Local Offer SEND

Our Local Offer for Children with Special Educational Needs.

At Hazelwood Nursery we are committed to the inclusion of all children. All children have the right to be cared for and educated to achieve the best possible outcomes, to share opportunities and experiences and develop and learn alongside their peers. We provide a positive and welcoming environment where children are supported according to their individual needs.

We recognise that some children may have additional needs that may require particular help, intervention and support. These needs may be short-lived for a particular time in the child’s life or may require longer-term or lifelong support. At all times we will work alongside each child’s parents and any relevant professionals to share information, identify needs and help the child and their family access the support they need.

In accordance with our admissions policy, we are committed to providing a childcare place, wherever possible, for children who may have special educational needs (SEN) and/or disabilities according to their individual circumstances, and the nursery’s ability to make any reasonable adjustments in order to provide the necessary standard of care. All children will be given a full settling in period when joining the nursery according to their individual needs.

Where we believe a child may have learning difficulties and/or a disability that has not previously been acknowledged, we will work closely with the child’s parents and any relevant professionals to establish the child’s needs and to secure any action that may be required. We recognise that children with disabilities may not have SEN but may need the nursery to make reasonable adjustments to enable them to make full use of the nursery’s facilities.

Where we have emerging concerns about a child and/or where a child has identified additional needs or a disability, we will find out as much as possible about the needs of the child and any support the child or family may need to ensure the child makes the best progress in their learning and development. We do this by:

  • liaising with the child’s parents
  • observing each child’s development and monitoring such observations regularly
  • liaising with any other relevant professionals engaged with the child and their family
  • seeking any specialist help or support
  • researching relevant publications/sources of help
  • reading any reports that have been prepared
  • attending any assessment or review meetings with the local authority/professionals.

The role of our Special Education Needs Co-ordinator (SENCO) Jackie Coulding is to provide a lead for staff in relation to SEN and disabilities and to make sure procedures are followed, appropriate records kept and parents are involved. The child’s key worker will normally remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. The particular responsibilities of our SENCO are:

  • ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN
  • advising and supporting colleagues
  • ensuring parents are closely involved throughout and that their insights inform action taken by the setting
  • liaising with professionals or agencies beyond the setting.
  • attend Stockport’s SENCO meetings to network and keep up-to-date with training opportunities and local/national initiatives .

Children are at the heart of all we do, and we will work with you to support your child together, listening to you as well as your child.

At Hazelwood Nursery each child has a key worker. 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 ask for a time when you can discuss this in private with them.

Before starting at Hazelwood Nursery your child’s key worker, will spend time with you and your child going through the ‘welcome pack’ which provides information about the nursery, and allows us to learn information about your child to assist us to introduce your child into nursery, understand their needs and interests and at the same time enables you to develop a trusting relationship with your key worker. You will also be introduced to your child’s buddy key worker who you can approach if your child’s key worker is not in nursery. Following this a programme of mutually agreed settling in sessions are organised to support your child’s transition from home to nursery. During the settling in visits your child’s key worker will record observations of how your child responds and their immediate interests and needs during the settling in process, culminating in a transition review after four weeks which you, your child and the key worker all contribute to.

Reports from health care professionals, such as health visitors, speech and language therapists, identify your child’s individual needs. We welcome parents and professionals sharing these reports in order to plan appropriately to meet these needs. We have had experience liaising with Portage, Speech and Language, Psychology, Behaviour Support, the Primary Inclusion Service, Stockport Family and Start Well.

We have good links with our local Children’s Centre and we can sign post you to support which is available through there, for example Parent support officers, inclusion officers, and social care.

Ongoing observational assessments are made of all the 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 SENCO (Special Educational Needs Co-ordinator) Jackie Coulding. If your child’s key worker has identified a possible individual need, they will discuss this with you in private, and plan together to support your child’s learning and development.

Our SENCO will offer support and advice to your child’s key worker and other staff in our setting. She will also liaise with other professionals to seek advice and support in identifying individual needs if necessary. Support and advice can be sought from the Stockport EYFS Improvement Team with your permission.

