Nurture, Learn, Grow


From September 2014 all schools and academies are required to publish information about their SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) provision.  In Wiltshire, this will form part of a Local Offer and details about our SEND provision, and that of other schools and agencies provision, will be found under a dedicated Local Offer website found here. wiltshire local offer

This is in line with a new Code of Practice which can be found in its entirety here. The new Code of Practice focuses on providing the right support for children and young people from 0 to 25 who have a special educational need and / or a disability.  It also gives parents and carers a greater say in what appropriate provision is for their child. code of practice

The new Code of Practice will also see the phased ending of Action, Action Plus and Statements as a means to categorising SEND – instead where there is a need, children will be identified as requiring extra support and for those where there will be a high level of support, the child will be in support of an Education and Healthcare Plan (EHC).  In Wiltshire, the EHP is referred to as a ‘My Plan’; meaning that it is owned by the child.

We ensure that our Admissions Policy does not discriminate against children who have been identified with a Special Educational Need or Disability.  

We also wish to ensure that our curriculum and our building do not discriminate against children with Special Educational Needs or a Disability.  Below are a set of questions that will help you understand more about SEND and our approach to SEND at St Osmund’s Preschool.  

Who are our SEND team?

Our Special Educational Needs Co-ordinator is Siddika Begum who has overall responsibility for leading pre-school development in SEND. Our SENDCO and SEN Manager are contactable via the preschool in writing at:

St Osmund’s Preschool, Exeter St, Salisbury, Wiltshire SP1 2SG or via the pre-school telephone on 01722 329238

 Questions you may ask

  • How does St Osmund’s Preschool know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
  • How will you support my child?
  • How will the curriculum be matched to my child’s needs?
  • How will both you and I know how my child is doing and how will you help me to support my child’s learning?
  • What support will there be for my child’s overall well-being?
  • What specialist services and expertise are available at or accessed by Preschool?
  • What specialist services and expertise are available at or accessed by Preschool?
  • How will my child be included in activities outside Preschool including trips?
  • How accessible is the Preschool environment? (Indoors and outdoors)
  • How will the Preschool prepare and support my child to join the preschool/transfer to a new setting/school
  • How are Preschool’s resources allocated and matched to children’s special educational needs?
  • How is the decision made about what type and how much support will my child receive?
  • How are parents involved in Preschool? How can I be involved?
  • Who can I contact for further information?

Answers to the above

 1How does St Osmund’s Preschool know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?

At St Osmund’s Preschool each child has a designated key person. Their role is to develop trusting sensitive relationships with parents and children to enable respectful sharing of information. If you have any concerns about your child’s development you can discuss these with our SENDco’s Siddika Begum or your child’s Key Person. The children are always at the heart of everything we do.

Reports from health care professionals, such as health visitors, speech and language therapists, will identify your child’s individual needs. We welcome parents and professionals sharing these reports in order to plan appropriately to meet these needs.

Ongoing observational assessments are made of all children and are linked to the Development Matters ages and stages of development. This in some cases identifies individual needs. These observations will be discussed with the SENDco. If your child’s key person has identified a possible individual need, they will discuss this with you, and plan with you to support your child’s learning and development.

Our SENDco will offer support and advice to your child’s key person and other staff in the setting and will also liaise with other professionals to seek advice and support in identifying individual needs if necessary. The preschool can seek support and advice from the Early Years Advisory Teacher at Wiltshire with your permission. The Outside Agencies are a local body, who offer settings advice and support to ensure we are meeting your child’s needs and refer appropriately. They meet with the parents after they have observed the child in the setting. Parents’ permission for involvement is always sought.

2) How will you support my child?

Before starting at St Osmund’s Preschool we will invite you to a complimentary taster session.  You will also be asked to attend the initial sessions with your child. This is part of our ‘Settling In’ Policy and Procedures, and is highly successful for all concerned. Parents and children can find this transition very scary and to relieve anxiety we want you to get to know us Outside Agencies. You and your child will relax once you have got to know us and the settings routines and boundaries. This time also helps us to build a picture and gain information about your child.

We will ask you to complete a Personal Profile about your child which is in their Learning Journal; this will help us to share information about your child’s strengths and needs. At the taster session(s) you will be able to discuss with the Key Person and SENDcos of any concerns or requirements your child may have.

