Offer (December 2013)
Information for Local Offer
Name of Early Years
Provision:
Address (inc contact
number):
Wingfield pre-school
Wingfield young people’s centre,
Wingfield road,
Wingfield,
Rotherham, S61 4AU
01709 556463
Name
Management committee
Contact number
Email Address
Name and contact details of
manager:
Julie Naylor
01709 556463
Julieanay1@btinternet.com
Name and contact details of
SENCO:
Michelle Campbell
01709 556463
Julieanay1@btinternet.com
Name and contact details of
owner:
Number of children on SEN register
Please describe interventions in place to promote development in each Area of Development including relevant aspects
of learning (Development Matters in the Early Years Foundation Stage).Please include what is provided for all children
(universal section) and differentiated approaches used for children with SEND.
Areas of Learning and
Development
Aspect
Universal
Children with SEND
Prime areas
Personal, Social and
Emotional Development
Making Relationships
Assigned a key worker, group
activities planned for, spacious role
play.
As Universal
Self confidence
Easily accessible activities,
digital photo frame, regular stay
and play and coffee mornings
for parents.
Policy on behavior, books and
stories.
As Universal
Moving and handling
Arrangement of the
environment and resources
allow for crawling, walking,
running, riding and tumbling. A
range of construction materials
of different sizes.
Health and Self-care
Routines to develop the
children’s independence. Visual
Non-slip mats, small trays for
resources, big writing tools, work
together with other agencies, to
put together Individual Education
Plan’s. the environment can be
adapted to accommodate walking
aids.
Quiet and stimulating personal
care routine. Sippy cups and big
Managing feelings and
behavior
Physical Development
Photo routines, behavior plans,
mirrors.
snack time routine and menu,
choice of healthy snacks and
drinks.
Communication and
Language
Listening and attention
Understanding
Speaking
Song and music time, puppets,
listening games, quiet areas,
letters and sounds activities.
Resources to capture curiosity.
Planned activities based on
children’s interests. Staff
knowledge of schemas and
questioning.
Awareness of English as an
additional language.
Opportunities for children to ask
questions and give comments
during activities. Knowledge on
open ended questioning of
children.
chunky cutlery.
Parents views and wishes taken
into account. Health care plan
implemented if needed.
CD player, calming music,
puppets.
Sensory equipment available.
Makaton signs and symbols used.
Makaton signs and symbols used.
Syllable clapping games.
Knowledge on child development
and referral to speech and
language development.
Specific Areas
Literacy
Reading
Large selection of books,
awareness of bilingual stories
and languages. Phonic
knowledge. Range of texts in
the environment. Local
storytellers. A library system for
children to borrow books and
story sacks to take home.
A wide variety of resources to
make marks, pens, paint, sand,
salt, whiteboards. Added to role
play, eg, Drs, menus, phone
book, diaries.
Number puzzles and books,
number games, displays,
sorting equipment,
Shapes in the environment,
regular use of containers in the
sand and water. Puzzles.
Family photographs on display.
Role play-dress up,
occupational books and visits
fire, police, dentist, farm.
Walks in the community. Small
world equipment.
Props and spot trays to support
stories and rhymes.
Books with media pictures.
Technology
Computer, cameras, phones,
torches, photocopier.
As universal with extra support if
needed.
Exploring and using
media and materials
Materials and resources of
different textures, and colours.
Paint easel
Real items/objects, dress up,
stories based on experiences.
Sensory equipment with sounds
and textures.
Writing
Mathematics
Numbers
Shape, space and
measure
Understanding the world
People and communities
The World
Expressive Arts and
Design
Being imaginative
Chalks, big pens, large water
painting outside.
Treasure baskets, atelier
resources.
Large boxes and spaces with
materials for den making.
Child’s own photo diary. Books
with puppets and dolls.
As universal with extra support if
needed.
As universal with extra support if
needed.
Describe how you develop and embed the following into your setting everyday practice:
Partnership Working:
Parent/carers
Partnership Working:
Outside agencies
SEND training; keeping
staff up to date.
Transition preparation:
Daily sheets, parent friendly planning sheets, open door policy, regular meetings, coffee
mornings and stay and play sessions. Key person system, parent involvement policy, parent
committee members and lead worker for Special Educational Needs and Disabilities families.
Comments box outside of main room and regular questionnaires.
Assessment policy and Special Educational Needs and Disabilities policy, Individual Education
Plan’s devised with input from other agencies and parents/ carers.
Special Educational Needs and Disabilities policy, staff contracts, feedback sheets from
courses, regular staff meetings, links to outreach service when required.
Transition policy, books with photos devised and used, invites sent to next setting/school for
visit to us, regular contact.
Name and Signature of person completing form: Julie Naylor and Michelle Campbell
Date of completion: 21/07/2014