Nicci's House


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Local Offer

Nicci’s House believes that every child is unique.


We provide a homely environment where every child can


play, learn and explore at their own rate and be


able to reach their fullest potential.


How we aim to meet the unique needs of the child.


Before any child even starts at Nicci’s House we gather lots of information about them, we hold meetings with parents, ask for an ‘all about me form’ to be completed and record all their details. This gives us a good base line to begin working with the child and their family. In the initial first few weeks we begin a profile book for the child gathering observations about what they like, what they can do and how they are feeling. We also listen to the child’s voice and their views and opinions are respected and lead our daily planning. Following this a base line summary is completed in line with the Early Years Foundation Stage (EYFS) curriculum, by the child’s key worker. Together this all allows us to be able to meet the needs of all individual children in our setting, plan their next steps and encourage them in all areas of development.


Monthly and daily planning as well as partnership with parents and taking cues from the children allows us to continually be meeting the children’s needs and summary assessments are completed regularly.


How we identify that a child is not meeting appropriate age/stage related milestones and what do we do in this case?


It may be that a need has already been identified before a child attends either by parents or another professional. In this case we would work closely with everyone involved in the child’s care to ensure a consistent approach to the child’s learning and development.


If through our observations, assessments and our sound knowledge of child development we thought that a child was not reaching age appropriate milestones, or that we thought they need extra support, we would always communicate with the parents in the first instance. We strongly believe that parents should be kept fully informed about their child’s time with us. We will ensure that we do this with sensitivity and care and understand that it could be difficult for a parent to hear our concerns. We will always try and reassure parents and offer any help we can.


Depending on the individual child’s need we would, together with the parents, devise an individual plan for the child. It maybe that we are able to offer the support in house or that we would need to get additional support, such as a trained speech and language therapist in. We are always more than happy to work with other professionals and welcome them in to our setting at any time.


Nicola Twiddy is our settings named Special Education Needs coordinator (SENco). She regularly attends training for this and has also had training in Makaton (type of sign language).


How we promote positive relationships and ensure good, ongoing communication with families. How our families know what progress their child is making.


We believe that an ethos of trust is needed to ensure good working relationships. We understand that parents are trusting us to care for their child and we will always be honest with parents. We ask that parents keep us fully informed regarding the child’s home life and any concerns or worries that they may have.


We will always make time to listen to parents and are available to be contacted in a variety of ways, including: verbally, by phone or email. If parents need to speak with us in confidence we will always accommodate this at a mutually agreed time.


We operate an open door policy for parents and they are always welcome to stay and play while their child attends. We communicate verbally at the beginning and end of the session about the child’s day and complete their profile, which parents can view any time, regularly. Summative assessments and the statutory two year old check are also completed as needed and a copy of these sent to parents.


How we access additional support and what you can do at home to help?


If a need is identified and we need to gain additional support we have a wide range of contacts and professionals we can access. We will always work with parents but it could be that a professional attends our setting or the child’s home. It may also be that a child can access support available within the local community such as a doctor or health visitor. Should such support be needed we believe that a consistent approach works best for


the child and that any support offered could be both replicated here and at the child’s home.


If parents have any concerns we ask that you communicate them with us however, remember that you can also seek help from professionals yourself. We have included some contact numbers at the back for your reference.


How will communicate with other providers who care for your child, or with providers who will be caring for your child?


We know that a child sometimes attends both us and another setting. We are always very happy to work with other settings and believe that we already have strong links with many of the local childcare provisions and local schools. We will ensure that we always gain parents consent when contacting other settings but want to reassure parents that we will always remain sensitive and mindful of confidentiality when sharing information. We encourage parents to share our reports with other providers. Other settings are always welcome into or to contact our setting and we also welcome assessments or reports from them if available.


How do you support children to experience a smooth transition to school or a different situation?


If a child is to transition to another setting or school we will always support them in this. We will ensure that reports and profiles are complete and ready to share with the new setting. We will also ensure that the child is as happy as they can be. Activities that we have done in the past include a special ‘all about me’ book for a child to share with their new setting, visits to the new setting and providing role play toys to allow the child to express themselves and how they feel before the move. We also have a range of story books that the children can access not just on transitions but on other areas that children may find difficult such as a new baby, bereavements or Starting school. The library is a great resource and we regularly use their books to help us change our resources as and when needed.


How we provide an enabling environment for all the children in our care.


Our setting is within our family home. The house is set out on two levels with access to upstairs via the steep stairs. Our toilet facilities are on the upper level. We are always happy to make any reasonable adjustmentsto our setting to make it accessible to all children however at present we are unable to offer wheelchair access.


However, we do have direct access to our garden which is laid with astro turf grass from our purpose fitted playroom. The astro turf allows us to gain access to outside in all weathers. We have a wide range of indoor and outdoor toys and equipment to support children of a range of ages and abilities, including a dark den, computer and sensory toys. Since our setting is a home from home environment we can offer children quiet time if they need it. We also regularly go on outings in to the local community. All areas, activities and outings are risk assessed and we ensure that they are inclusive of all children parking part.


Our policies, procedures and practices


Our local offer is supported by the settings written policies which are available to view on the notice board, on the website and made available to all new parents, normally via email. In particular our Special Education Needs, Inclusion and Safeguarding and Child Protection policies highlight that we will be inclusive to all children, provide a safe environment and enable children to reach their fullest potential through play. We will champion this and continually reflect and challenge our procedures to ensure we remain up to date and provide quality service to all children and families.


Children…not special educational needs.


We have had experience of working with a wide age and development range of children, we understand that there may be a time in a child’s life that they need additional support for a short term, for a longer term or even life long. However, regardless of any need a child may have we know the importance of seeing children first and their needs second. A child who needs additional support is not a ‘special educational needs child’ but a ‘child’ who has special educational needs. All children are important and we will always aim to provide the best care for them and their families


Where can you go for help, support, questions or concerns.


Firstly, make contact with your child’s key worker or the settings SENco (Nicola). They will be able to offer advice and support or suggest someone else who can. You can always contact us on the details below


Nicci’s House


2 St. Stephens Close








07523796165 or 01584876860





One last note:


Throughout this document we have used the word ‘parent’ to refer to the child’s main career. This may be the child’s biological parent or parents but could also be step parents, the child’s legal guardians, a foster parents or other main career but for ease of reading we have simply used ‘parent’ to encompass all of the above.