Local Offer for Children with Special Educational Needs and/or Disabilities (SEND)

The aim of this document is to enable families to see the support that they would receive for their child within the settings here at Cheeky Monkeys Day Nursery & Pre School. We have three nurseries based in and around Colchester, Essex. It will provide clear information about what we already have in place to enable all children to reach their full potential, as well as to reassure you that we value each child as being unique and endeavour to meet their individual needs.

We are an inclusive setting with a wealth of experience in supporting and promoting children’s needs, learning and development. We have had a range of children access our setting with a variety of needs; Medical, Physical and Developmental.

We have successfully been involved in obtaining additional educational support for several children for when they started school ensuring they had the one to one help they needed to join a mainstream school.

How does Cheeky Monkeys Day Nursery know if a child needs extra support and working with parents?

At Cheeky Monkeys Day Nursery we follow the Key Person approach.

Each child who attends Cheeky Monkeys Day Nursery & Pre School is allocated a Key Person; this member of staff will ensure good relationships are forged between the child and their parent(s).

Throughout their time at Cheeky Monkeys, observations on individual children will be undertaken by the key person which goes towards their personalized plan and learning journal (all unique to the individual child). By achieving this we will be able to observe the child’s wellbeing, care and learning. Forming positive relationships between staff and child helps towards identifying any further support that might be needed.

All observations, planning and learning journals are shared with parents. This then enables us to work together. If we feel we need to share our observations with outside agencies we would discuss this with the family allowing their input and if there are any concerns to go forward in reaching out to the right support.

When settling into Cheeky Monkeys Day Nursery & Pre School the Parents are given a show around and are informed of the room the child will be joining. During the settling in process we will ask information about your child using our “All About Me” booklet.

This will give us an insight to the child’s personality and their interests giving the key person invaluable knowledge on how best to plan and provide support for the child. We will listen to the parents and the Childs views and will ensure this is all taken into consideration to ensure their needs are met. On our registration form you will be asked to specify any Educational or Disability needs you know your child has. We will then discuss this with you before your child starts.

We offer settling in sessions where you can bring your child to play for an hour or two before they officially start so your child can become familiar with the setting and the staff. We are flexible and have many strategies we use to help your child settle.

Once the child has started the appointed Key Person will do an assessment under the 7 areas of learning, combined with the initial assessment, to help identify any concerns.

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

The key worker will make regular observations linked to the EYFS ages and stages of development. With yourself and the setting’s SENCo the setting will identify what support is required. Extra support, if necessary, will be put in place at this stage using the graduated response pattern below.

A one plan will be put in place by the key worker, SENCo and yourself. The SENCo will give advice on meeting your child’s needs within the setting. Reports from professionals working with your child will be used to plan support within the setting. The key worker will keep all staff up to date with children’s needs during the session and all staff has a reasonability to make written observations during the session. This will ensure all staff working with your child knows your child’s strengths and needs and how to support them.

How staff support the child?

Cheeky Monkeys has two designated Special Educational Needs Co-ordinators, both have attended the relevant training through the Local Authority.

All staff are trained to, or working towards, at least NVQ Level 3. They all have years of experience with working with children between the ages of 2 years and 5 years, as well as some being parents themselves.

All of our team holds paediatric first aid qualifications; this is updated at least every 3 years. All staff regularly attend training on various subjects and cascade the information received to all other staff members within the setting.

Our staff have all received basic makaton training and this is used on a daily basis. Several staff have also had training in using an epi pen.

The SENCo will ensure all practitioners in the setting understand their responsibility to children with Special Educational Need and Disabilities (SEND) and the settings approach in identifying and meeting SEND. They are to advice and support colleagues, ensuring parents are closely involved throughout, and their insights inform actions taken by the setting. They will also liaise with other professionals or agencies beyond the setting. Cheeky Monkeys Day Nursery has a good working relationship with the Area SENCo, who supports us where needed.

Our SENCo will work together with other outside agencies, and we have wide support network including Area SENCo, Health Visitor, Speech and Language Therapist, specialist teachers and Local Children’s Centers.

Our staffing teams have and previously have had experience with children that have needed varied support for example intensive work with children on the autistic spectrum, speech and language delays and hearing loss, as well as physical needs.

How are parents/carers included in the child’s education and curriculum?

The key person and parent/s work closely together to help support the child’s learning and curriculum. The key person and the parent will regularly communicate with each other to ensure all relevant information is passed on. Initially parents will be asked to complete an “All About Me” booklet and registration form. The information will include the child’s interest, likes, dislikes, etc.

Each child has a outcome based next steps plan which is regularly completed by the key person and parent. This helps the parent/s and key person monitor the development of individual children, helping us to plan effectively. In summary, this will help highlight any additional needs a child may have, leading us to source the necessary support and equipment.

We ensure that all our staff are aware of our ‘Supporting Children with Special Educational Needs and Disability Policy’, and procedures for identifying, assessing and making provisions for children with SEND. We provide in-service training for parents and volunteers.

We provide parents with information on sources of independent advice and support. This is sometimes in the form of training sessions, regular meetings and/or frequent communication. By offering this, we work closely with the parents of children with Special Educational Needs to create and maintain a positive partnership.

