The Special Educational Needs and Disability (SEND) Reforms will place a statutory

requirement on settings from September 2014 to make information available to parents about
how the setting supports children with SEND. The information you make available will form the
main basis of your setting's Local Offer.

This Local Offer template is designed to help you to pull together information so that parents of
children with Special Educational Needs (SEN) or disabilities know what support they can
expect if their child attends your setting. Your setting's Local Offer must be published on your
website. Your website must include the name and contact details of your SENCO and the
following link to the Local Authoritys Local Offer:

INSERT LINK HERE

The questions in the template are intended as prompts and reflect key issues that parents have
told us they would like to know about when deciding which setting could best meet their childs
needs. You may also wish to consult with your own parents about what to include in your Local
Offer.
In developing your Local Offer you should be mindful that there is a requirement for a feedback
facility to be available and for responses to be given to feedback received.
When you have added your Local Offer onto your website, please complete the following
details and return the sheet by email to IDSS.SENDReforms@lancashire.gov.uk
When saving your local offer please use the following format:
LO-SETTINGNAME
eg: LO-FLUFFYBUNNIES
Sparrow Playgroup
Setting Name and
Address

Church Of The Ascension

Hall
Michaelson Avenue

Telephone 01524 833165

Number
Website

www.sparrows.org.uk

Address

Torrisholme

Morecambe
SEN and Disability
LA4 6SF
Local
Offer:
Years
NoEarly
Yes If
yes, please Settings
give details:
Does the settings
specialise in

x
Name
Setting:
Sparrow Playgroup
meeting theof
needs
of children with a
particular type of
SEN?

What age range of

2-4 years
1

pupils does the

setting cater for?
Name and contact
details of your
setting SENCO

Roxanne Mulgrew
01524 833165
Roxanne-25-10@hotmail.com

We want to ensure that we keep your information up-to-date. To help us to do this, please
provide the name and contact details of the person/role responsible for maintaining details of
the Local Offer for your setting (this may be the SENCO, manager/supervisor or owner of the
setting).
Name of Person/Job Title

Roxanne Mulgrew
Assistant Manager/ SENCO

Contact telephone number

01524 833165

Email

Roxanne-25-10@hotm

Promoting Good Practice and Successes

The Local Offer will give your setting the opportunity to showcase any good practice you have
around supporting children with Special Educational Needs/Disabilities to achieve their full
potential. If you have any examples of good practice or success stories, we would encourage
you to include these on your Local Offer web pages. For reasons of confidentiality, please
ensure you do not use any personally identifiable information when using case studies to
illustrate your setting's experiences of supporting children with SEND.
I confirm that our Local Offer has now been published on the setting website.
Please give the URL for the
direct link to your Local
Offer
Name

Date

Please return the completed form by email to:

IDSS.SENDReforms@lancashire.gov.uk

The Setting

What type of setting is it?

What age group does the setting cater for 0-4, 2-4 0-4 and before/after school clubs etc?
How many children are you registered to take in which age groups? How are the age groups
organised?
Who are the key staff? (room leaders, manager/supervisor, SENCO, person with responsibility
for behaviour, PICO, ENCO etc.)
What the setting provides

Sparrow Playgroup is a charity registered Playgroup located in the heart of Torrisholme

Morecambe. The Playgroup has been open for over 30 years. Our Playgroup is a pack away
setting situated in the Church Of Ascension Hall.
At Sparrow Playgroup we have 30 registered places per session and we cater for children
aged between 2-4 years.
Our Playgroup sessions run from 9.30-12pm 4 mornings a week (Monday, Wednesday,
Thursday and Friday) these sessions are suitable for children aged 2-4 years.
Our Pre-School sessions run from 12.30-3pm 5 afternoons a week (Monday- Friday.) these
sessions are suitable for children aged 3-4 years.
Sparrow Playgroup provide care term time only, we operate 39 weeks a year.
Meet Our Team:
Donna Blezard- Manager NVQ Level 3, Health and Safety Officer, Safeguarding Officer,
Behaviour Coordinator, Student Coordinator. Donna is also the settings Administrator.
Roxanne Mulgrew- Assistant Manager NVQ Level 3. SENCO, Children Looked After
Coordinator, Safeguarding Officer, Wellcomm and ELDP trained.
Carolyn Ariza- Early Years Educator NVQ Level 3, Safeguarding Officer, Equality
Named Coordinator (ENCO)
Emma Thornton- Early Years Educator NVQ Level 3, Parental Involvement Coordinator
(PICO)
Louise Potter- Early Years Educator NVQ Level 3, Finance Officer and Administrator.
Kenise Holmes- Early Years Educator NVQ Level 3, Kidsafe Officer.
Sam Pinington- Early Years Educator NVQ Level 2.
Lucy Hicks- Early Years Educator Apprentice.
All practitioners are CRB cleared. All practitioners hold a Paediatric First Aid, and
relevant Safeguarding and Common Assessment Framework (CAF) training.
Sparrow Playgroup follows the Early Years Foundation Stage (EYFS) and provides 10 areas of
continuous provision for the children, these are as follows:
Small World
Role Play
Malleable
Construction
Sand
3

