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Questions for activity and service providers

How to answer the Local Offer questions

This section provides guidance to help you answer the key questions that families, carers, and young people often have about your service or activity. The aim is to give clear, accessible information that helps people understand what you offer, how they can get involved, and what support is available.

Each question below is designed to help you describe your service in a way that is open, transparent, and easy to follow. By responding fully, you can ensure that children, young people, and their families have the information they need to make informed choices and feel confident using your service or activity.

Local Offer questions

You can expand the boxes for tips for each question, which you may choose to reflect in your own Local Offer.

Purpose & Aims

  • What is the main purpose of your service/activity?
  • What are your aims for children and young people?
    (e.g., building confidence, developing skills, offering inclusive play)

Description of the Activity

  • What actually happens during the activity?
    (describe typical sessions, routines, structure)
  • Is it active, creative, educational, therapeutic, social, or a mix?
  • How long do sessions last, and how often do they run?

Who Runs It

  • Who delivers the activity?
    (trained staff, volunteers, specialist coaches, therapists)
  • Do they have particular expertise or specialisms?

SEND‑Inclusive Practice

  • How is the activity adapted for children with different needs or abilities?
  • Do you use visual supports, sensory adjustments, or flexible approaches?
  • Can children take part in different ways or at their own pace?

Environment & Approach

  • What is the atmosphere like?
    (calm, structured, playful, small groups, sensory‑friendly)
  • Do you offer quiet spaces or breaks if needed?

 

Purpose & Aims

  • What is the main purpose of your service/activity?
  • What are your aims for children and young people?
    (e.g., building confidence, developing skills, offering inclusive play)

Description of the Activity

  • What actually happens during the activity?
    (describe typical sessions, routines, structure)
  • Is it active, creative, educational, therapeutic, social, or a mix?
  • How long do sessions last, and how often do they run?

Who Runs It

  • Who delivers the activity?
    (trained staff, volunteers, specialist coaches, therapists)
  • Do they have particular expertise or specialisms?

SEND‑Inclusive Practice

  • How is the activity adapted for children with different needs or abilities?
  • Do you use visual supports, sensory adjustments, or flexible approaches?
  • Can children take part in different ways or at their own pace?

Environment & Approach

  • What is the atmosphere like?
    (calm, structured, playful, small groups, sensory‑friendly)
  • Do you offer quiet spaces or breaks if needed?

 

Location Details

  • What is the full address of your venue?
  • Is there a postcode families can use for sat-nav or journey planning?
  • Are there multiple locations? If so, please list them.
  • Is the activity delivered indoors, outdoors, or across different sites?

Areas Covered

  • Which towns, districts, or regions do you cover?
  • Do you serve families across the whole county or only specific areas?
  • Do you accept children from outside your immediate area?

Travel & Transport

  • How easy is the venue to reach by public transport?
  • Is there parking nearby, including accessible parking?
  • Are there any transport limitations families should be aware of?

Location Details

  • What is the full address of your venue?
  • Is there a postcode families can use for sat-nav or journey planning?
  • Are there multiple locations? If so, please list them.
  • Is the activity delivered indoors, outdoors, or across different sites?

Areas Covered

  • Which towns, districts, or regions do you cover?
  • Do you serve families across the whole county or only specific areas?
  • Do you accept children from outside your immediate area?

Travel & Transport

  • How easy is the venue to reach by public transport?
  • Is there parking nearby, including accessible parking?
  • Are there any transport limitations families should be aware of?

Age

  • What age range does your activity support? (e.g., 5–11, 11–16, 16–25)

Type of SEND

Which types of SEND does your activity support?

Examples:
– Autism / social communication needs
– Learning disabilities
– Physical disabilities
– Sensory needs (visual, hearing)
– Speech, language and communication needs
– ADHD or other neurodivergent needs
– Social, emotional, and mental health needs

Access Requirements

  • Do you support children/young people who need 1:1 support?
  • Do you accept children who use mobility aids or wheelchairs?
  • Is your activity suitable for non‑verbal children or those using communication aids?
  • Do you welcome children with behavioural support needs?