Between 24 and 36 months an ‘Early Years Foundation Stage Progress Check’ will be carried out, which will include a written summary of the child’s development. This progress check is reviewed alongside the health visitor’s check, helping to identify progress, strengths and needs to promote positive outcomes in health and well-being, learning and development.

What can Parents do?

If at any time a parent is concerned about their development/progress of their child, they would always be encouraged to bring their concerns to the child’s key person, where the relationship has already been established. The key person will then seek advice from the SENCo and act accordingly.

The Graduated Response

We follow a cycle of 4 stages of actions, at each stage parents are engaged with Cheeky Monkeys, contributing with their insights to assessment and planning.

The intended outcomes for the child are shared with the parents and reviewed with them, along with action taken by us, at agreed times.

Stage 1 – Assess

When identifying a child as needing SEN support, the key person will work with the SENCo and child’s parents to analyse of the Childs needs. This initial assessment is reviewed regularly to ensure that support is matched to the need.

If there is little or no improvement in the child’s progress, additional specialist assessment may be called.

When other professionals are not already working with the setting, the SENCo may contact them, with the parent’s agreement.

Stage 2 – Plan (Personalised Plan)

Parents are involved in planning support and if appropriate in reinforcing the provision or contribution to progress at home.

During the planning process, the following would be agreed,

  • The outcomes they are seeking.
  • The intervention and support to be put in place.
  • The expected impact on progress, development or behavior.
  • A clear date for review.

Views of the child are also considered throughout. Also parent views on what outcomes they want for their child will always be taken into consideration.

Stage 3 – Do

The key person with the support from the SENCo will take responsibility for working with the child on a daily basis. The SENCo will also support the key person when assessing the child’s response to the action taken.

The SENCo will oversee the implementation of the interventions agreed.

Stage 4 – Review

By the agreed date the effectiveness of the support and the impact of that support will be reviewed.

The SENCo, Key Person, and Parents will evaluate progress made, whilst taking into account the view of the child.


Cheeky Monkeys Day Nursery is fully accessible; we have wheel chair access both for our indoor and outdoor environments.

We have the appropriate toileting facilities to accommodate a child who has additional physical needs.

Our intention is to include all children of all abilities and we will differentiate accordingly. We achieve this by careful planning and reviewing activities, their effectiveness, and taking children’s abilities into consideration.

Weekly and daily risk assessments are carried out by the designated Health & Safety Officer to ensure the equipment and environment is maintained and safe. A more specific assessment will be made for children who have a Special Educational Need, making sure equipment is suitable, safe and viable for the child to use and meets their needs. The risk assessment may also be carried out alongside the parents.

If specialist equipment or resources are required to meet a particular need, Cheeky Monkeys Day Nursery & Pre School is aware on how to apply for funding. In some circumstances children may need one to one support; this will be planned for and implemented in the child’s Personalised Plan.

Any outings or organised trips would be fully assessed, to ensure accessibility for children with SEND.

Throughout the nursery we display visual aids and clear labelling, including translated signs for families who have English as a second language and makaton prompts around the nursery. We have photographs of the children demonstrating positive behaviour around the Nursery.

A member of our team also has English as an additional language (Polish is first language) and can help give advice and support on settling your child. Another member of our team is profoundly deaf so can offer support on accessing the environment.

All staff have received Positive Behaviour Training, this is always ongoing and updated.

The well-being of the children attending Cheeky Monkeys Day Nursery is paramount; administration of ongoing medication is documented in a medical management plan completed by the parents. This would include details of the medication, when to be given, and how it is given. A healthcare plan can also be put in place to ensure a child with a Special Educational Needs have their personal intimate needs met appropriately without causing the child to feel different from their peers. Where appropriate the child’s views will always be considered, through discussion with parents.

Experience and Training

We meet the Safeguarding and Welfare Requirements of the Early Years Foundation Stage, ensuring that our staff are appropriately qualified. We carry out checks for criminal and other records through the Disclosure and Barring Service (DBS) in accordance with statutory requirements.

We provide regular in house and out house training including Special Educational Needs, Safeguarding and First Aid.

All staff attend relevant training to support their role; this is also monitored in a ‘Staff Development Plan’ by the Nursery Manager.

Transition to School

Close links with the Primary school will be made prior to the start date. This will entail meetings between the Specialist teacher or Area SENCo, key person and SENCo. Home visits would be arranged by the specialist teacher if required. All documents relevant to the child’s development, including the ‘personalized plan’ will be forwarded on and discussed prior to the start date. In time for the school to be aware of the child’s need and ensure provisions have been put into place.

Who can I contact for further information?

More detailed information is available in our policies which are located on our parent’s board and on our website. The local Children’s Centre’s have Family key workers who can support families with all processes at home and within the setting. They can help with forms, computer/internet access and guidance on when to access support and funding.

If you would like to discuss your child prior to starting at Cheeky Monkeys Day Nursery please contact either

Laura Sines on 01206 574402 (email: colchester@cheekymonkeysessex.co.uk) for our Colchester Nursery or

Helen Palmer on 01787 221102 (email: helen@cheekymonkeysessex.co.uk) for our Earls Colne Nursery or

Tania Khambatta on 01206 560814 (email: ci@cheekymonkeysessex.co.uk) for our Colchester Institute Nursery. 





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