Water
Mark Making
Book Area
Work Shop
Painting Area

The setting is sub-divided into the different areas of provision for free choice of play.
Sparrow Playgroup have a large purpose made, well equipped outdoor area situated at the
rear of the building. Our outdoor area is fully enclosed with safety flooring for the large climbing
equipment. Children have continuous access to the garden each session. All 10 areas of
provision can be accessed in the garden also.
Our Tuesday afternoon session is our outdoor learning session, where the children are able to
enjoy the whole session outdoors. We play, explore and learn in the outside environment.

Accessibility and Inclusion

How accessible is the setting environment?

Is the building fully wheelchair accessible? Do you have accessible parking spaces? Have there been improve
visual environment? Are there accessible changing/toilet facilities? How do you improve access to the setting?
How accessible is your information - including displays, policies and procedures etc.
Do you have information available in different font sizes, audio information, Braille, other languages et
communicate with parents and families whose first language is not English? How is information made a
families with additional needs?
How accessible is the provision?
How is the room organised, how can it be changed to meet the needs of children with SEND? How do you ma
as symbols, pictures and sign graphics to support children's access to resources? Do you have furniture s
tables or alternative ways of presenting activities so that children can access them?
What the setting provides

Sparrow Playgroup benefits from a large hall space on one level. The entrance and exit are fully wheelchai
drop off and pick up times the door is manned by two members of staff. Once the parents have dropped the
will be locked until parents arrive to pick up their children. No unauthorised entry is permitted through the ha

The hall has accessible toilets and a large accessible changing room. The hall is set up on one level with fre
The setting is accessible by a ramp at the front of the building and we benefit from double doors access.

There are ample parking spaces located in the car park at the side of the building and street parking in close

The main hall has lots of natural lights coming in through the windows. The main lighting within the setting
main doors leading in and out of the hall are double doors. The doors leading into the garden are single sta
however we are able to adapt our route into the garden to make it more accessible if need be. All our doors
fitted door stops to ensure safety.

The hall is decorated in warm colours with large wooden flooring. We have large mats situated in the rol
book area.
All our furniture is age/height appropriate and freestanding, therefore it can be moved and altered if needed.
There is a large walk way between areas of provision allowing space for free flow.

All areas are clearly labelled with lettering and pictures. All drawers and toy storage is easily accessible an
All drawers are also labelled with lettering and pictures.

We have a generous outdoor area which benefits from a large decked area and a paved area allowing
different physical skills. The children are involved in planting seeds, fruit and vegetables and the children a
them and watch them grow.
We have a mud kitchen for the children to increase their imagination and creativity. Again our outdoor area
free flow of activities.

Each child has their own labelled coat peg to hang up their coats, bags and personal belongings. We have a
hall where parents are able to leave pushchairs/ car seats. However, items are left at the owners risk,
responsibility for lost/ stolen/damaged items.

We have many display boards around the setting displaying the children's work. All display boards are brig
view of the children. We have parent display boards located in the porch area and these contain a va
regularly updated. All our policies and procedures are also located in the porch for parents to read, these
large print or electronically if required and requested.
Practitioners are available to answer any questions parents may have, we are also happy to assist with rea
paperwork if required. Our prospectus and application forms are available electronically for parents to fill out

Any adjustments needed to make our setting more accessible, would be made to ensure all children are full

Identification and Early Intervention

How does the setting know if a child needs extra help and what should a parent do if they think
their child may have special educational needs?
How do you identify children with special educational needs? (Refer to how you monitor children's
progress - including the 2-3 year check)
How can a parent raise any concerns they may have?
How do you access additional advice and support? (Make reference to the setting's SEN/Inclusion
policy and how this identifies the graduated response the setting follows).
How are decisions made about how to support a child?
How do you determine and plan for additional support from within the setting? Describe the
decision making process. Who will make the decision and on what basis? Who else will be
involved? How will a parent/parents be involved?