Inclusion & Adaptation

  • Can your activity be adapted for different abilities?
  • What reasonable adjustments do you offer?
  • Is your service inclusive of children with complex needs?

Age

  • What age range does your activity support? (e.g., 5–11, 11–16, 16–25)

Type of SEND

Which types of SEND does your activity support?

Examples:
– Autism / social communication needs
– Learning disabilities
– Physical disabilities
– Sensory needs (visual, hearing)
– Speech, language and communication needs
– ADHD or other neurodivergent needs
– Social, emotional, and mental health needs

Access Requirements

  • Do you support children/young people who need 1:1 support?
  • Do you accept children who use mobility aids or wheelchairs?
  • Is your activity suitable for non‑verbal children or those using communication aids?
  • Do you welcome children with behavioural support needs?

Inclusion & Adaptation

  • Can your activity be adapted for different abilities?
  • What reasonable adjustments do you offer?
  • Is your service inclusive of children with complex needs?

How to Register or Apply

  • Do families need to complete a registration form?
  • Is there an online form, email address, or phone number to contact?
  • Do parents/carers need to create an account or sign up to a portal?

Initial Contact

  • Who should families contact to get started?
  • Is there a named person or team responsible for enquiries?
  • Do you offer introductory calls or meetings before starting?

Pre‑Start Steps

  • Do you gather information about the child’s needs before they attend?
    (questionnaire, phone call, support plan, taster session)
  • Are risk assessments or medical forms required?

Booking & Availability

  • Do families need to book in advance, or can they drop in?
  • How often do you open bookings?
  • Is there a waiting list? If so, how does it work?

Costs & Funding

  • Are there any fees to pay before attending?
  • Do you require deposits or membership?

Getting Started on the Day

  • What should families expect on their first visit?
  • Is there an induction or a chance to meet staff beforehand?
  • What should they bring with them (snacks, sensory aids, equipment)?

 

How to Register or Apply

  • Do families need to complete a registration form?
  • Is there an online form, email address, or phone number to contact?
  • Do parents/carers need to create an account or sign up to a portal?

Initial Contact

  • Who should families contact to get started?
  • Is there a named person or team responsible for enquiries?
  • Do you offer introductory calls or meetings before starting?

Pre‑Start Steps

  • Do you gather information about the child’s needs before they attend?
    (questionnaire, phone call, support plan, taster session)
  • Are risk assessments or medical forms required?

Booking & Availability

  • Do families need to book in advance, or can they drop in?
  • How often do you open bookings?
  • Is there a waiting list? If so, how does it work?

Costs & Funding

  • Are there any fees to pay before attending?
  • Do you require deposits or membership?

Getting Started on the Day

  • What should families expect on their first visit?
  • Is there an induction or a chance to meet staff beforehand?
  • What should they bring with them (snacks, sensory aids, equipment)?

 

Eligibility Criteria

  • Do you have specific criteria for children who can attend?
    (age, diagnosis, level of need, residency, school placement, etc.)
  • Is the service open to all children with SEND, or only certain needs?
  • Do you accept siblings or only the child with SEND?

Referral & Application Process

  • Do families self-refer, or does a professional need to refer them?
  • Is there an application, registration form, or assessment process?
  • Are waiting lists used, and how are they managed?

Decision-Making Process

  • Who makes the decision about whether a child can access the service?
    (e.g., staff team, coordinator, SEN lead)
  • What information do you use to make decisions?
    (support needs, risk assessment, availability, compatibility with the activity)
  • Do you meet with families before confirming a place?

Matching Needs to the Activity

  • How do you ensure the activity is suitable and safe for the child?
  • Do you consider staffing levels, accessibility, or behaviour support needs?
  • Do you offer taster sessions to check fit?

Communication With Families

  • How do you let families know if their child has been accepted?
  • How do you explain decisions when a child cannot be offered a place?
  • Do you signpost families to alternative services?

