SEND Local Offer



Paper copies of the polices are available in the play room.  Digital copies can be assessed under ‘files’ on the Parents FB page.  Playdays policies include our policy on Child Protection as well as our policy on  Inclusion and SEND policy.

Playdays Pre-school’s Local Offer

Here at Playdays Pre-school we are committed to providing every child with high expectations of their outcomes as they journey through the Early Years Foundation Stage with us.  The Special educational needs and disability code of practice: 0 to 25 years support us in this work.

This is our Local Offer to families in our community:

The Beginning

As part of our induction practices children and parents are invited to visit the setting.  During this visit you will be able to meet the staff and if appropriate have a meeting with the SENCO (Special Educational Needs Coordinator) so that initial plans and any special arrangements for the child can be discussed. For a child with complex needs a Pre-school entry meeting may be arranged with the parents, Playdays’ SENCO, the Area SENCO and any other pertinent professionals. At this meeting consideration will be given to the child’s needs, support required and the suitability of our setting to cater for these needs.


Every child joining us at Playdays Pre-school is allocated a key person who is responsible for the overseeing and planning of a child’s learning. This key person has responsibility for a small group of key children so is able to form a close relationship with each key child and their families. All key persons are fully trained with Early Years Qualifications; this is updated regularly by completing training throughout the year. A key person will make regular observations on their key children to assess individual children’s needs to support their learning and development outcomes. Your key person will also be responsible for your child’s personal care, but in the event of staff illness or absence a familiar adult to the child will provide the personal care. If a child needs necessitate one to one support additional funding and staffing would need to be applied for due to current staffing ratios.  Please note that a one to one worker will not necessarily be your child’s key worker.  During your child’s time at Playdays Pre-school your first point of contact in the first instance would be your key person if you have any worries or concerns about any aspects of your child’s learning and development outcomes. This could also include any concerns your have about your child’s behaviour.


Our SENCO is Bridget Parsons and she has many years experience working in the early years sector and has been Playdays SENCO for several years. She has received SENCO training and attends local SENCO cluster meetings with other local early years providers. Where necessary she will access the support of outside professionals including the Area SENCO, speech and language etc. Bridget welcomes the support of specific professionals that support a child and values and acts on the advice they offer. Any decision relating to your children is made with the consent of the parents or the person with parental responsibility. If it is felt that a child may benefit from the support of outside agencies/professional a meeting will be arranged to explain this to parents by the key person and SENCO and to gain thier permission for an initial assessment to be made by an outside professional such as the Area SENCO.

Monitoring and assessments

We have certain tools in place to monitor and assess the children’s development:

  • Trackers both individual and whole group cohort
  • EYFS (Early Years Foundation Stage) pathways
  • Tapestry online learning journal
  • ECAT (Early Communication and Language Tracker)
  • Unique child 2 year check
  • Development journal
  • Graduated response planning

Which assessment tools used for your child will depend in part on their needs and age, but the first four assessment tools are used for all children. To support children with additional needs the key person and SENCO will work together alongside the parents/carers and where necessary outside professionals to plan for the child’s learning and development and to support their additional needs.

Parent Partnership

We value the support of parents as their child journeys through the EYFS with us. To this end we share the planning and assessments of your child with you on regular occasions throughout the academic year. We do try to operate an ‘open door’ policy throughout the year but would ask for your patience and understanding during busy periods such as 9am and at the end of sessions, when most days we have to vacate the building by a certain time as other groups are due to arrive. Throughout your child’s time at Playdays Pre-school your key person will chat with you on a regular basis and keep you up-to-date on your child’s progress and future plans for their learning and development outcomes and to find out from you what learning you would like us to include in our planning for your child.


At Playdays Pre-school we take each individual child’s specific needs into account during their time with us. Our policies and practices support the needs of every child. If it would be detrimental to a child’s health not to receive medication during a session we will administrate it. All staff or a specific member of staff i.e. a key person will receive training if necessary on the administration of a particular medication. A form will be completed with parents as regards dosage and frequency of medication, when medication is administered it is recorded on this form also. Any medication stored at Playdays will be stored in a locked cupboard in our storage shed. For children whose needs are medical, such as epilepsy for example, a medical plan is put into place to support their needs. We are vigilant to the needs of children with allergies and keep an easily accessible record of these; this enables us to ensure children’s needs are catered for at all times.

The Views of the Child

At Playdays Pre-school we value the views of all including those of the children. Having a close relationship with a key person enables an adult to get to know a child very well including their interests, likes and dislikes and their preferences. The observations made by the key person are then used to plan activities that reflect a child’s current interests and views.


We are very fortunate at Playdays Pre-school that the church rooms we use are on the ground floor, have wide doors and level floors including some of the outside play area.

Behaviour Management

Most of the staff have attended STC (Somerset total communication) training and all staff use key signs throughout a session with all the children. We find this supports the children with their communication, behaviour and learning and development outcomes. To promote positive behaviour we have our ‘golden rules’ in place.

Moving On?

During the summer term we put into place plans to support the older children with the transition to primary school, this includes having uniforms of local primary schools within the dressing up area, inviting local foundation stage teachers to visit the setting to meet the children and chat to the key workers. For some children it may be necessary to arrange for a school entry meeting. The people attending this meeting will include the child’s key person and/or SENCO from Playdays, the child, their parents, the schools SENCO/class teacher, the Area SENCO and any other pertinent professionals. Although there are several people at this meeting it is an informal friendly meeting held to share information between the family, pre-school and school.

If your child is moving onto another Early Years Setting in the local area an entry meeting may be arranged between Playdays and the new setting.

And finally:
We hope your have found this document helpful and informative. We would love to welcome you and your child to our setting.

Please use the contact page to make any enquirers.