We will work with you to support your child together, listening to you and your child. Our SENDcos will explain how children’s individual needs can be met by planning support using an Individual Educational Plan (I.E.P), and advice from the Outside Agencies and will also explain who may be involved and their roles.

Observations, assessments and evaluations all contribute towards I.E.P.s and your child’s key person would oversee the targets on the I.E.P.

These are always available for you to view and comment on. They are locked away securely after session.

Your child’s key person will be in the sessions your child attends, fostering a relationship with and understanding your child. The SENDcos will also be present.

Together they will identify individual needs and plan next steps, accessing additional support from other professionals where necessary. Your child’s learning style, interests and stage of development will be used support their development.

The manager will maintain an overview of experiences and progress and the SENDcos will work with all staff to ensure we are providing the relevant and appropriate support.

We will work in partnership with you, reviewing the IEP targets, and planning new ones together, and give ideas to use at home to support your child.

The children will have, ‘Child Friendly Play Plans’ and targets that they can work towards. Giving the children a voice and involvement in their own development.

3) How will the curriculum be matched to my child’s needs?

We will get to know about your child before they start and through ongoing observational assessments. Targets linked to the Early Years Foundation Stage ages and stages of development will be set on IEP’s to support the learning and development of your child. This enables planning for individual needs and learning goals.  In addition to the IEP, they will have a Learning Journal; this will contain written observations, photographs and samples of your child’s work to support staff in assessing and planning to help your child progress to their next steps.

Your child’s key person and our SENDcos will work together to make sure that the environment, routines and activities support your child’s needs, and they will communicate with the rest of the staff to provide consistency and understanding within our team.

We will ask for copies of assessments from other professionals before your child starts, and advice from the Outside Agencies will be sought, if necessary, with your prior permission. Siddika Begum will monitor and analyse progress of children within the setting to address any areas of weakness. This information will be used to focus on specific areas and adapt areas that are not meeting the children’s needs.

The children are involved in planning their next steps, consultations, helping with taking responsibility for their setting. The children’s Learning Styles, interests and stage of development will be recognised and used to promote achievements and development.

4) How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Assessment systems are in place such as the 2 year progress review, under 3’s next steps and over 3’s next steps which are all linked to the EYFS ages and stages of development. Summative assessments are completed 3 times a year and parent consultation days held. Six week reviews for IEP’s are completed and meeting about these shared with parents. Parent helper sessions allow you to stay and help and see how your child is developing in the setting.

We have regular committee meetings for parents enabling the opportunity to build relationships with others in the setting and regular events throughout the year to help you build relationships with practitioners in the setting.

We are a very welcoming and happy setting, with very good relationships with our families. We have daily opportunities when you are welcome to tell us of your child’s progress and gives opportunities for two way communication between us.

Newsletters are on our website and information is displayed on the white board outside and entrance area. Notices are put up on the white board outside as parents line up to sign your child into preschool daily. With a list of learning intentions and activities are displayed enabling you to further support your child’s learning. Within the Learning journeys on the Spider diagram ‘homework’ is highlighted for you to develop your child’s skills.

5) What support will there be for my child’s overall well-being?

Our practitioners are welcoming and friendly, providing an inclusive, sensitive and positive approach. They provide good role models for positive behaviour and are consistent in the day to day care of all our children. We are flexible in our routines to provide a positive environment for your child’s needs and provide personal care such as changing nappies.

Personal health plans can be adopted if necessary and staff will be trained in giving the appropriate medication for your child if required. Should your child require regular prescribed medication then you will be required to complete and sign a Medication Permission form and you will be informed of the administration of the medicine and be asked to sign the form in accordance with our Health and Hygiene Policy.

All staff are first aid trained, food Hygiene and Safeguarding. Staff are vetted and a vigorous recruitment process is in place. Siddika Begum along with all the staff  attend regular conferences and training, 

Policies and Procedures are available for parents in main entrance and on website. We also highlight on the parent’s board. 

Activities will be adapted to ensure your child is able to interact fully with the environment, and visual strategies, such as a visual time table is used to help them understand our routines.  Our book area is welcoming and provides a quiet area to retreat to if your child is tired, or needs some quiet time.