Fairness & Inclusion

  • Do you prioritise children based on need, location, or first‑come‑first‑served?
  • Do you aim to be inclusive wherever possible, making reasonable adjustments?
  • Are decisions reviewed regularly?

 

Eligibility Criteria

  • Do you have specific criteria for children who can attend?
    (age, diagnosis, level of need, residency, school placement, etc.)
  • Is the service open to all children with SEND, or only certain needs?
  • Do you accept siblings or only the child with SEND?

Referral & Application Process

  • Do families self-refer, or does a professional need to refer them?
  • Is there an application, registration form, or assessment process?
  • Are waiting lists used, and how are they managed?

Decision-Making Process

  • Who makes the decision about whether a child can access the service?
    (e.g., staff team, coordinator, SEN lead)
  • What information do you use to make decisions?
    (support needs, risk assessment, availability, compatibility with the activity)
  • Do you meet with families before confirming a place?

Matching Needs to the Activity

  • How do you ensure the activity is suitable and safe for the child?
  • Do you consider staffing levels, accessibility, or behaviour support needs?
  • Do you offer taster sessions to check fit?

Communication With Families

  • How do you let families know if their child has been accepted?
  • How do you explain decisions when a child cannot be offered a place?
  • Do you signpost families to alternative services?

Fairness & Inclusion

  • Do you prioritise children based on need, location, or first‑come‑first‑served?
  • Do you aim to be inclusive wherever possible, making reasonable adjustments?
  • Are decisions reviewed regularly?

 

Communication Methods

  • How do you usually communicate with families?
    (e.g., email, phone, text messages, WhatsApp, newsletters, social media)
  • Do you use accessible communication formats?
    (Easy Read, visual supports, Makaton, BSL, symbol-based communication)
  • Do you provide information in different languages if needed?
  • How do you keep families updated about sessions, changes, cancellations, or news?

Understanding Children’s Needs

  • How do you gather information about a child’s needs before they attend?
    (registration forms, phone calls, meetings)
  • How do you gather feedback?

Involvement in Decision Making

  • How are children, young people, or families involved in shaping the activity?
    (surveys, suggestion boxes, feedback sessions, informal chats)
  • Do you actively ask for feedback after activities or events?
  • How do you use this feedback to improve or adapt the service?

Co‑production and Planning

  • Do you involve children or parents in planning new activities or making changes?
  • Do you offer trials, tasters, or opportunities for young people to help design sessions?
  • Are there advisory groups, youth panels, or parent forums that influence decisions?

Accessibility of Communication

  • How do you ensure communication is accessible for children with SEND?
    (visual timetables, simple language, quiet conversations, alternative communication methods)
  • Do staff receive training on inclusive or alternative communication?

 

Communication Methods

  • How do you usually communicate with families?
    (e.g., email, phone, text messages, WhatsApp, newsletters, social media)
  • Do you use accessible communication formats?
    (Easy Read, visual supports, Makaton, BSL, symbol-based communication)
  • Do you provide information in different languages if needed?
  • How do you keep families updated about sessions, changes, cancellations, or news?

Understanding Children’s Needs

  • How do you gather information about a child’s needs before they attend?
    (registration forms, phone calls, meetings)
  • How do you gather feedback?

Involvement in Decision Making

  • How are children, young people, or families involved in shaping the activity?
    (surveys, suggestion boxes, feedback sessions, informal chats)
  • Do you actively ask for feedback after activities or events?
  • How do you use this feedback to improve or adapt the service?

Co‑production and Planning

  • Do you involve children or parents in planning new activities or making changes?
  • Do you offer trials, tasters, or opportunities for young people to help design sessions?
  • Are there advisory groups, youth panels, or parent forums that influence decisions?

Accessibility of Communication

  • How do you ensure communication is accessible for children with SEND?
    (visual timetables, simple language, quiet conversations, alternative communication methods)
  • Do staff receive training on inclusive or alternative communication?