Your key worker and our SENCO will explain how children’s individual needs can be met by planning support using an Individual Learning and Provision Plan (ILPP), and the advice from Stockport EYFS Improvement Team. They will also explain who may be involved and their roles.

Observations, assessments and evaluations all contribute towards ILPP’s and your child’s key worker would oversee the targets on the ILPP.

We will identify individual needs and plan next steps, accessing additional support from other professionals where necessary.

The key worker will maintain an overview of experiences, and progress, and the SENCO will work with all staff top ensure we are providing the relevant and appropriate support.

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

You can access your child’s development profiles and learning journey at any time, adding in your own observations and including photographs and observations from home experiences. Ongoing assessment systems are in place such as the 2 year old progress comment sheet, Wellcomm assessments, parent focus sheets, observational assessments, and your child’s individual learning journey, which are all linked to the EYFS ages and stages of development. We have parent drop in mornings where you and your child can share the portfolio in nursery, twice a year you will receive a key worker comment sheet which invites feedback from you and your observations for next steps,. We invite you in twice yearly to attend parent’s evenings to discuss with your child’s key worker the progress they are making, along with review meetings of your child’s ILPP carried out in partnership with you.

Our open door policy means that you are always welcome to tell us how your child is doing on a daily basis, and provide ongoing two way communication between us. Telephone calls can be used if parents work and are unable to bring/collect your child from nursery.

We also send out a monthly newsletter, to keep you up to date with what is happening in nursery.

When your child makes the transition to school or moves to a new child care setting we would invite your child’s new key worker/teacher and SENCO to attend sessions with your child to help them become familiar with them and to discuss your child’s individual needs and personality.

We will hold a transition meeting at your convenience, to plan transition for your child into their new setting, giving the new setting time to make necessary plans for any changes they may need to make, sharing targets on your child’s ILPP’s, and minutes of review meetings along with any other information that may be relevant to your child.

It may also be possible to arrange for your child’s key worker to attend settling in sessions at your child’s new setting with them, to help promote a smooth transition.


The nursery has regard to the statutory guidance set out in the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2014). We have clear arrangements in place to support children with SEN and disabilities.

We aim to:

  • Recognise each child’s individual needs through gathering information from parents and others involved with the child on admission and through our procedures for observation and assessment
  • Ensure all staff understand their responsibilities to children with SEN and disabilities and have regard to the guidance given in the Special Educational Needs and Disability Code of Practice 2014
  • Plan, provide or help parents to obtain any additional help or support for any needs not being met by the universal service provided by the nursery
  • Include all children and their families in our provision, making reasonable adjustments where needed
  • Provide well-informed and suitably trained practitioners to help support parents and children with special educational needs and/or disabilities
  • Identify any emerging concerns that might suggest a child has special educational needs and/or disabilities at the earliest opportunity and plan for those needs through a range of strategies
  • Share any information received and assessments made by the nursery with parents and support parents in seeking any help they or the child may need
  • Seek any additional help needed including requesting an Education, Health and Care (EHC) Needs Assessment where the nursery’s own actions are not helping the child to make progress
  • Work in partnership with parents and other agencies in order to meet the individual children’s needs, including health services and the local authority, and seek advice, support and training where required
  • Monitor and review our practice and provision and, if necessary, make adjustments and seek specialist equipment and services if needed
  • Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities
  • Ensure that gifted and talented children who learn more quickly are also supported
  • Encourage children to value and respect others
  • Challenge inappropriate attitudes and practices
  • Promote positive images and role models during play experiences of those with additional needs wherever possible
  • Celebrate diversity in all aspects of play and learning.