What the setting provides

Childrens progress is monitored closely through observations, Learning Journeys and tracking
using the Early Years Foundation Stage Framework. The parents are also encouraged to share
observations and special moments from home in their child's Here, There and Everywhere book.
A Baseline assessment is done for a child once they are happy and settled in the setting, this is
normally done 8 weeks from the date the child started with us.
A development check will also be completed for all children aged between 2 and 3 years old, this
is in the specific areas of the EYFS. This allows us to plot the child's development level.
Regular up-date meetings are held between the child's Key Person and parents, to look through
their child's Learning Journey and to discuss their child's learning and development. Parents are
more than welcome to speak to their childs Key Person or SENCO at any time.
All staff attend regular training that enables them to have a good awareness and knowledge of
expected levels of child development. We also use the Wellcomm Screening Tool, which enables
us to look at children's Speech and Language development. We are then able to determine if
relevant targets need setting or a referral to Speech and Language Therapist is needed. The
SENCO has also been trained in Early Language Development Programme (ELDP).
All staff recognise the importance of early intervention and the benefit that this will have on the
child especially as they grow and develop.
All childrens progress is monitored, if practitioners have concerns surrounding a childs
development they will monitor the childs progress through observation, assessment and
planning. If concerns still remain the childs Key Person will discuss their concerns with the
settings Special Educational Needs Coordinator (SENCO), then arrange a meeting with the
parent to discuss any concerns. If parents have any worries about their childs development they
can speak to their childs Key Person or the setting SENCO for advice.
If a child has an identified Special Educational Need or Disability before starting Sparrow
Playgroup, the child's allocated Key Person and SENCO would liaise with parents and other
professionals involved to determine the level of support needed, and a targeted learning plan
would be created.
Targeted Learning Plans (TLP) are set in conjunction with the family and any other outside
agencies involved. TLPs may need to be put in place to support the childs learning and
development. The way in which we plan learning experiences for the children may need to be
adapted to suit individual needs.
If additional support is deemed appropriate in which the setting alone cannot provide, then a
request for guidance will be sought from the Inclusion Disability Support Service (IDSS) with
consent from parent/s. The IDSS will take relevant observations and information to panel to
request additional support. This process requires involvement from the SENCO, Key Person,
Inclusion Teacher, parents and any other professional involved. Parents and the children are
involved in all decision making and are the main voice.
At times it may also be necessary and appropriate to activate the Common Assessment
Framework (CAF). Again, this will only be done with parental consent (unless the setting feels
there is a safeguarding issue and the child could be at risk of harm). The CAF allows us to look at
8

Teaching and Learning Part 1 Practitioners and Practice

How is teaching and learning developed in nursery?

Provide a brief overview of the context of the EYFS and the requirements within it SEN requirements within t
the setting areas of provision, enhancements to areas of provision etc.
How is children's progress and development monitored? (Baseline assessments?, termly reviews?, parent &
2-3 year development check)
What is the role of the key person for all children.
What are the setting's approaches to differentiation generally and for children with SEND?
How will the early years setting's provision and staff practice support a child?
What is the role of the key person where children have additional needs/SEND and senior staff i.e. roo
SENCO?
What is the setting's provision map and how is it used to support children learning and development? The
children at Wave 2/3 of the provision map.
How will you match provision to the learning and development needs of a child with SEND?
How will you help parents to support learning?
How do you explain to a parent(s) how learning is planned and how can parent(s) help support this outside o
have a role in this and what is that role? i.e. PICO, SENCO, Key person?
Do you offer any parent training or learning events?
How do you find out about events provided by others and how do you let parents know about them?
How is a child able to express their views?
How are children encouraged to express their views?
What resources or activities do you use that allow children to express their views?
What do you ask children for their views about?
How are children involved in the planning of their own learning and in reviewing their progress?

10

What the setting provides

It is important to all members of staff that each child achieves their full potential and grows to become con
This is promoted by using the Early Years Foundation Stage (EYFS) curriculum. This is set up to track
development.

All children with additional needs will be supported by their Key Person and SENCO to achieve their milest
children's needs, we look at their level of development not their age.

Each child's Key Person is responsible for planning, supporting and monitoring the children's progress. At
know each child is an individual and they learn at different rates and stages, we also understand that they
styles and interests so planning is based on the individual child. Sparrow Playgroup promotes Inclusion, wh
The Key Person will work together with parents to make a good parent relationship, this ensures that the ch
positive relationships and meets the individual needs of the family.
If additional needs are identified they will be addressed by the SENCO, Key Person, Inclusion Team and
that parents are involved with every step of their child's learning.
Parents are able to view and have full access to their child's Learning Journey when requested.

