Local Offer

Abbey Preschool is a purpose built provision and has operated in its current location since September 2012. The building is on one level and has easy access to all areas. We take children from 2 – 5 Years of age and take a maximum of 26 children per session, with a minimum of 5 practitioners per session.

Frequently asked questions – Setting’s Response:
How does the setting determine when a child needs additional support?

  • Abbey appoint Key Persons for all children who will assess, plan and monitor their development using the Early Years Foundation Stage (EYFS) guidelines
  • Every Child a Talker (ECAT) forms will be completed in addition to the compulsory 2 Year Development Check
  • If children are not meeting age appropriate stages of development:
    • Concerns are voiced by practitioners or parents
    • Consultations take place with parental consent to liaise with external services/professionals to seek guidance and to implement any additional support your child may need

What do I do if I feel/know my child has Special Educational Needs (SEN)?

  • Discuss the needs or concerns regarding your child’s development or SEN with the setting’s SENCO or manager.
  • Inform the setting of any agencies or Health Care Professionals already involved with your child
  • We value and recognise the knowledge that you have about your child and promise that we will work with you at all times to ensure that your child receives the best possible care that is specific to their needs. We encourage you to attend meetings with any agencies and to share information that may be beneficial to your child’s care. We will of course share all information with you and hold regular meetings to ensure that we always have the most up to date information and care in place to support your child

How will you support my child’s learning?

  • The setting’s SENCO and Key Person will work closely together to support your child’s SEN. Your child’s individual needs will be assessed and planning will take place around them and the interests your child has. This means gathering as much information from you about your child and their needs as possible prior to their enrolment. This information may also come from previous setting’s your child has attended, and any professionals/organisations that are already working with you.
  • Practitioners will observe and monitor your child’s interests and learning to plan their next stages of development based upon their findings. Key Person’s planning for a child with SEN will have their planning monitored by the setting’s SENCO.
  • Regular reviews take place to ensure that any care plans are still relevant and make changes accordingly.
  • Strong links with the local primary school make transitions into school smoother and the sharing of information easier.
  • Area SENCO will be consulted should a need be identified by us. They are able to carry out an assessment of your child and identify any areas that require additional support, and offer links to other agencies that may be able to help, such as Health Professionals or ordering specialist equipment. Please note that we always obtain written consent before involving any external agencies/professionals.
  • Individual Learning Plans (IEP) will be put into place to assist your child and will be drawn up with parental input, and a date for review will be agreed. Practitioners will update you every time your child attends the setting and will share with you what your child has been doing that day and comment on their general wellbeing.
  • Somerset Total Communication (STC) is used by all practitioners with all of the children along with visual prompts and signs.
  • Approach practitioners as often as you like to ask about your child’s progress or to discuss concerns and achievements. Please note that during busy periods you may be asked to wait or to make a mutually convenient appointment to discuss any issues.
  • Key folders (developmental records) are kept in a locked office and are available to view upon request. They are updated weekly and using the EYFS guide and progress is tracked and next steps are planned for.

How does the setting update me of my child’s progress?

  • The frequency of reviews will be dependent on the SEN of your child. Parent consultations take place twice yearly in addition to progress reviews
  • Written reports may be requested or a Home Link Book set up so that communication between home and the setting can be shared and discussed with your child. This is particularly popular and a very simple form of communication

Which external organisations, professionals and service will does the setting access?

  • The SENCO will make initial assessments before consulting external agencies. They receive up to date information through attending regular cluster meetings with the Area SENCO.
  • Area SENCO – regular consultations and visits from them will occur if your child has a SEN
  • The following may also be consulted – Health Visitors, GP’s, Paediatricians, Speech and Language Services, Occupational Therapists, Vision Support, Physiotherapists, and Social Services .
  • Once the relevant services are involved the setting and SENCO will look at forming Individual Learning Plans to ensure that your child’s needs are being met, and to determine the levels of intervention needed. Anything that is out in place for your child will be regularly reviewed so that changes can be made where necessary.
  • Regular observation, planning and assessment will take place. Observations will inform the activities that are planned for your child and highlight strengths and interests that your child develops. It also highlights areas of development that need further attention and support. Regular assessments will enable practitioners to see what is working well for your child, and areas that need to be changed.

How do you ensure that children with SEN are included in activities offered by the setting?

  • As an inclusive setting, all children are able to participate in all activities offered. Levels of support will change according to a child’s needs and where necessary, activities will be adapted to ensure inclusion. This may mean additional adult support, or moving an activity to a different level so that it is accessible
  • Additional resources will be sourced should they be needed to aid inclusion
  • Risk assessments are carried out daily on the building, resources and equipment. Every possible effort is made to ensure that children and adults safety is never compromised. Should any hazards be identified, they will be removed and logged. Where a child is considered to be hazardous to others, for example, they need to be laid on the floor or be handled differently due to a phyisical impairment, the setting will discuss the safest way to manage the risks

What is Accessibility like?

  • Abbey is a purpose built building that has easy access for everyone, including wheelchairs and pushchairs
  • We have space for hoisting equipment and staff trained to use it
  • The facilities are at child levels and are easily accessible
  • The garden is fully enclosed and accessible

What does the setting do to aid transition into the preschool and then into school?

  • Abbey strongly encourage new children and their parents/guardians to visit the setting prior to enrollment. It is during this time that you will be able to decide whether the setting is suitable for your child.
  • We offer a play session for your child to visit the setting, meet their Key Person and have a play to familiarise them with the setting
  • Key Persons are appointed so that you and your child have a point of contact within the setting. Where ever possible, the Key Person will work the majority of sessions your child attends, if not all of them.
  • For children coming to us from another setting or leaving us to join another setting, we make contact with the provision to collect or forward any information that may be needed
  • For children entering school, we establish a link with reception class teachers, who will visit us to meet your child. We will use this visit to pass on any information they will need and to inform them of any service involved with your child

How do I contact the setting for further information or to answer any questions I have?

  • If your child is not yet registered and you would like to speak to someone, please contact the setting and the Manager or SENCO will be able to help you.