SEN Local Offer

At Harrison we aim to provide both high quality teaching and high quality resources in an all-inclusive environment.

We pride ourselves on providing an environment that promotes equality and inclusion for all children. We use our trained and dedicated staff to provide children with aspirational learning. We listen to both our parents and children’s views to find out what is important to them, and we work together to meet your child’s next mile stone. Our nursery has sensitive and nurturing staff that will care, nurture and teach your child in a safe and secure environment.

For more information on our SEN offer please refer to our frequently asked questions below or alternatively if you wish to discuss your offer you are more than welcome to call our setting and speak to our Manager Jane Molyneux or Deputy Manager Jennie Little on 0151 512 1046 or e mail office@harrisondaynursery.co.uk.

Please click the link below to see the local authority’s Special Educational Needs (SEN) offer.

Local Offer Wirral


How does the setting know if children need extra help and what should I do if I think my child may have special educational needs (SEN)?

How does Harrison Day Nursery identify children/young people with SEN?

Monitoring of individual children’s progress throughout the Early Years Foundation Stage is essential. If a child appears not to be making progress then it may be necessary to use alternative approaches to learning. Ongoing difficulties may indicate the need for support above that which is normally available for children in the setting.

At Harrison we track and monitor all children’s progress through a tracking and monitoring system. However each child has their own individual record of development in place and through regular effective observation and assessment and working closely with parents, key persons are able to identify where children are progressing as they should or where there may be areas of concern. Once a possible concern has been identified the key person will consult with the settings Special Educational Need’s Coordinator (SENCO) and the child’s parents and we will conduct focused observations to identify if additional support may be required.

The 2 year progress check will inform us where early intervention may be required and this will be shared with parents and health visitors as necessary in seeking any additional support required.

How will I be able to raise any concerns I may have?

We offer an in depth settling in period where you can meet with your child’s key person and discuss any areas of concern you may have upon starting with us. We ask parents to complete an ‘All about Me’ booklet in which parents can document any concerns from the start.

When a child starts nursery we complete an initial assessment which incorporates a parent section. This enables the key worker to identify clear starting points from which to plan your child’s developmental pathway.

We encourage full parental involvement in children’s learning and provide daily opportunities to discuss your child’s development and raise any concerns you may have with your child’s key person.

We also offer parent evenings and regular reviews where we can share and discuss your child’s learning and development

We complete termly Learning and Development Summaries which are shared with parents and track each child’s progress within each of the areas of learning and development – any concerns can be noted and discussed at this point.

We complete the progress check aged 2 years which is a valuable tool in identifying where early intervention may be required.

How will Early Years practitioners support my child and how will the curriculum be matched to my child’s needs?

Who will oversee and plan for my child’s learning?

Your child will be allocated a key person who will be responsible for all planning, observation and assessment of your child’s learning. This is overseen by the setting SENCO, the room Supervisor and the Nursery Manager.

Who will be working with my child and what will be their roles?

Your child will be allocated a key person upon starting with us, as well as the key person all staff deployed to your child’s room will be working with your child. The settings SENCO will support the key worker when planning for your child. We also encourage other professionals involved with your child to come into the setting and share their expertise with us.

Who will explain this to me?

You will have an initial meeting with the Nursery Manager, SENCO and your child’s keyworker whereby you will be given the opportunity to ask any questions or raise any concerns with regard to your child joining nursery. All the above will be explained to you on you’re first settling in visit with us. Our setting SENCO will explain their role and part in your child’s learning and development.

What is the setting’s approach to supporting different children’s needs and how will that help my child?

All children have a fully individualised learning programme in place which takes into account your child’s individual age, stage of development, their interests and current abilities. You child’s keyworker will devise a Person Centred Plan which will move to a Play Plan. We ensure each individual child’s needs are met through well planned, purposeful activities. Planning is devised with ‘next steps’ in place within each of the areas of learning and development – these are shared with parents and key persons plan activities and learning experiences to support each child to make progress towards their next steps.

The SENCO will take the lead in further assessment of the child’s particular strengths and the level of support needed for further development. The SENCO, together with the child’s key person will ensure that appropriate records are kept and shared with parents and other professionals as required.

Where a child may not be developing within an area or areas of learning and development as expected, the key person will share this information with the SENCO and the child’s parents and we will prioritise the next terms ‘next steps’ to support children in progressing in areas that require more support. This may require an individual learning plan being implemented with targets identified to work on through the coming term which will be monitored by the key person and SENCO and shared with the child’s parents.

How are the setting committee involved (if appropriate) and what are their responsibilities?

We are privately owned day nursery hence we do not have a committee.

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

What opportunities will there be for me to discuss his or her progress with the staff?

• Settling in sessions
• Termly Learning and Development Summaries
• Review at completion of 2 year progress check
• Reviews with key person
• Parent evenings
• WOW moments
• Opportunities to contribute to your child’s record of development
• Daily handover

How does the setting know how well my child is doing?