We will:

  • Develop and maintain a core team of staff who are experienced in the care of children with additional needs. Staff will be provided with specific training to help them make any special educational provision needed and meet the requirements of the Special Educational Needs and Disability Code of Practice 2014
  • Identify a member of staff to be our Special Educational Needs Co-ordinator (SENCO) and share their name with parents (see below for an explanation of their role)
  • Provide a statement showing how we provide for children with learning difficulties and/or disabilities and share this with staff, parents and other professionals
  • Ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all members of staff in the nursery
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is, as far as possible, suitable for children and adults with disabilities
  • Work closely with parents to create and maintain a positive partnership which supports their child(ren)
  • Provide differentiated activities to meet all individual needs and abilities to give a broad and balanced early learning environment for all children including those with learning difficulties and/or disabilities
  • Ensure that parents are consulted with and kept informed at all stages of the assessment, planning, provision and review of their child’s care and education, including seeking any specialist advice
  • Ensure that children’s views are sought and listened to
  • Use a graduated approach (see explanation below) to identifying, assessing and responding to children who have emerging difficulties, suggesting they may have special educational needs or a disability that requires a different approach
  • When planning interventions and support, agree the outcomes and the expected impact on progress and a date for review
  • Hold review meetings with parents at the agreed times and agree any changes or adjustments to support
  • Seek any further advice or support needed including multi-agency approaches, Early Support and requesting an Education, Health and Care (EHC) Needs Assessment where the nursery’s own actions are not helping the child make progress
  • Liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Provide parents with information on sources of independent advice and support
  • Keep records of the assessment, planning, provision and review for children with learning difficulties and/or disabilities
  • Provide resources, in so far as we can (human and financial), to implement our SEN/disability policy
  • Ensure the privacy of children with learning difficulties and/or disabilities when intimate care is being provided
  • Provide in-service training for practitioners and volunteers
  • Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. assessment information, targeted plans and outcomes, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
  • Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. braille, audio, large print, additional languages
  • Monitor and review our policy annually.

Graduated approach

In line with requirements of the Special Educational Needs and Disability Code of Practice, we take a graduated approach to working with children with emerging concerns and their families. This approach includes:

  • An analysis of the child’s needs including whether we should seek more specialist help from health, social services or other agencies
  • An agreement about the interventions and support needed and the expected impact on progress and a date for review
  • Implementation of the interventions or programmes agreed, including assessing the child’s response to the action taken
  • A review of the effectiveness of the support and its impact on the child’s progress by the key person, SENCO, the child’s parent(s) and the views of the child, including any agreed changes to outcomes and support
  • Revisiting this cycle of action in increasing detail and frequency including seeking further specialist help to secure good progress until the SENCO, key person, the child’s parent(s) and any other professionals involved agree intervention is no longer needed or decide to request an education, health and care needs assessment (see below).

Education, Health and Care (EHC) Needs Assessment and Plan

If the help given through the nursery’s graduated approach is not sufficient to enable the child to make satisfactory progress, we may request, in consultation with the parents and any external agencies already involved, an assessment of the child’s needs by the local authority. This is called an Education, Health and Care (EHC) assessment. The assessment will decide whether a child needs an EHC assessment plan. This plan sets out in detail the education, health and social care support that is to be provided to a child who has SEN or a disability. The local authority will consult with parents and let them know the outcome of the assessment.

Early help assessment

If we believe a child and their family would benefit from support from more than one agency, for example where a child may have difficulties linked to poor housing or difficult domestic circumstances, we may request or carry out an inter-agency assessment to get early help for the family. This early help assessment aims to ensure that early help services are co-ordinated and not delivered in a disjointed way.

In our nursery we use the Common Assessment Framework (CAF).

Early Support

Where children have disabilities we may seek additional help and resources through the Early Support Programme which co-ordinates health, education and social care support for the parents and carers of disabled children from birth to adulthood. There is more information on the Council for Disabled Children website.

Hazelwood Nursery is a 4 storey building. We have disabled access to the building from the car park and into the children’s play area which are at the rear of the building which is used as our entrance. Once into the building we only have wheelchair access on the ground floor. The nursery office and staff area is on the 2nd floor of the building and the under 2 babies and toddlers area is on the 1st floor. Our 2, 3 and 4 year old children use all the areas on the ground and below ground with windows area.

If your child has a Special Educational Need and you would like to know more about how we could support them please contact one of our management team of Paula Kneale, Sarah Kneale, and Jackie Coulding on 0161 477 0549 or email:-