Tel: 0117 924 7175



SEND Offer – March 2023

Our objective is to make an inclusive provision for all children and we support children with special educational needs and disabilities (SEND) in the following ways:

  • Our SENCO (Special Educational Needs coordinator) is Jane. The role of the SENCO involves:
  • Ensuring all practitioners in the setting understand their responsibilities to children with SEND and the setting’s approach to identifying and meeting SEND;
  • 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.

Questions You May Have:

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

  • The progress and development of all children is monitored regularly by their key person and the room leader so that when a child is not making expected progress in a particular area of learning, including their emotional development, we can quickly identify the need for additional support. This will always take account of the child’s individual circumstances and the wishes of their parents/carers will be at the heart of any steps that are taken.
  • If parents/carers have concerns about the progress or well-being of their child, or think their child has SEND, they are encouraged to speak to their key person, room leader, our SENCO or any other member of staff with whom they feel most comfortable. We will discuss their concerns, and agree with them what will happen next.
  • A child may come to us with special needs already identified, in which case we will liaise closely with the family and professionals already involved to ensure that appropriate support and training is put in place ready for their arrival.

2. How will the education support my child?

  • The environment at The Tin Drum has been developed to support all the children, for example the use of routines, visual timetables and Makaton. Children with SEND will often benefit from these to an even greater extent and may enable them to participate alongside their peers independently.

  • When the need for additional intervention has been identified, the parents/carers will be involved in planning the best way to provide that support. If needed, a plan will be created in discussion with parents to enhance the usual provision, detailing the areas in which the child needs additional support and how that will be delivered.

  • Where appropriate, we will involve specialists in deciding the strategies to be used., for example, directing families to Speech and Language Drop-ins. Where it is felt that additional professional support is required, referrals will be made with the agreement of the parents/carers and advice sought in the best interests of the child.

  • We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.

3. How will the curriculum be matched to my child’s needs?

  • All of our planning is based on the interests and needs of the individual children and the requirements of the EYFS. Activities and resources reflect the children’s interests to better motivate and support their learning.

  • Differentiation is planned for groups and individuals according to need: for example, for a child who has speech, language and communication needs, practitioners will use simplified language, Makaton and/or pictures to support them to understand.

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

  • Parents’ evenings, Focus Weeks spread across the year, transition reports and learning diaries give all parents and carers regular feedback on their child’s learning and any behavioural, emotional or social strengths or difficulties.

  • Parents/carers are encouraged to share their child’s interests, achievements and special events along with any concerns that they may have either by talking to a staff member during handover, through their Focus Week Record, or by having a more formal meeting with a relevant staff member (either at their or our suggestion).

  • If a child has additional support, parents/carers will be encouraged to include the ideas at home. Strategies will be discussed at regular review meetings and second copies of any resources required, for example visuals, will be provided if possible for use outside of nursery. Where outside professionals are involved, they will be asked to attend reviews or to provide feedback on progress and to input into targets and strategies.

5. What support will there be for my child’s overall wellbeing?

  • The well-being of all of the children is our primary concern. They are supported with their social and emotional development both through group activities and by giving them the opportunity and security to share their feelings on a 1:1 basis.
  • Our Behaviour Policy supports our belief that children flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. The support and strategies we use to manage any challenging behaviour benefit all the children.
  • Relevant staff members are trained to support medical needs, and in some cases all staff members receive training. We have an Administration of Medicine Policy in place.

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

  • We have our SENCO who is a Qualified Early Years Teacher, holds early Years Professional Status and regularly attends Network meetings for advice and to share good practice . We have a second SENCO for additional support or cover.
  • Outside educational agencies and support services that we access include the Portage and Inclusion Team and Bristol Autism Team. We will seek advice and support from other suitable services as and when different needs arise.

  • Specialist health services such as Speech and Language Therapy (SALT); Occupational Therapy (OT); Physiotherapy (PT); Child and Adolescent Mental Health (CAMHS); other health professionals.

  • We will work with KBSP, Social Services and Community Police as required.

7. What training are the staff supporting children and young people with SEND had or are having?

  • We access training for our staff to improve provision for all pupils and to develop enhanced skills and knowledge to deliver individualised support and interventions.

  • Our Qualified teacher and all practitioners access training to best support our children with SEND, for example in autism and in speech and language needs.

8. How will my child be included in activities outside the classroom including trips?

  • It is our practice to enable involvement of all of our children in all aspects of the curriculum including special events, activities and trips.

  • Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents/carers are consulted and involved in planning or invited to join to support their child.

9. How accessible is the Tin Drum Nursery?

  • We are a converted Victorian building which is largely accessible with large rooms on two floors and gardens to front and rear. Where families are eligible for the Disability Access Fund and nominate us to receive it, the money will be used to make the environment and support more accessible to the child through the purchase of resources or additional staff training.

10. How will the education setting prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?

  • We have a settling-in process for children starting at our setting, which is tailored to reflect individual needs, circumstances and personalities.

  • We share information to support children’s well-being at transition, either to the next group in nursery or, using the Bristol Universal Transfer Record for a move to another setting. An enhanced transition would be offered for children that will benefit from this additional support, an individual Transfer Pack which may include plans in place, transition photo albums, additional visits and multi professional meetings.

11. How are the education setting’s resources allocated and matched to children’s special educational needs?

  • We can apply for additional funding in order to meet the additional needs of children with more complex SEN and Disabilities. This may include obtaining specialist equipment.

  • Where a child is eligible for Disabled Access Fund and parents/carers nominate us to receive the payment; we will use the funds to make the setting more accessible for the child through the purchase of equipment or by arranging staff training.

12. How is the decision made about what type and how much support my child will receive?

  • We expect all staff to deliver a broad and balanced EYFS curriculum with differentiated learning for children with a range of learning needs. 

  • Should additional support be required, this is undertaken after consultation with the families, the relevant staff and other professionals as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention.

13. How are parents involved in the education setting? How can I be involved?

  • We recognise that parents and carers are a child’s primary educators and we work in partnership with parents to support each child’s well-being, learning needs, progress and aspirations.

  • We operate an open-door policy to allow parents to contact their child’s keyperson and/or other appropriate staff members informally and share information more formally at parents evenings and transition reviews.

  • Parents are invited to become involved by contributing to their child’s Focus Week Record, Learning Diary, or by sharing interest or skills with their child’s group, and periodic invitations to events for example, at Christmas and, for “Leavers”, in the Summer.

14. Who can I contact for further information?

  • Parents/carers are encouraged to talk to the member of staff with whom they feel most comfortable; usually their keyperson in the first instance. For children with SEND, further information and support can be obtained from the SENCO, Jane , the Room Leader or a member of the Management Team.