Your child’s progress and development is monitored through ongoing observation and assessment. Each term a Learning and Development Summary is completed and shared with parents to detail what learning / progress has occurred within each area of learning throughout the previous term. From these next steps are identified within each area of learning and development which then form the basis of the next month’s planning for your child.

Each term we complete individual and cohort trackers so we can clearly identify where children are making adequate progress as well as highlighting any areas of concern which then allow for key persons to plan specifically for areas where children may not be progressing as well as expected.

How will I know what progress my child should be making?

Through regular consultation with your child’s key person and setting SENCO. Parents are welcome to and encouraged to contribute to their child’s record of develop. Individual plans show where each child is currently at – their planned next steps and what would be deemed as what would be expected for each age / stage of development.

What opportunities will there be for regular contact about things that have happened at the setting, such as a home/setting link book?

• Verbal daily information exchange at collection
• Parents can phone at any time throughout the day
• Communication books are used if deemed necessary or requested for by the parent where there may be a need to do so

How will you explain to me how his or her learning is planned and how I can help support this outside of the setting?

During your child’s settling in process we will explain all of our planning processes to you. You are welcome to take away your child’s record of development to look through and to contribute to.

We welcome regular feedback from you such as any learning / progress made at home and any current interests all of which will be incorporated into planning.

We have home links on display in the entrance which outlines what learning will take place that particular term. We provide suggestions on how you can extend children’s learning at home from what they have been doing at nursery. All keyworkers have their own planning which can be shared at any time.

Key persons are always happy to discuss any area of your child’s learning and development.

We provide termly newsletters to inform parents of any upcoming celebrations.

We also have a nursery app which is updated regularly with news.

How and when will I be involved in planning my child’s education?

At any time! We welcome and encourage your contributions.

We have home links on display in the entrance which outlines what learning will take place that particular term. We provide suggestions on how you can extend children’s learning at home from what they have been doing at nursery. All keyworkers have their own planning which can be shared at any time.
Key persons are always happy to discuss any area of your child’s learning and development.
We provide termly newsletters to inform parents of any upcoming celebrations.
We also have a nursery app which is updated regularly with news.
We also consult with you at the end of each term when reviewing progress, completing assessments and devising next steps for the coming term.
We send home regular questionnaires as well as operating a comments and suggestions box. If you would like any such event please use these methods or speak with your child’s key person or the nursery manager who will look to facilitating them.

What support will there be for my child’s/young person’s overall wellbeing?

What medical and social support is available in the setting for children with SEN and disabilities?

Our SENCO will work closely with the keyworker, your child and yourself as well as any other agencies involved with the child and any identified additional support will be facilitated according to the needs of the child.

How does the setting manage the administration of medicines and providing personal care?

We have a robust administration of medication policy in place; ensuring qualified staff are responsible for the administration of all medication. Any specialist training required to administer medicine will be sought. The child’s key person is largely responsible for personal care of all children, but where this is not possible we operate as a key group ensuring that all staff within each area are aware of a child’s medical needs.

What support is there for my child’s personal, social and emotional development?

With Personal, social and emotional development being one of the three prime areas of learning and development lots of emphasis is placed on this within the setting and it is established through all of our daily routines and learning experiences. Some examples include:

• 1:1 activities with the child’s key person and or SENCO
• Small group activities
• Teaching of sensations, feelings and emotions
• Supporting each child to develop a continuing sense of self
• Teaching children to regulate their feelings and emotions
• Practitioners embody and role model desired behaviours
• High quality teaching
• High quality provision
• Modifications to rooms can be accommodated

How will the setting ensure they take account of my child’s views as appropriate?

How will my child being able to contribute his or her views?

The child’s voice is paramount and we offer plentiful opportunities for the children to make informed choices and contribute their views, children are given choices at meal times, choices of what activities and learning experiences they would like to engage with and self evaluating planning and learning they have been involved in. Where the child is able to communicate effectively children are involved with all aspects of their learning and development. Play plans include ‘what you think your child wants to achieve’.

How will the setting support my child/young person to do this?

Through the types of activities we offer. We encourage the children to make informed choices and build trust that their voice will be listened to.

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

Are there practitioners at the setting with previous experience of supporting children with SEN and do they have relevant training/ qualifications?

All of our keyworkers are trained to a minimum of level 3 in early years. We have 2 SENCOs in post who are responsible for supporting all staff and overseeing all children’s learning, development and Progress. We have a SENCO based in our Upper Toddlers and one in our Pre School Room ensuring that support is always close to hand for both children and colleagues.

Any additional training required to further support individual children and meet their needs will be sought.

What other services does the setting access, including health, therapy and social care services?

If through consultation with the child’s parents (the child themselves if appropriate), and the SENCO we conclude that a child may need further support to help them progress. All known knowledge of the child will be collated and if not previously sought, the support of multi agency professionals will be implemented with parental consent to best meet the needs of the child.

