File Attachment

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Local Offer: Early Years Settings

1. Business name and Ofsted number: Coach House Montessori EY435597 2. Who is your named Special Educational Needs and Disability contact? Mrs Kate Reynolds 3. Provide a short paragraph about your ethos/mission statement for including children and young people with Special Educational Need and Disability (SEND). How do you aim to meet the unique needs of the child? We are committed to ensuring that our service is fully inclusive in meeting the needs of all children. 4. How do you identify that a child is not meeting appropriate age related milestones and what do you do in this case? How do you find out what matters to the child and their family? 

We have in place a clear approach for identifying, responding to, and meeting children’s SEN1.

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We support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns. This may involve creating a one-page profile, putting on one sheet all the information gathered from the family about their child. 5. How do you promote positive relationships and ensure good, ongoing communication with families? How will families know what progress their children are making, how to access additional support and what they can do at home to help?

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We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes.

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We use the graduated approach system (assess, plan, do and review) to ensure that children progress.

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We provide parents with information on local sources of support and advice e.g. Local Offer, SEND Partnership Service, Rainbow Resource.

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This includes disabled children with special educational needs

EY and CM June 2014

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We liaise and work with other external agencies to help improve outcomes for children with SEN and we share all this information with families to enable them to help their child at home. 6. How will you communicate with other providers who care for a child, or with providers who will be caring for the child? How do you support children to experience a smooth transition to school or a different situation?

We share observations of the child including their current interests with other providers. We help parents in their decision making process about the next step for their child, sharing information and listening as they make their choices. We apply for transition support to help children with the transition to a new school or nursery. 7. How do you provide an enabling environment for all the children in your care? Are there quiet areas and fully accessible spaces? What other adjustments can you make? What about the physical environment in and outside your setting? We work with our environment to make it enabling for all children. We have quiet areas and a level ground area where 2 rooms and toilets are accessible. Our garden has a level patio area and lawn. 8. What qualities, skills and experience do you (and your staff) have to support a child’s unique needs? We acknowledge that early years educators are in a unique position to have a major beneficial influence on children’s development, their realisation of their full potential as learners and a whole range of positive life outcomes; this powerful learning begins at birth. We treat each child as an individual and base our relationships on trust and respect. We acknowledge that we are always learning and our skills and experience are evolving depending on the individual child’s needs.

EY and CM June 2014