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 Authority’s Local Offer:

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 child’s 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

When saving your local offer please use the following:



Setting Name and Address

Over Kellet Playgroup

Over Kellet Village Hall

Nether Kellet Road

Over Kellet

Carnforth   Lancashire




01524 730904




Does the settings specialise in meeting the needs of children with a particular type of SEN?



If yes, please give details:

We would support children as and when the need arises.


What age range of pupils does the setting cater for?

2 – 4 year olds

Name and contact details of your setting  SENCO

Rachel Metcalfe

01524 730904

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

Lynsey Winder

Playgroup Manager

Contact telephone number

01524 730904


  1. 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


Over Kellet Playgroup

  1. Date

July, 2019

Please return the completed form by email to:

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:  

  • Over Kellet Playgroup is a pack away Playgroup providing sessional day care over five days per week.
  • We open term times only.
  • We cater for children in the 2 – 4 age group.

            All the children are in one very large room based in Over Kellet Village Hall.

  • We are registered to take up to 30 children at each session.
  • Lynsey Winder is the Playgroup Manager and PICO and has overall responsibility for concerning behaviour. Jackie Hunter is the Deputy Manager and ECLAN, Rachel Metcalfe SENCO, Sophie Wieclawska ENCO

Accessibility and Inclusion

  • How accessible is the setting environment?

Is the building fully wheelchair accessible? Do you have accessible parking spaces? Have there been improvements in the auditory and 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 etc. How does the setting communicate with parents and families whose first language is not English? How is information made accessible to parents and 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 make use of resources such as symbols, pictures and sign graphics to support children's access to resources? Do you have furniture such as height adjustable tables or alternative ways of presenting activities so that children can access them?

What the setting provides

  • Over Kellet Playgroup is very accessible for all abilities.
  • It has ramps, disabled parking, disabled toilets and is all on one level.
  • We have a hearing loop system.
  • We can control natural lighting with curtains and velux blinds.
  • The room layout can easily be adapted to meet individual needs.
  • All our policies, news letters, etc, can be made available electronically for parents.

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

  • All children have a keyperson who observes and tracks their progress by following the EYFS. Parents are involved in this by helping us identify their child's starting point.
  • Two year progress checks are completed by keypersons and looked over by the Playgroup Manager. These are then given to parents to add their views/comments and sign.
  • Parents can talk to Playgroup staff and discuss their child’s learning and development at any time during the sessions.
  • Keypersons now do their learning journeys on a program called Tapestry. This enables two way communication with parents.
  • If we feel that a child needs extra help we would first talk to the parents. We then put in  place an IEP (Individual Education Plan) to help support the child. This will have three targets that the child finds challenging and difficult but which are age appropriate.  The child receives help and guidance to meet these targets.  We then evaluate the targets and look at how the child met them. We then, if needed, request guidance from the Specialist Teacher
  • We have a SEND and Equality, Inclusion and Diversity Policy, which we adhere to.
  • Parents are always involved in decisions about how to support their child.

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 the EYFS. Organisation of the setting – areas of provision, enhancements to areas of provision etc.  

How is children's progress and development monitored?  (Baseline assessments?, termly reviews?, parent & key person conferences?, 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. room leader, the role of the SENCO?

What is the setting's provision map and how is it used to support children’s learning and development? The use of TLPs to support 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 of the setting? Which staff 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?

What the setting provides

  • Children are observed daily by staff.  These observations then show us each child's next steps and help with our weekly planning. This shows us when a child is falling behind in the EYFS and we can then step in, talk to the parents, develop an IEP for that child and, if needed,  complete a Request for Guidance.
  • When children first come to playgroup we ask parents to help us with a starting point for their child (baseline assessment).  We do this together.
  • Children's needs are followed during planning.  Play is child initiated. Children are involved in themes and topics, parents are very welcome to view our weekly plans.  We differentiate between children's needs.  We are aware of where our key children are developmentally.
  • Keyperson observes and develops interactions with child – if any additional needs are identified these would be discussed with SENCO and Leader.
  • We do a two year development check.
  • Parents are always very welcome to come and talk to staff.  We are always happy to help and will point them in the right direction with any concerns they may have with their child's progress and development.
  • Our provision map is available to read on our website:
  • Playgroup Committee offer a questionnaire yearly for parents to complete.  This allows us to see parents’ views and helps us to assess any issues that are brought to the surface.
  • Children and parents can look at their Learning Journey on Tapestry and add observations.
  • We have a catalogue of toys, which children can view, and ask, or point out, the items that they may wish to play with, which also helps with planning and next steps and helps the children who may not be as vocal.
  • We have a notice board with external events such as speech therapy drop in sessions that all parents can have access to.  There are also leaflets to take away.