What training have the staff supporting children with SEN and disabilities had or are having?

2 x staff members have completed SENCO training
1 x staff member has completed Inclusion training

All Staff have attended Safeguarding Training which incorporated safeguarding of disabled children.
We also have staff booked to attend training to support children with EAL.

How will my child be included in activities outside the setting including trips?

Will he or she be able to access all of the activities of the setting and how will you help him or her to do so?

As far as is reasonably practicable we will ensure all children can be included in all planned trips and outings. This will be done through full consultation with the child’s parents.

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

We would inform parents of the intended trip/outing/activity and ensure their views are sought. Risk assessments are always completed for any trip or outing and again the views of the parents would be sought. Play plans include ‘what your child likes’.

How accessible is the setting environment?

Unfortunately we do have stairs to the first floor which are not accessible for a person in a wheelchair as we do not have a lift.

Is the building fully wheelchair accessible?

Our building is not fully accessible for persons in wheelchairs as it is not a purpose built day nursery.

How does the setting communicate with parent/ carers whose first language is not English?

We use visual prompts and signage and would endeavour to translate any documents into main spoken language as required.

What preparation will there be for both the setting and my child before he or she joins the setting?

We offer a vigorous settling in procedure where we would invite your child to come and have a look around and meet us; we then would facilitate ‘settling in sessions’. We work with individual families to ensure that the settling in process meets the needs of the child and family. Children and families will have the opportunity to meet with the key person and SENCO as appropriate and ask any questions or discuss any concerns they may have. Parents are requested to complete an all about me book providing information about the child’s likes, dislikes, abilities, interests and routines.

We also discuss our procedures for planning, observation and assessment and parents are invited and encouraged to support in the initial base lining of their child’s learning.

How will you support a new setting or school to prepare for my child?

How will he or she be prepared to move onto the next stage within the setting or onto school?

We operate a ‘Transition Policy’ and transitions within the setting are managed very similar to when a child first starts with us with children visiting the next room prior to moving and becoming familiar with the new key person. Parents are invited to attend reviews with their current and new key person. The SENCO will support with the transition of all children between the settings.

We work in partnership with local primary schools to ensure your child is ready and well prepared for school. A multi-agency meeting would be held to ensure the smooth transition to school. Prior to starting School the SENCO and child’s key person would meet with the reception class teacher and consult and share information that will support their transition to school. A Pre School transfer form is also completed detailing current stages of learning and development and this is shared with the child’s parents prior to sending to the primary school.

What information will be provided to his or her new setting?

Parental consent will be sought prior to any sharing of information and where possible we would endeavour to facilitate a meeting with the new setting, parents, child’s key person and SENCO as well as the child (where appropriate) to discuss the transition. We would share the child’s records of development and any further information relating to the child as well as discussing any concerns that the family may have.

How is the decision made about what type and how much support my child/young person will receive?

Can you describe the decision-making process?

Dependent on the specific needs of the child we can of course make every effort to access specific support to enhance the provision and care that the child receives. This support may be available internally or alternatively with outside multi agency professionals. The decision would be made upon reviewing all known information of the child and what support is identified as being required. Upon consultation and permission being sought from the parents we would then make a referral to the appropriate support service / agency and follow advice and recommendations from them to implement the support required.

Who will make the decision and on what basis?

The decision would be made initially by the child’s key person, SENCO, nursery manager and parents based on what is known about the child and what additional support is identified.

Who else will be involved?

Wirral Early Development Officer may be involved

How will I be involved?

Strategies that have been implemented to support the child and record progress will be shared with parents at all stages and parents will be provided with the information from us about what additional support may be required and what is available. We will inform and support parents in making the right decision for their child, where age appropriate and where children are able, their views will also be taken account of.

How does the setting judge whether the support has had an impact?

Who can I contact for further information?

We continually monitor all support that has been provided, whether that is through and individual play plans that have been implemented with key targets, 1:1 sessions with a key person / SENCO or through additional support from multi agency professionals. Regular review meetings will be held and we will continually assess the effectiveness of the support provided and this will help us decide if the support in place is effective or if we need to look at other strategies.

For further information you can speak to your child’s key person, the SENCO or the Nursery Manager as well as any other professional involved with your child / family.

Who would be my first point of contact if I want to discuss something about my child?

This would be your child’s Key Person and/or SENCO.

Who else has a role in my child’s education?

All staff based in the room with your child will play a role in working with your child as well as any professional from any outside team working with your child.

Who can I talk to if I am worried?

You can talk to your child’s key person, the SENCO or the Nursery Manager as well as any other professional working with your child.

Who should I contact if I am considering whether my child should join the setting?

You should contact the setting and ask to speak to Jane Molyneux (Nursery Manager) or Jennie Little (Deputy Manager) on 0151 512 1046.