 

Building & Physical Access

  • Is the venue step‑free throughout?
  • Do you have ramps, lifts, or accessible entrances?
  • Are doorways and corridors wide enough for wheelchairs or mobility aids?
  • Is there accessible parking close to the entrance?

Facilities

  • Is there an accessible toilet or Changing Places facility?
  • Do you have quiet spaces or sensory‑reduced areas?
  • Can children bring their own equipment or aids if needed?

Communication & Sensory Access

  • Do you provide visual supports, Easy Read guides, or symbols?
  • Can staff use Makaton, BSL, or communication aids?
  • Are there considerations for sensory sensitivities (lighting, noise, smells)?

Staffing & Support

  • Are staff trained in supporting children with SEND?
  • Do you offer 1:1 support, or can families bring their own carers/support workers?
  • Can adjustments be made if a child needs more time or reassurance?

Activity Adaptations

  • Can the activity be adapted for children with physical disabilities?
  • Do you offer alternative formats or equipment if needed?
  • Can children participate at their own pace or in different ways?

Limitations

  • Are there any parts of the venue or activity that are not accessible?
  • Are there restrictions families should be aware of (e.g., uneven ground, loud environments)?

Building & Physical Access

  • Is the venue step‑free throughout?
  • Do you have ramps, lifts, or accessible entrances?
  • Are doorways and corridors wide enough for wheelchairs or mobility aids?
  • Is there accessible parking close to the entrance?

Facilities

  • Is there an accessible toilet or Changing Places facility?
  • Do you have quiet spaces or sensory‑reduced areas?
  • Can children bring their own equipment or aids if needed?

Communication & Sensory Access

  • Do you provide visual supports, Easy Read guides, or symbols?
  • Can staff use Makaton, BSL, or communication aids?
  • Are there considerations for sensory sensitivities (lighting, noise, smells)?

Staffing & Support

  • Are staff trained in supporting children with SEND?
  • Do you offer 1:1 support, or can families bring their own carers/support workers?
  • Can adjustments be made if a child needs more time or reassurance?

Activity Adaptations

  • Can the activity be adapted for children with physical disabilities?
  • Do you offer alternative formats or equipment if needed?
  • Can children participate at their own pace or in different ways?

Limitations

  • Are there any parts of the venue or activity that are not accessible?
  • Are there restrictions families should be aware of (e.g., uneven ground, loud environments)?

Types of Training Completed

  • What specific SEND-related training have staff completed?
    (e.g., autism awareness, ADHD training, Makaton, behaviour support, trauma‑informed practice)
  • Have staff received training on communication methods?
    (visual supports, PECS, BSL, communication devices)
  • Have staff completed safeguarding or child protection training?
  • Do staff have first aid, medication management, or medical needs training?

Ongoing / In‑Progress Training

  • What training are staff currently undertaking or due to complete soon?
  • Is training refreshed regularly, and how often?
  • Do staff attend workshops, webinars, or local authority SEND training sessions?

Experience & Skills

  • Do staff have experience working with specific disabilities or needs?
  • Have they worked with non‑verbal children, children with complex needs, or those requiring behaviour support?

Inclusive Practice Training

  • Have staff received training on inclusive activity planning or reasonable adjustments?
  • Do staff understand sensory needs and how to create a supportive environment?
  • Have they been trained in de-escalation, positive handling, or behaviour regulation strategies?

 

Types of Training Completed

  • What specific SEND-related training have staff completed?
    (e.g., autism awareness, ADHD training, Makaton, behaviour support, trauma‑informed practice)
  • Have staff received training on communication methods?
    (visual supports, PECS, BSL, communication devices)
  • Have staff completed safeguarding or child protection training?
  • Do staff have first aid, medication management, or medical needs training?

Ongoing / In‑Progress Training

  • What training are staff currently undertaking or due to complete soon?
  • Is training refreshed regularly, and how often?
  • Do staff attend workshops, webinars, or local authority SEND training sessions?

