Constantine School House Local Offer

Constantine School House aims/strives to meet the needs of children with Special Education
Needs and Disabilities. We are supported by other professionals within our Local Authority to
ensure that all children regardless of their specific individual needs make the best possible
progress whilst attending our pre-school.

Pre-school are supported to be as inclusive as possible to meet the needs of children with
Special Educational Needs and Disabilities to ensure that they can attend mainstream settings
wherever possible-where parents want this to happen.

1) 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
When a child first joins us we help them to settle in and carry out a series of general
observations that help us to identify their wants and needs. If we feel that a child needs extra
support we will complete a ‘concerns’ form and liaise with the child’s parents/carers as to what
steps need to be taken. Again after observations if we still feel concerned about their progress
we will refer them to the appropriate professional bodies for the extra support that they may

2) How our setting and our staff support young children with SEND
Each child is allocated a Key Person and a buddy who will work in partnership with you and
your child. Trusting relationships will be formed to ensure that there is good communication to
allow for the sharing of information to take place effectively.
Upon entry and throughout the transition period your Key Person will work with you to gather
specific baseline assessment information to ensure your child’s individual needs can be met
through their own interests and capabilities. Through these assessments we can formulate
specific plans that will be put into place for your child and these will be shared with you.
Our designated named SENCO’s within the setting will also work closely with you and your child
and will/may be involved with writing IEP’s that will be focused around your child’s areas of
need which will also be shared with you.

3. How our setting creates learning and development opportunities for individual children with
Every child within our nursery is unique and each child's development programme is carefully
planned by their key worker who takes into account their special interests and needs. We plan
for the child's individual stages of development through the EYFS and Montessori education.
Constantine School House is full of fun and challenging activities that are tailored to suit every
stage of development and every child's special need. Our Practical Life activities which are
basic, useful and purposeful and which allow children to use materials that are familiar, real
and functional help them gain control and co-ordination of movement and prepare them for
growing independently in their environment. Arts and crafts activities are always available for
the child to choose from, helping them to express themselves and fire their imagination.
Sensorial play, both inside and out help them to explore the world around them. We encourage
lots of physical play in our spacious and well equipped garden, packed with apparatus and
activities for them to climb, balance, create and move freely. Here we teach phonics, writing,
numeracy and provide cultural education at all levels, tailored to each individual child's needs.
Constantine School House makes learning fun.

4. How our setting works in partnership with parent/carers
On first visiting the setting parents are shown around, introduced to the staff and can feel free
to ask questions. We take them through our daily routine, we show them examples of our
Learning journals and individual plans and talk them through the settling in process. Once the
parents/carers have made a decision to enrol their child they are offered 2 free settling in
periods in which the parents can choose to stay with their child or to leave them solely in our
On first arrival at the setting parents are given an ‘All About Me’ sheet to fill in, providing us with
the appropriate information about their child’s likes, dislikes, interests and their overall
development so far (see attached form).
We also use communication books which inform parents of what their child has been doing
that day. These books go home with the child each day and parents are free to add
comments and information.
Each child has a learning journal which contains information and photographs of the child’s
development throughout the year. Parents can access this at any time and can comment on
our regular summaries. Parents have many opportunities to talk with staff and key workers about
their child’s progress or discuss any concerns they may have. If a more in depth discussion is
required we can arrange for a one to one meeting. We have a parental involvement policy at
the nursery as well as a newly updated SEND policy.
For children aged between two and three years we invite parents/carers to come in and
complete a two year progress check with us
For the children who need extra support we have a One Plan, which is a personal document
tailored to each individual child’s needs and requirements.
The steps to our One Plan are:
+ Documented observations of the child and liaise with parents
+ Set goals on the findings of our observations
+ Review and update on a regular basis and call in appropriate professionals if required.

5. How our setting supports the wellbeing of young children with SEND
At Constantine School House we work as a close knit team and have regular staff meetings in
which we can discuss the progress of children with SEND. We devise a one plan profile which
focuses on the child’s individual needs and support needed. By using an early support system
we can offer one to one support if needed and regularly liaise with the appropriate professional
bodies. If required we can request specialist equipment and funding for extra support.

6. Staff training and experience in supporting young children with SEND
We have 2 named and nominated SENCO's within our setting. Both have attended SEN Code
of Practice and One Plan training.
All of our staff hold current Paediatric First Aid certificates and we offer staff training in
Safeguarding / Behaviour / ENCO/ EAL and Inclusion. Our current training plan includes on-
going identified training needs aimed to ensure that children and staff are always fully

7. Specialist services and expertise accessed by our setting
The pre-school has access and support from specialist teachers and the Area SENCO if/ when a
child is in receipt of an IEP/Statement we will work alongside any other professionals involved
with any child and they will be encouraged to visit our setting and work with our staff.