We are aware that some kinds of undesirable behaviour may arise from a child’s special needs.  We will refer to our Positive Behaviour Management policy and will work with you and your child to provide a consistent and planned approach to improve behaviour.   For further details, please see our Policy.

Policy File, Parent Information File and Children’s Centre File are all in main area for parents to access freely. 

6) What specialist services and expertise are available at or accessed by Preschool? 

Siddika Begum is very experienced with working with children with specific needs and has been working with SEND for 5 years and has a wealth of qualifications and experiences. 

All staff are experienced working with the Early Years age group and understand Child Development. All staff have accessed specific training on Speech and Language courses, Positive Behaviour Management, Autism and lots more. We attend regular training and have worked with children with SEND needs. 

We have experience of working with children with English as an additional language and seek Bi-lingual support. The setting endeavours to cater for children from other cultures and religions and has multi-cultural resources within our setting. We value and respect others beliefs and visual support if given such as communication books, photos and visual timetables. Dietary arrangements can be catered for such as hot dinners from the main school and snacks are adapted to ensure all cultural dietary arrangements are adhered to.  Allergies e.g nut and dairy are identified from in initial registration shared with staff and posted in the kitchen for all to see. All staff are food hygiene trained, first aid trained and one member of staff has adult and paediatric first aid.  

All children made very good progress within our setting and were happy and well catered for.

We have links with our local Children’s Centre and can sign post you to support which is available through there, for example drop in Speech and Language sessions. We will work alongside the specialist services involved with your child and they are welcome to visit the preschool. Working closely with you and your child will enable us to build stronger relationships and understand your support needs better.

The Outside Agencies aims to help Early Years and Childcare practitioners provide the best possible experience for children with SEND at preschool. The team will support practitioners in meeting children’s individual needs through offering home advice, observing individual children in the setting following a request, suggesting ways to support individual needs, planning next steps with practitioners and parents and sign posting to training. 

Parental agreement will always be obtained before the Outside Agencies become involved with any individual child. OUTSIDE AGENCIES will support the preschool in working together with other agencies that may already be involved with a child.

7) What specialist services and expertise are available at or accessed by Preschool?

Preschool staff have accessed child development training and have experience working with the Early Years age group, some members of staff have attended Speech and Language training, supporting Early Communication. All staff regularly attends training which is cascaded to all staff at staff meetings and a record of staff training is kept on file. We are supported with advice from OUTSIDE AGENCIES, Speech and Language therapists, Teachers and Health Visitors. Further training will be sought and accessed to support an identified SEND.

8) How will my child be included in activities outside Preschool including trips?

All visits or trips would be planned in order to include all of our children. We will endeavour to include parents/carers in the planning of the visit off site to identify the needs of your child. All parents are invited to join us on our trip. A risk assessment would be carried out prior to the visit. We would also take along any aides or medication your child as identified. 

St Osmund’s preschools also run a breakfast club and afterschool club and holiday clubs where your child will be supported and included in all extra activities. The clubs cater for children aged 2-11 years old.

9) How accessible is the Preschool environment? (Indoors and outdoors)

We have a large level preschool, an outside free flow blue area and enclosed woodland area; the main access has a very slight slope and is accessible for wheelchairs; one disabled toilet with rail, dedicated changing facilities.

We have a biozone fitted which reduces bacteria on all surfaces plus a reduce odour equipment fitted over the toilet door that sprays pleasant smells. Noise can be reduced with hand dryer not used and paper towels placed instead.

We have large facilities and environment can be adapted to allow easy access and movability. The outside play area is accessed by a ramp. If you are a parent/carer whose language is not English, you can nominate a representative who speaks English, or if possible, we can arrange for an external interpreter.

Our daily notice board lists our activities of the day.

Signs and posters around the setting are used with pictures helping children identify equipment and play areas. We provide multi-sensory activities as part of our planning. Although we have limited funds we shall endeavour to seek out suitable equipment or adapt equipment and facilities to support children with special educational needs.

Policies are updated regularly and are available for parents on the notice board inside, and a copy is given to you in the Parents Welcome pack on our website. The website can be changed to many languages.

 Additional funding may be obtained by the setting to help us meet your child’s needs. Regular Risk assessments are carried out to ensure our environment is safe and secure.

