Local Offer

Local offer


At Brayton Headstart we have a comprehensive Inclusion Policy which covers all aspects of working with children with additional needs.  The team at Brayton Headstart Preschool are passionate to ensure that children and parents/carers work together in partnership. It is our aim to provide learning experiences that are differentiated to meet the needs of each individual child.  In doing this, we minimise the difficulties that children may experience.  However, some children will experience greater difficulty than others and will need extra support to enable them to make progress.  We recognise the need to identify emerging difficulties by:

  1. Monitoring and reviewing the progress made by children
  2. Responding to individual needs
  3. Overcoming potential barriers to access activities for learning

How will the Preschool know if my child needs extra help and what should I do if I think my child may have special educational needs?

Special educational needs and provision can be considered as falling under four broad areas: –

  • Communication and interaction
  • Cognition and learning
  • Social, mental, and emotional health
  • Sensory and/or physical.

At Brayton Headstart Preschool, a child is considered to have special educational needs if he/she has significant greater difficulty in learning than their peers, or a disability that prevents or hinders a child from making use of the facilities in the setting and requires special educational provision.

The setting recognises the importance of early identification and intervention, as well as the assessment and provision for any child with Special Educational Needs.

Monika is our Special Educational Needs Co-ordinators (SENCo) who oversees the identification of children with special educational needs and the provision being made for them in the setting. Supporting SENCo in her role are Amanda is our SENCo Deputy.  Marie and Sally are also SENCo trained, and all the remainder of the team attend SEN training to gain further knowledge and experience to ensure full support is throughout the provision for all the children attending. If you are concerned that your child may have special educational needs, please make an appointment to meet with the above or your key person.

The key person will remain responsible for working with your child daily.   The SENCo will support the key person in the further assessment of your child’s development and learning, also the effective implementation of the support.

In judging whether a child has Special Educational Needs initial information required would include: –

  1. Two-year progress checks
  2. Observation records
  3. Assessment on a child’s progress in communication and language, physical development, and personal, social, and emotional development
  4. Parental Observations
  5. Information from outside agencies (if appropriate)

How does the preschool evaluate the effectiveness of its provision for my child?

All staff are alert to emerging difficulties and respond early. We work closely with parents and carers as they know their children best and it is important, we listen and understand when parents express concerns about their child’s development.

If children do not make expected progress, then planned, targeted provision will be put in place.  A discussion takes place with Parent/carers and an Individual Education Plan detailing specific targets is put into place.  All interventions are monitored by the SENCo, and your child’s progress will be regularly reviewed to ensure that this additional support has had an impact on your child’s progress.  Interventions offered include support for play, interaction, social skills, speech, and language.

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

All staff, led by the SENCo, track the progress of children with special educational needs.  This progress will be shared with you at our parent and key person meetings, you will also be invited in termly to discuss progress against individual agreed targets. Partnership working is key to the success of what we do at preschool, and we always ask for and welcome your input as parents/carers into the learning and development of your child. We will take the time to get to know your child and yourselves as family members, keeping the child at the heart of what we do at all times. We will make the time for short informal chats at the beginning and end of each session and offer more in depth discussions at parents evenings or by request. We will regularly observe your child, linking what we see to the EYFS Development Matters ages and stages of development. You are welcome to view these observations at any time as they form your child’s “Learning Journey”. In line with statutory requirements we will formally asses all children at around the age of 2 years with your involvement (the two year assessment). Assessments on ages and stages of development will take place x3 times per year thereafter.

What specialist services and expertise are available at or accessed by the preschool?

There may be times when the setting will seek assistance from a specialist outside agency in order to effectively cater for your child’s special educational needs.  These services include Area Special Educational Needs and Disability Co-ordinators, Educational Psychology, Speech and Language Therapy, Occupational Therapy and Physiotherapy.  If your child has a special educational need that we had not encountered before, we will ensure that staff are suitably trained in order to provide effective support.

When an area of need is identified, the keyperson will liaise with the SENCo, will offer advice and support to not only the key person but also the child and their family. We will ensure any discussions are held in a confidential and sensitive manner and we will involve parents and carers in the very early stages of any such discussions. It is the SENCo’ s responsibility to oversee any liaisons with families and/or outside agencies who may be called upon to support your child. We will never share information about your child or make any referrals without your consent. If required, we may request involvement from the Inclusive Education Services within North Yorkshire County Council for additional support.  This request for involvement can only be submitted with parental support.

It may be felt that your child would benefit from an Individual Learning Provision Plan (ILPP) and you will be fully involved in the drawing up of such a plan. The plan will contain small achievable targets for your child who will be supported in achieving them by all staff at preschool, parents and outside agencies. The aim of the plan would be to celebrate all the achievements your child makes with regards to their learning and development. ILPP’s are reviewed half termly, where targets will be celebrated and built upon.

We will work hard to ensure that each child’s individual needs are met through our planning and provision. We will think creatively to ensure that all children can benefit from the activities we engage in. We will seek to learn the children’s perceptions of activities, be it verbally or via mediums such as puppets or empathy dolls. We are able to access funding that may allow us to employ staff to work more closely with your child or to provide specialist toys or equipment.

If your child already has an identified area of need, we will work closely with you, including any agencies already involved with your child, to ensure that your child’s transition to preschool is a smooth one. We will gain as much information as we can about your child and how best we can support them in setting before they start. We will offer a series of visit days for you to visit with your child. Where applicable staff will source and receive any training necessary to be able to care for your child. An Education Health Care Plan (EHC Plan) or Individual Learning and Provision Plan (ILPP) may need to be put in place prior to your child starting with us. We believe that information sharing is key to successful transition.

Likewise, when planning transitions from preschool, to another setting or a school for example, information sharing is key. We will begin the transition planning as soon as we know the receiving setting/school. We will endeavour to include the receiving SENCo in any reviews or discussions we may have, we may be able to accompany your child on visit days and we will ensure all relevant paperwork is received by the new SENCo prior to your child starting with them.

If you have any concerns about your child’s learning and development, you will be able to speak to your key person or the SENCo in a confidential manner. Our staff are always on hand to help. Our complaints policy (available one the website) provides more detail if there is ever any aspect of our services you are unhappy with.

We firmly believe that this offer is an accurate representation of the service we provide. We look forward to sharing your child’s learning journey together at Headstart.