviour is promoted by all staff as we are the good role models for the children to follow, we use rewards such as stickers and certificates and have 2 named SENCO’s (Keely Compton and Sue Jones).

We encourage the children to manage their own personal care in the setting by talking to them about why they are washing their hand before snack or after going to the toilet so they gain an understanding of why personal care is so important.



Staff training and experience in supporting young children with SEND.

Of the 2 named SENCO’s both have completed the training and have undertaken the new e-learning module on the new SEND code of practice along with all the other staff. We also have 2 first aiders with other staff booked to go on the first aid course later this year.


Specialist services and expertise accessed by our setting.

We have regular visits with the area SENCO to make sure the children in our setting are getting the support that they need to help the reach their full potential. We also access services from Speech and language therapists, the child development centre, health visitors and also the local children’s centre to make sure all information is shared with each other and that we are all working together for the good of the child.


Our accessible environment.

An access audit was completed and the short term actions are1) to use props and puppets to support understanding and participation in rhymes and stories, 2) all staff to attend equality / inclusion courses 3) more under-represented groups on the pre-school committee.


Long term – to start an equality working group

The preschool is all on one level and has double doors at each access point to accommodate wheelchairs and parents/carers with double buggies. Our garden area is also on one level with a slight hill on the grass area. We have a disabled toilet and also 2 other sets of toilets for the men and women and changing facilities available.

We keep all of the preschool policies and information on the information board as you enter the preschool, we have had the preschool prospectus translated in to Polish by one of the parents and we also have a member of staff who is Polish and can translate information to the parents. We have translated all signs into the languages of the children that attend the setting and we involve the parents by asking them to translate some words and phrases for us.

We have a staff board which has all of the staff member’s picture, name, role in the setting and qualifications, parents can instantly see who the SENCO’s of the setting are. We have 2 appointed SENCO’s in the preschool Sue Jones for the butterfly room and Keely Compton for the caterpillar room. All staff will be completing the awareness course for the new SEND code of practice and Keely Compton and Sue Jones have attended the enhanced training course.


How our setting prepares and supports young children with SEND when joining the setting and when transferring to another setting or school.

On starting the preschool parents/carers will visit the preschool and fill in any medical forms if needed and also all about me forms so we gain as much information on the child as we can, this also gives parents the opportunity to ask any questions or raise any concerns they may have for their child or if their child already has an Identified SEND.

With the transition from the caterpillar room to the butterfly room the key person will go with the child for the first few weeks to help them settle and to introduce the child to the teachers and children they will be playing and interacting with. This will help the transition process for the child and help them to feel safe and secure.

When the child is going to another school we talk about schools and turn the home corner in to a school room with lots of props and uniforms. We also have a school book with pictures of the local schools and their surroundings so the children can see where they will be going to. The schools are also invited out to come and meet the children in our setting before they go to school and it gives the child a chance to meet their teachers.

A transition passport is also sent to the school with all the information about the child on it with their likes and dislikes and what sort of learner they are.


How our setting organises its resources to meet the needs of young children with SEND.

We understand that some children with SEND may need some extra support and we will make sure the staff have the cover they need to be able to work with the child, there are also grants that can be applied for if one to one is needed for a child. All resources are available for all children and a picture book of the resources is on hand for the child to point to what they want to play with.


How we decide on appropriate support for young children with SEND.

We use our observations made in the setting and information gathered from parents to speak to the area SENCO and gain advice from them and we also take in to consideration the child, their age and stage as all children are unique. We will use all the information to make a plan for the child to help set out achievable goals for the child to meet and will review the progress of the child regularly.


How we involve all parents/carers in our setting.

We have 2 parent representatives who the other parents/cares can go to with any suggestions or concerns they may have and the representatives will talk to the manager or arrange a meeting with the parents. We also send out parent/carer questionnaires to gain feedback from parents/carers and give them the opportunity to suggest anything they would like to see in the preschool.

We also send out a news letter with information of concerts/events that are coming up and other relevant information for the parents/carers.


Who to contact for further information.

The first point of call for advice or information can be either the 2 named SENCO’s or the setting manager Sue Thompson.

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Directions from M11

Head southwest on M11 toward Exit 7
Exit junction 7, A414 Chelmsford/Harlow
At the roundabout, follow A414 Harlow
Turn left onto Southern Way/A1169
Go through 8 roundabouts
Turn left onto Perry Rd
Destination will be on the right

Email: stjames.stlukespreschool@yahoo.co.uk

Contact us: 07932 213960

Sue Thompson (Pre-School Manager)
Sue Jones (Pre-School Deputy Manager)

St Jame's with St Luke's Pre-School

Perry Road, Harlow,

Essex. CM18 7NP