10) How will the Preschool prepare and support my child to join the preschool/transfer to a new setting/school?

The preschool offers the term before your child starts settling in sessions for you and your child prior to your child’s start date, when they will be an opportunity to discuss any requirements. These sessions give us the chance to get to know you and your family, and provides the opportunity for you to share with us details of yours child’s needs and the involvement of other agencies, and to agree with you a consistent approach to ensure the continuity of care for your child. Also for your child to choose their own keyperson.

We have a well prepared and tested, ‘Settling In and Transition Programme’. This has been used for several years and not only builds firm relationships with all concerned, it prevents separation anxiety. We offer a flexible settling in period, should your child have difficulties settling in.

When transferring to another setting or moving on to school, the preschool will invite the Key Person/teacher and SENDCO’S to attend your child’s sessions at preschool to help them become familiar with them and to discuss your child’s strengths and needs.

Staff and children make visits to the local schools when and where possible. We also have C.D.s photos of some of our feeder schools, which we share with the children. We have very good relationships with our Feeder schools and professionals within our area. We have an excellent reputation with our local community, with statements from Developmental Centre and Outside Agencies Team, Health Visitors etc. that we go above and beyond for our children and families.

Your child’s Learning Journal,  IEP’s  and any other information that may be relevant to your child will be passed on to the new setting giving them the time to make necessary plans for any changes they may need to make.

If the OUTSIDE AGENCIES Team have been involved they will also help with the transition to school and remain involved until the end of the term at school.

11) How are Preschool’s resources allocated and matched to children’s special educational needs?

A dedicated budget is available to train staff and Inclusion Funding can be applied for to support your child in our setting, if required. The Children Centre offers us a Lending Library of toys, Sensory Equipment and Topic Boxes.

We have excellent facilities and resources within the setting. The Outside Agencies Team can also allocate funds for resources and Wiltshire Council.

12) How is the decision made about what type and how much support will my child receive?

The current code of practice has been reviewed and from September 2014.  Labelling will be removed, such as, children on School Action and School Action Plus, with more emphasis being on meeting the children’s needs by ensuring their individual needs are met appropriately, for them to achieve.

Through the observation process linked to the EYFS ages and stages of development, and in discussion with you, the Key Person, the SENCO’S will identify what support is required. Extra support will be put in place if necessary.

Ongoing partnerships with you, other professionals – including OUTSIDE AGENCIES if they are involved, and ourselves will support the decision making process. Together with our SENCO’S they will support the decision making process to planned targets on the IEP’S. The IEP will be written after consulting with you and will include how you can support your child at home. Through regular observations we can track your child’s progress.

Our SENCO’S will give advice on meeting your child’s needs within the preschool in consultation with you and other professionals where necessary with your permission.

Reports from health care professionals and other professionals, who are working with your child, will be used to plan support within the setting. Staff meetings within the settling will ensure all staff working with your child knows your child’s strengths and needs, and how to support them.

13) How are parents involved in Preschool? How can I be involved?

We value parents/carers involved with the preschool as we are a charity Committee run preschool. Parents/carers can come in to the setting to see their child in the play environment. You are involved in identifying needs, information sharing identifying targets and next steps to focus on at home and in the setting and reviewing progress towards these targets. Your permission will be sought before involving outside agencies and you are able to volunteer to help in session if you wish. You are welcome to become involved in fundraising for the preschool.

We have meetings, Formal and Informal Consultations, the children are also included in some meetings. Parents can email or telephone Trudy directly, with any concerns or information when parents, are unable to come into setting.

14) Who can I contact for further information?

The preschool Manager/ SENDCO’S or your child’s key person are available in sessions, if you would like to discuss your child’s needs.  We are able to offer advice about other professionals who will be able to support your child, such as the Families Information Service, Health Visitors, Speech and Language Therapists, Portage and Local Children’s centre and can access support from OUTSIDE AGENCIES with your permission.

Local Children’s Centre have Family Link Workers, who can support families with all processes at home and within the setting. They can help with forms, computer/internet access and guidance in when to access support and funding.  

Contact us

Carmelite Way off Exeter St, Salisbury, Wiltshire, SP1 2SG