Experience & Skills

  • Do staff have experience working with specific disabilities or needs?
  • Have they worked with non‑verbal children, children with complex needs, or those requiring behaviour support?

Inclusive Practice Training

  • Have staff received training on inclusive activity planning or reasonable adjustments?
  • Do staff understand sensory needs and how to create a supportive environment?
  • Have they been trained in de-escalation, positive handling, or behaviour regulation strategies?

 

Safeguarding Policies & Procedures

  • Do you have up‑to‑date safeguarding and child protection policies?
  • How do staff report and respond to any concerns?
  • Is there a designated safeguarding lead (DSL) on site?

Staff Checks & Vetting

  • Do all staff and volunteers have DBS checks?
  • Are references and background checks completed before staff start?
  • How often are checks renewed?

Training for Staff

  • Do staff receive safeguarding, first aid, behaviour support, and SEND training?
  • Are staff trained in de-escalation, medical needs, or emergency procedures if applicable?

Supervision & Staffing

  • What is the staff‑to‑child ratio during activities?
  • How are children supervised throughout the session, including breaks and transitions?
  • Are staff familiar with individual support plans or risk assessments?

Medical & Personal Care

  • How do you manage medication, allergies, or health conditions?
  • Who is trained to deliver medical support if needed?
  • Do you create individual risk assessments or care plans?

SEND‑Specific Safety Measures

  • How do you support children who may be at risk of wandering, sensory overload, or distress?
  • Are there quiet spaces or safe areas available?
  • How do staff manage behaviours in a positive and supportive way?

Environment & Venue Safety

  • Is the venue secure, with controlled entry/exit points?
  • Do you carry out regular safety checks and risk assessments?
  • Are activities adapted to ensure they are safe for different abilities?

Communication With Parents/Carers

  • How will families be kept informed about their child’s wellbeing during sessions?
  • Do you let parents/carers know promptly about incidents, injuries, or concerns?
  • Can parents contact the team during the session if needed?

Safeguarding Policies & Procedures

  • Do you have up‑to‑date safeguarding and child protection policies?
  • How do staff report and respond to any concerns?
  • Is there a designated safeguarding lead (DSL) on site?

Staff Checks & Vetting

  • Do all staff and volunteers have DBS checks?
  • Are references and background checks completed before staff start?
  • How often are checks renewed?

Training for Staff

  • Do staff receive safeguarding, first aid, behaviour support, and SEND training?
  • Are staff trained in de-escalation, medical needs, or emergency procedures if applicable?

Supervision & Staffing

  • What is the staff‑to‑child ratio during activities?
  • How are children supervised throughout the session, including breaks and transitions?
  • Are staff familiar with individual support plans or risk assessments?

Medical & Personal Care

  • How do you manage medication, allergies, or health conditions?
  • Who is trained to deliver medical support if needed?
  • Do you create individual risk assessments or care plans?

SEND‑Specific Safety Measures

  • How do you support children who may be at risk of wandering, sensory overload, or distress?
  • Are there quiet spaces or safe areas available?
  • How do staff manage behaviours in a positive and supportive way?

Environment & Venue Safety

  • Is the venue secure, with controlled entry/exit points?
  • Do you carry out regular safety checks and risk assessments?
  • Are activities adapted to ensure they are safe for different abilities?

Communication With Parents/Carers

  • How will families be kept informed about their child’s wellbeing during sessions?
  • Do you let parents/carers know promptly about incidents, injuries, or concerns?
  • Can parents contact the team during the session if needed?

Adding or updating your Local Offer to your existing listing

If you already have a listing within the activities and services directory you can add a Local Offer by you can complete the Local Offer questions using the 'suggest a change' feature. 

You can read further information on how to add or update you activity or service listing, you will also find out how to add a new listing if you do not yet have one for your activity or service.

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In this section

  1. How to create an effective Local Offer
  2. Questions for activity and service providers
  3. Questions for Educational Settings, including childcare providers
  4. Questions for parents to ask activity providers