Parents are invited to come and join us with our stay and play sessions, this is where parents come and jo
setting to play, interact and observe their child/ren. We also ask parents to come and join our parent comm
Sparrow Playgroup.
It is important to us that every child has a voice and the children's views and opinions are important to us.
discuss their preferences within Playgroup/ Pre-school.

Children are asked open ended questions to encourage expressive language. The children are actively enc
another speak, respect and value other people's opinions.
Children's interests and views are taken into consideration when we plan activities.

A parent questionnaire is handed out annually, there is a part on this questionnaire that is solely for the
questions to enable us to have their feedback.
Our setting has a good strong link with our local childrens centre and we are able to sign post parents for
are here to support the family as well as the children.

11

Teaching and Learning Part 2 - Provision & Resources

How are the settings resources used to support practitioners to meet childrens special educational needs?
How does the setting determine what resources are available to support them in meeting the needs of childre
needs and disabilities?
How is the setting's funding allocated? If resources are required how are they sourced and purchased?
If additional staffing is provided, how is this organised?
How do you work with other professionals e.g. making key staff available to meet with/spend time with other
child? Provision Mapping
What specialist services and expertise are available at or accessed by the setting?
Are there specialist staff working at the setting and what are their qualifications?
What other services does the setting access including education, health, therapy and social care services?
How is a child included in activities outside the setting including trips?
What adjustment will you make to ensure a child is able to access the activities of the setting and how will yo
so?
How do you involve parents/carers in planning activities and trips?
What the setting provides

Sparrow Playgroup has a good range of resources for all children. A lot of time and consideration goes into p
activities and resources to suit individual needs. Recently we purchased some new sensory materials, ligh
the children in our setting learn through sensory play.

Our setting is allocated Additional Educational Needs (AEN) Funding which allows us to purchase sp
resources. The budget can also cover extra staffing to support children one-to-one if needed. Some childre
Years Pupil Premium (EYPP) funding and this funding is used to purchase resources that aid their develop
may have difficulty in.

Regular contact with other professionals is made via telephone, secure emails or regular meetings to ens
progress, actions are being carried out and to ensure the type of support offered to the child is helping.
All staff have relevant child care training and are encouraged to access additional training as appropriate.

Sparrow Playgroup has worked with and alongside the following professionals and agencies:
Health Visitors
Children Centres
Speech and Language Therapists
Occupational Therapist
Children's Social Care
Longlands Child Development Centre
Inclusion, Disability Support Services (IDSS)
Home Start.
Lancashire County Council
Referrals or contact to other agencies and professionals would only be carried out with parental agreemen
child was in danger of significant harm

When we go on outings or trips, a risk assessment is always completed prior to the planned outing. The r
and signed by all members of staff and volunteers before we go out. We try and make sure our trips are in
for all children in our setting.

12

Reviews

How do parents know how their child is doing?

In addition to the normal reporting arrangements what opportunities are there be for parents to discuss their ch
staff?
How does the setting know how well a child is doing?
How will parents know what progress their child should be making?
What opportunities are there for regular contact about things that have happened at in the setting e.g. a home
How will parents be involved in discussions about and planning for a childs education?
How and when will parents be involved in planning a childs education?
How are parents/carers involved in the setting more widely?

13

What the setting provides

Sparrow Playgroup ensures that parents are regularly updated about their child's learning ,development and the
school.

Parents are given a Homelink which provides details of upcoming events, important dates and top tips for Comm
feedback from questionnaires and the relevant term topic their child will be learning about. This is given out as a pape
also put on our Facebook page.

At Sparrow Playgroup we ensure that we work closely with parents and we believe it is important to build good, pos
family as well as the child. Parents are able to speak to their child's Key Person at any time, alternatively, th
appointment if they feel more time is needed to discuss worries or concerns.

Practitioners understand that it is not always easy to discuss a child's specific needs and difficulties, any d
child's learning and development will always involve the parents views as well as the child's interests.

We offer a link diary for those children who attend several settings to ensure best practice and to share
their time in the different settings. Link diaries are also available to parents who struggle or are unable to
setting due to other commitments; this will inform the parents of their child's day at Sparrows.

