1. How do you communicate with the parent / carer whose child has SEND?
In our early years setting we place a strong emphasis on building positive and trusting relationships with parents and carers of children with SEND. We recognise that parents know their children best, so we work in partnership with them to share information, celebrate achievements, and agree on next steps for their child’s development. Communication is regular and consistent through daily handovers, tapestry and scheduled review meetings with the SENCO. We ensure all discussions are open, supportive, and free from jargon, so parents feel confident and fully involved in decisions about their child’s care and learning. We also share observations, progress updates, and practical strategies that can be used both at home and in the setting, ensuring a consistent approach. Above all, we listen carefully to parents’ views, respect their expertise, and work together to provide the best possible support for each child’s individual needs.
2. How do you help children settle into your setting?
In our early years setting, we recognise that children with SEND may need additional time, understanding, and support to settle confidently into a new environment. We work closely with parents and carers from the very beginning, offering personalised settling-in sessions that reflect each child’s individual needs, abilities, and comfort levels. Before the child starts, we gather detailed information about their routines, triggers, communication methods, and preferred ways of learning to ensure we can provide a consistent and supportive experience. The key person plays a vital role in building a secure and trusting relationship, offering reassurance and continuity through familiar routines and calm, predictable transitions. We adapt our environment and resources where necessary — for example, using visual timetables, sensory tools, or quiet spaces — to help the child feel safe and included. Throughout the settling-in period, we maintain regular, open communication with parents and any involved professionals, working together to review progress and make adjustments that help the child feel confident, happy, and ready to learn.
3. What help and support does your setting offer to children with SEND as they move rooms or move on to school?
In our early years setting, we understand that transitions can be particularly challenging for children with SEND, so we plan these carefully and sensitively to ensure each child feels secure and supported. We begin transition planning well in advance, working closely with parents, carers, and any professionals involved to create a personalised transition plan that reflects the child’s individual needs and preferences. When children move rooms within the setting, we arrange gradual visits with their key person to help them become familiar with the new environment, routines, and staff. For transitions to a new setting or school, we share relevant information such as support strategies, progress reports, and SEND plans to ensure continuity of care and learning. Where possible, we invite the new teacher or SENCO to visit the child in our setting and arrange opportunities for the child to visit their new environment. Visual aids, social stories, and transition photo books are also used to help children understand and prepare for the change. Throughout the process, we work closely with families to provide reassurance, maintain consistent routines, and ensure the child feels confident, valued, and ready for the next stage in their learning journey.
4. How do you find out how each child likes to learn?
In our early years setting, we recognise that every child with SEND is an individual with their own unique strengths, interests, and ways of learning. We take time to understand how each child learns best through close observation, positive relationships, and ongoing communication with parents, carers, and any other professionals involved. Before a child starts, we gather detailed information about what motivates and comforts them, how they communicate, and what strategies work well at home. Once they have settled, practitioners observe the child in a range of play and learning situations to identify how they engage — whether through sensory exploration, visual support, repetition, movement, or one-to-one interaction. We use this understanding to adapt activities, resources, and our teaching approaches so that learning is meaningful, accessible, and enjoyable for every child. For example, we may use visual cues, sensory materials, or a quiet space for concentration, depending on the child’s needs. Regular discussions with parents and professionals ensure we review what works best and continue to build on the child’s preferred learning style, helping them to feel confident, capable, and successful in their development.
5. Inclusive practice / SEND training and expertise within this organisation
The settings SENCo is trained at level 4. Two team members are level 3 SENCo trained, and one team member is currently completing the level 3 qualification as of October 2025. All team members complete short courses regularly in relation to SEND and the SENCo will work with all team members to ensure they are kept up to date with any changes to SEND practice.
The information in this SEND Local Offer was completed on 15/11/25