8. How our setting includes young children with SEND in community based activities and outings
Every child in our setting is included in outings regardless. This year we have taken our children
on several outings including a trip to the post office where the children got to post a letter to
home and we also went to visit a supermarket with a shopping list of things to buy. The children
got to count out and handle real money. We have also had a trip to the local farmer’s market
and the theatre. In the spring/summer we take our pre-school children to the local fields to
learn football skills with our football coach. Any child in our care who has special needs will
have one to one supervision and parents are invited to join us. After carrying out a risk
assessment all parents are informed in advance of any outings we plan in order to gain their
consent. We follow our Outings Policy. There is at least one First Aider on every trip, we take a
First Aid box and any special medication a child may require with their individual health care
plan, mobile phone and emergency contact details.
9. Our accessible environment
An access audit was completed on the 30/6/14 this will be completed annually but may be
reviewed before this time if deemed necessary. Various actions have been highlighted by the
access audit and have been added to a single equality scheme with the aim that these
actions will be completed by 2017. In this time new actions can be added if required. A leaflet
has been sent out to parents giving them information of the role of the ENCO (equality named
coordinator) and the need for an equality working group which parents have been invited to
give ideas for making the setting more inclusive and attend equality working group meetings.
Some of the actions which have been put on to the single equality scheme are to work closer
with parents and children with English as an additional language this has included creating
welcome signage relevant to families attending the setting as well as commonly used words
around the setting. More positive images also need to be presented around the setting to
make children more aware of various family situations, races, religions. Another action that
came to light was the possible need for a handrail in the children’s and adult toilets if required.
In both rooms visual time tables have also been introduced to represent the daily routine as well
as visual images for areas such as water station and toilets. In both rooms children are also
taught makaton signs by use of sign of the week. Makaton is also reinforced through use at
snack time and mealtimes. We currently have many resources however, if specific resources
and equipment are required to help children with specific needs we would work in conjunction
with the area SECO and family as well as any other outside agencies.

10. How our setting prepares and supports young children with SEND when joining the setting
and when transferring to or from another setting or school.
When joining the setting children have a settling in period where the parent/carer has the
choice of staying with their child for all or part of the sessions if they prefer. If we find that child is
taking a while to settle we can arrange for a home visit where their key worker can go to see
and interact with the child in their home setting, giving them extra reassurance and making
them feel more comfortable.
Many different strategies are in place to enable the child’s transition to or from another setting
to be as smooth as possible. If the child has special needs we will liaise with our other setting’s
SENCO to exchange any relevant information regarding SEN records. Where a child may have
more specialised needs, a meeting can be arranged between us, the other setting’s SENCO
and the parents/carers.
To prepare our children’s transition to ‘Big School’ we arrange for their new teachers to visit and
get to know the children. We have photographs and information on the new schools as well as
examples of uniforms they may be wearing. The children enjoy our school role play area where
they can try on the uniforms and work with exercise books. We have group discussions on what
will be expected of them and all the things that they can look forward to once they start
school, reassuring them that it will be something exciting to look forward to.

11. How our setting organises its resources to meet the needs of young children with SEND
We have a large variety of age appropriate resources that all children have access to
including resources for children with special needs. We also use visual timetables and aids when
required. We can also provide more specialised equipment if needed. We encourage heuristic
play and have a mixture of treasure baskets and busy bags for children of all ages. Our
equipment is regularly risk assessed to insure safe play at all times.

12. How we decide on appropriate support for young children with SEND
If your child has already had a diagnosis before he or she starts at our nursery, we will have a
meeting with you to discuss the appropriate support that may be needed. Decisions are made
through consultations with yourself, the nursery SENCO, any specialists involved and your child's
key staff.
If there has not been a diagnosis but you or your child's key staff have identified a possible
problem we will hold a meeting to discuss ways of supporting your child. We will carry out
observations on your child's progress that we will share with you on a regular basis. The nursery
SENCO will draw up a One Plan* in collaboration with you and your child's key person. This will
be reviewed regularly and the support given will be assessed and moderated where
All monitoring of children's progress is carried out on a regular basis and recorded to ensure that
each child is progressing in all seven areas of the Early Years Foundation Stage.
* The One Plan is......a process of continual listening and learning about what is important to
and for the child, with the child's family, friends and professionals working together to make this
Principles of The One Plan
1. Focus on the child as an individual
2. Enable children and their parents to express their views, wishes and feelings.
3. Enable children and their parents to be part of the decision making process.
4. Be easy for children and their parents or carers to understand and use clear, ordinary
language and images rather than professional jargon.
5. Highlight the child's strengths and capabilities.
6. Enable the child and those who know them best, to say what they have done, what they are
interested in and what outcomes they are seeking in the future.
7. Tailor support to the needs of the individual.
8. Organise assessments to minimise demands on families.
9. Bring together professionals to discuss and agree together the overall approach.
10. Deliver an outcomes-focused and co-ordinated plan for the child and their parents.

13. How we involve all parents/carers in our setting
Many parents have enjoyed coming into the nursery and participating in our topic
presentations such as farm animals, festivals, Roman history and fantastic science experiments.

14. Who to contact for further information
To discuss any issues including registering your child or for further information please contact the
Owner Collette Wood on 01206 768130 or
Alternatively you can ask to speak with one of the setting SENCO’s……
More detailed information can be found