Practitioners have regular practitioner liaison meetings to discuss their key children's progress and develop
we discuss next steps, Targeted Learning Plans, areas a child may be struggling in and planning ideas.
Parents are welcome to join our committee to get more involved with the setting.

14

Transitions

How does the setting prepare and support a child to join the setting, transfer to a new setting or the next stage
ensure his/her well-being?
What preparation is there for the setting, parents and the child before he/she joins the setting?
How will a child be prepared to move onto the next stage?
What information will be provided to a new setting?
How will a new setting be supported to prepare for a child? (Use of access action plans when children hav
require more significant planning)
What the setting provides

From the moment a family chooses to come to look around our setting they are made welcome and their opinions and
We ask parents to have a look around the setting, talk to the practitioners about our roles and what we do and what th
a setting. Any other questions you may have we are more than happy to answer.
Parents are introduced to the Manager and Assistant Manager as well as the other practitioners.

Before a child starts Sparrow Playgroup we offer a home visit. This is where the child's allocated Key Person and M
in their home environment. This ensures the child gets to know their Key Person in an environment that is familiar
there to talk to parents and answer any questions the parents may have.

We then offer two settling in sessions. This involves the parent/s and child coming to session for one hour, this helps
setting and routines, but they still have their parents there for reassurance.
Your child's first day at Sparrow Playgroup - We ask that the contact information form is completed as well as the
understand that this day can be upsetting for both parents and child but we reassure parents they are welcome to
happy and settled.

The next transition your child may make is from Playgroup to Pre-school, both of these sessions are located in the
school is in the afternoon and is a little more structured to prepare the children for school. Your child will be suppo
through this transition. A new 'All about Me profile will be completed with updated information.

When it is time for your child to leave Sparrows to go to school or another setting, a transition document is completed
are asked to contribute, along with any other professionals involved. This document is to ensure a smooth and positiv

Sparrows work closely with our local schools to achieve a smooth transition. This involves having settling-in sessions
also invite Reception Teachers into our setting so the children can meet their teacher in a familiar environment.

We have introduced the topic School Readiness for our school leavers - this incorporates discussing and trying on
lunch week - promoting independence with opening packaging and healthy eating, sport days promoting independ
of talking and preparing the children for their exciting transition.

For children with identified Special Educational Needs, a transitional meeting will be arranged with the schools SEN
Sparrows SENCO and any other professionals involved will be invited to attend this meeting. This is to ensure a c
needs is given and relevant information is passed on to ensure an action plan is put into place at school. A new Targ
completed for the child's transition.
Staff Training

15

What training have the staff supporting children with SEND, had or are expected to have?
What number of staff hold what level of qualification?
How many staff are in training to move up to next level?
What level are the manager, SENCO, room leaders trained to?
Do you have any/how many staff with EYPS?
What experience does the staff team have of children with SEND? This should include recent and future plan
awareness. In house and external training and 'on the job' experience including input from external professi
staff being 'skilled up' in particular areas.
Are there any staff (e.g. within chains of nurseries) that are available to support you? What qualifications/expe
Do any staff have any specialist qualifications?
Is the setting recognised/accredited as, for example, an 'I Can' nursery or does the setting have other qua
related to SEND?
What the setting provides

All practitioners have relevant childcare training.

Practitioners are qualified in the following:
NVQ level 3 / 2
Safeguarding Level 1, Donna Blezard, Roxanne Mulgrew and Carolyn Ariza Level 2
CAF Training

The Assistant Manager/SENCO has experience working with Autism and Challenging Behaviour. SENCO
on Children Looked After, Special Educational Needs and Disability (SEND) supporting children and familie
separation and bereavement, Domestic Violence and ELDP.
All practitioners like to up-skill themselves and take part in regular and relevant training.

16

Further Information

Who can be contacted for further information?

Who should a parent contact to discuss something about their child?
Who else has a role in the education of each child?
Who can parents talk to if they are unhappy?
Does the setting have an open door policy?
What opportunities exist for discussions at drop off/pick up times?
Can appointments be made to see specific staff at specific times?
How can contact be made with specific staff (eg: Phone, text, email, notes, home-nursery diary etc)
What the setting provides

For further information please contact Donna Blezard (Manager) or Roxanne Mulgrew (Assistant Mana
Playgroup on 01524 833165.
All information is kept private and confidential.
Our website is: www.sparrows.org.uk
Like our Facebook Page for ongoing and current information.
The setting has an Open Door policy and parents are welcome to stay anytime.
If you are unhappy or would like to discuss any worries or concerns please talk to your Key Person, Manager o

17

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