Teaching and Learning Part 2 - Provision & Resources

  • How are the setting’s resources used to support practitioners to meet children’s special educational needs?

How does the setting determine what resources are available to support them in meeting the needs of children with special educational 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 professionals visiting the 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 you assist him or her to do so?

How do you involve parents/carers in planning activities and trips?

What the setting provides  

  • We provide age appropriate toys and toys that are appropriate for differing abilities.
  • We work with specialist services from the Inclusion Service, Higher Level Teaching Assistants, Occupational Therapists, Speech and Language Teachers, Educational Psychologists and paediatricians.  We also have our own SENCO  at Playgroup. All these specialists can advise us on appropriate resources that may be beneficial to individual needs.
  • Our provision map is available to view on our website –


  • 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 child's progress with the 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 nursery book

  • How will parents be involved in discussions about and planning for a child’s education?

How and when will parents be involved in planning a child’s education?

How are parents/carers involved in the setting more widely?

What the setting provides

  • Parents can log into their child’s Learning Journey.
  • Staff/keypersons are always available to discuss children’s progress.
  • Keypersons know how well their children are progressing through tracking them on the EYFS.
  • Parents can send messages to staff via their child’s Tapestry profile or a private message on our facebook page. We encourage them to send us photographs about what their child does at home.  This also helps to involve parents in planning for their child's needs and next steps.
  • Over Kellet Playgroup is run by a parent Committee.  This enables parents to have a greater involvement/input  in the running of the Playgroup.  


  • How does the setting prepare and support  a child to join the setting, transfer to a new setting or the next stage of education and life to 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 have known needs that may require more significant planning)

What the setting provides

  • Parents and children are welcome to come and visit Playgroup before the child starts. Parents can stay with children to settle them. Children can stay for shorter sessions.  Children can bring their comforters.
  • Pre-school children visit Over Kellet School on a Monday afternoon for a pre-school session. Other children attend other pre-school sessions in various schools in the area.  Reception teachers from various schools are invited to come and visit Playgroup before transition, or the SENCO from Over Kellet Playgroup will meet teachers from schools to liaise progress and information to help the child settle in the new setting and provide an SEN support plan for the child.
  • We hold regular P.E. sessions for pre-school children to help prepare them for undressing/ dressing.
  • The new setting is given a transition document for each child from their keyperson which also has parental input.  Transition meetings are organised with all specialists involved with individual children.

Staff Training

  • 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 planned training and disability awareness. In house and external training and 'on the job' experience including input from external professionals that has resulted in 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/experience do they have?

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 quality assurance recognition related to SEND?

What the setting provides

  • We have nine members of staff.  Seven work in the setting, one is bank staff and one is a Business Manager. All staff have access to a rolling programme of training.  Staff are CAF trained. We regularly receive 7 Minute Briefings (current safeguarding issues).  We have completed autism training, social and communication difficulties training, behaviour training.  Two members of staff have undertaken a Certificate in Autism. Seven members of staff have paediatric first aid, 2 staff have Safeguarding for Nominated Officers Level 2 and all staff have Safeguarding Level 1.
  • Three staff hold NVQ 3 in Early Years Care and Education.

One is a teacher with a degree.  

One holds NVQ 2.

Two hold an NNEB Diploma.

The Business Manager has a degree

One is starting Level 2 training in September, 2019

If a child has a care plan we would target the training necessary to support that child's medical needs.

We hold half termly staff meeting where individual children’s needs can be discussed.

Staff supervision meetings are held half termly.  Appraisals are held yearly.  Staff have time to share information with each other on individual children's needs.

Staff have good “on the job” experience and sound knowledge of children’s needs.

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

  • Lynsey Winder (Manager), Jackie Hunter (Deputy) and Rachel Metcalfe (SENCO) can be contacted on 01524 730904 during Playgroup opening hours.
  • Children's keypersons can always be contacted during the Playgroup sessions.
  • Concerns can be shared verbally, on Tapestry or private message on Facebook.
  • There are always opportunities to talk with staff before and after each session, but you can make an appointment for a time that is convenient to you.
  • Playgroup can be contacted via the telephone or by email :  01524 730904
  • Check our website –  This holds lots of useful information regarding Playgroup.