Our Local Offer

Each child has a key person, whose role is to develop a close, sensitive relationship with you. If you have any concerns about your child's development, share this with the key person in the first instance.

The key person carries out regular observations and assessments linked to Development Matters and the expected ages and stages of development. If they identify a possible individual need, this will be discussed with you and you can plan together how best to support your child.

The nursery SENCO (Special Educational Needs Co-ordinator) may be asked for advice to support both the key person and your child. With your permission, the SENCO may also liaise with other professionals - for example the area SENCO, speech and language therapist, children's centre, or health visitor. That might include meetings and reports so the key person can plan confidently for your child's individual needs.

We offer an in-depth settling-in period and, if you request it, a home visit. You will meet your child's key person and share information so we can provide informed support. Children's well-being is central to everything we offer, and settling in is tailored to each child's needs.

Parents are welcome to spend time at nursery during settling in, get to know staff, and build a trusting relationship with the key person. Your key person leads day-to-day care, observations, and assessments so we understand your child's current stage and next steps. You can contribute to these records so we hold a complete picture of your child.

Development is evaluated regularly. The nursery SENCO may be involved when extra advice is needed to plan appropriately. As parents, you will always be included in planning for your child's needs.

If you would like a home visit, the nursery manager can arrange this. Otherwise the first settling-in visit is a chance to meet the key person and begin discussing your child's interests and care needs. You will be asked to complete a record of your child's starting points, which supports future planning.

We recommend using the first and second visits for your child and family to get to know the setting and the staff who will care for them. If your child seems settled, you may agree with the key person to leave them for a short period (for example two to three hours) so everyone feels confident.

We provide a settling-in booklet you can share at home, with information about the daily routine and photos of familiar parts of nursery. Please tell the key person about favourite comforters, names, or sleep routines - continuity of care makes settling easier. Where a child needs additional support, we can arrange meetings with other care professionals or appropriate staff training.

With your permission, your child's Learning Journey (a record of observations and assessments) can be shared with the new setting. Where possible we meet or contact the new key person to share relevant information, attend team-around-the-child meetings, and visit the new setting to advise on adaptations to provision or routine and to meet the key person or class teacher.

When it helps the transition, the new key person or class teacher may be invited to meet your child at Snapdragons.

Your child's key person is the first point of contact. They are supported by the room leader, early years professional or early years teacher, nursery manager, or SENCO as needed. There is a staff board at nursery and staff photos on our website.

Your key person and SENCO can signpost you to care professionals or, with your permission, make a referral for specialist help. You can also obtain information from your health visitor, children's centre, family information services, and your local authority website.

The leadership team is responsible for inclusion-related practice and policies: keeping them current, fully implemented, and backed by staff training. We provide an enabling, stimulating, and nurturing environment and make suitable adaptations where we can.

We aim for a positive culture that values and respects every child, welcomes families into nursery life, and encourages honest, meaningful communication with parents. Information is shared with external agencies when it is in the child's best interests.

There are daily opportunities to talk with your child's key person. Each child has a Learning Journey with observations, photos, and assessments. You may view it whenever you wish, take it home, share it with your child, or add your own observations and comments.

We hold parents' evenings twice a year, where you can complete a form with the key person covering interests, needs, or next steps, and review progress against Early Years Foundation Stage ages and stages.

For two-year-olds, the two-year progress check is completed by the key person, parents, and the health visitor and can support early intervention if concerns are identified. Progress is reviewed regularly and shared with you.

Where a targeted outcome plan is in place following an identified need, it is shared and reviewed with you. Reports from other professionals may also form part of the picture; a meeting may be arranged when there is a lot to discuss or several people are involved.

Parents are vital to nursery life. You might help on trips, share skills or interests, join family events, or support fundraising for local charities. We run Stay and Play sessions, graduation days, sports days, and family days that welcome grandparents, siblings, and other important people in your child's life.

Our website, noticeboards, magazine, and social channels illustrate activities and upcoming events.

We offer an individual settling-in period that may include a home visit so children and families feel confident and can build a strong attachment with the key person. You receive relevant information about nursery and share details with the key person so individual needs are met. All staff model inclusive, positive practice.

Each child is matched with a key person for continuity of care and a strong partnership with parents. Through detailed knowledge of your child, they plan for needs and interests in line with development and work with the SENCO and area SENCO when extra support is needed. Resources are accessible and staff are caring role models.

Staff are trained to administer medicines and records are maintained. Policies cover sickness, medication, healthy eating, and the key person approach. The key person supports personal care needs, including nappy changing, rest, and mealtimes.

We aim for all practitioners to hold at least the equivalent of Level 3 in childcare and education, with many exceeding this. Staff access training on child development and may have specialist training such as Makaton, SENCO training, paediatric first aid, speech and language, or care for specific medical or dietary needs.

We work closely with local authority advisory teachers and the area SENCO, children's centres, and other local agencies such as speech and language. We can signpost families or make referrals with your permission.

Policies cover equality, diversity, and behaviour, and staff take part in related training.

Noticeboards and displays share information about the Early Years Foundation Stage, children's learning, and topics such as early years entitlement for two-, three-, and four-year-olds, staff responsibilities, complaints procedures, and local children's centre details.

Planning boards show how we work through observation, planning, and review. Your key person can explain what this means for your child and how we plan next steps. The information you give us is essential so needs and interests are fully met. Much of the day is spent observing, listening, and talking with your child so planning reflects them accurately.

The management team oversees planning so all areas of learning are covered and each child experiences a broad, balanced curriculum. We can suggest everyday activities to continue learning at home and strengthen the partnership between home and nursery.

Where a particular need is identified, we support you in accessing guidance so we can plan for your child to reach their full potential.

We communicate through daily contact, parents' evenings, day sheets, whiteboards, email, posters, letters, the website, the Learning Journey, social media, and the nursery magazine.

You are involved from the first tour, home visit, or settling-in session. Building trust and understanding your child's needs and interests matters to us; regular information from you helps us plan next steps and review progress against targets.

If extra support is needed, we signpost or refer with your permission and keep you informed throughout. Daily planning reflects the support we are providing and targets stay realistic and relevant. Where there is a targeted outcome plan, you are invited to contribute because your input is essential.

You have access to your child's Learning Journey whenever you like, and a lending library for books to share at home. You can share a skill, join Stay and Play, take part in dressing-up days, charity events, and family days - information goes on noticeboards, letters home, or the website. Speak to your key person if there is something you would especially like to be involved in. Grandparents and wider family are welcome at many events.

Whether through a home visit or settling-in sessions, sharing information early helps us plan for your child's needs and interests. Your key person is the main contact; the nursery manager and SENCO also support you when needed.

Using starting points, the key person observes your child, plans engaging activities, and reviews progress with you. We ask you to share in assessments and contribute ideas for next steps. The environment is enabling, with suitable and accessible resources, and we suggest home activities to reinforce learning.

If further advice or expertise would help, we seek your views and permission before any referral. We keep you informed and welcome any concern so your child gets the best possible outcomes in learning and development.