0118 937 5429
0118 937 5429
Senco name: Kate Wiggins
Contact details: firstname.lastname@example.org
Senior Leadership team: Senco is a member of the SLT
This policy sets out how our teaching and learning policy is to be made fully accessible to all of our children to help them to reach their full potential. All children should have full access to a learning environment which is best suited to their needs.
This policy also details how we identify, monitor and provide for those children with Special Educational Needs.
We acknowledge a child to have ‘special educational needs’ if s/he has a learning difficulty or disability which calls for special educational provision to be made for him or her. They also have a learning difficulty or disability if he or she:
We understand that learning can be hindered by a range of factors, such as cognitive, behavioural, social, environmental, medical, physical and emotional factors. This can include children with temporary difficulty usually linked to illness or social/contextual issues. Some children with SEND have sudden onset of their difficulties linked to a trauma e.g. road traffic accidents. Such sudden onset difficulties may be short lasting while for others their difficulty may vary over time and require continuous monitoring.
3. Our Aims
To work with practitioners to determine the Nursery’s general policy and approach to provision for children with SEND. Governors hold Priorities Admissions Meetings termly, in which the arrangements for co-ordinating the educational provision and admissions for children with SEND are considered:
A governor is appointed to have specific oversight of the Nursery’s arrangements for meeting SEND. Our appointed governor is Suzanne Robinson.
The Head teacher:
The Head teacher, Mrs Lisa Bedlow, has overall responsibility for the day to day management of all aspects of the Nursery’s work, including the provision for pupils with Special Educational Needs. In particular the Head teacher will:
The Inclusion manager:
The Inclusion manager, is responsible for the day to day operation of the SEND policy. The key aspects of the role of the Inclusion manager are;
This section outlines the graduated response that our Nursery follows, in keeping with the Special Educational Needs Code of Practice (2014).
Additional Group Support
Expression of concern
The SEND Register
Educational Health and Care needs assessment
If the child continues to demonstrate significant cause for concern, despite interventions of support, a request for an Educational Health and Care Needs Assessment/Plan (EHCP) may be made to the Local Authority. A range of written evidence about the child will support the request. The Local Authority may then grant an EHCP for the child. This will give guidelines on how to support the child using any extra resources that may have been allocated during the Statutory Assessment. This process normally takes no more than 20 weeks to complete if an EHCP is to be granted.
Supporting children with medical conditions
We follow the guidelines of the Equalities Act (2010) to support children with medical conditions who are disabled. We support children who have medical conditions following our medical policy.
We will evaluate the success of the SEND policy by monitoring the progress of children with SEND.
We monitor all the children through e-profile, long and short observations, record keeping and talking to parents/carers and other professionals, where appropriate.
We review individual children through daily staff discussions.
We monitor the SEN children by reviewing their ISPs appropriately and by keeping records of the intervention activities that are done with the child and recording the progress the child has made towards the targets.
Children of nursery age with an EHCP have a statutory six monthly review involving all appropriate professionals. This is called an Annual Review.
Support in Nursery
Support is sought and provided by the various external agencies that have been outlined above, whose help and advice help to support our children. Our Educational Psychologist visits the Nursery on a regular basis for specific visits to assess individual children with additional needs.
We have good communication between our feeder Primary schools and our Nursery and work closely, in conjunction, passing on the relevant information and arranging transition meetings when appropriate so that they have a clear picture of the child’s needs. We plan transition visits for all our children and plan extra visits for those children with Special Educational Needs. We visit the children after they have settled into their primary school and liaise with the school regarding the child, in this important transitional phase.
If parents are at all dissatisfied with the provision for their child they should discuss with their key person and follow our complaints policy.
9. Staff development
Appropriate training is made available and offered to all staff. Courses provided by the Local Authority (LA) will be offered to staff when supply cover can be funded. Other courses may be funded through the Standards Fund. Staff will be encouraged to establish relationships with other local settings to share expertise and training.
10. Parental Partnership
We work in partnership with parents at every stage. When a child is identified as having Special Educational Needs and before any further action is taken, there will be full and ongoing discussion with parents. We strongly value and encourage parents to contribute their knowledge and understanding of their child. Parents are encouraged to offer full support in helping their children with learning programmes and attending meetings.
11. Supporting children with medical conditions
We follow the guidelines of the Equalities Act (2010) to support children with medical conditions who are disabled. We support children who have medical conditions whilst following our Administering medicines policy.
12. Able, Gifted And Talented Children The DFE defines gifted and talented children as those ‘…with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities)’ A special ability or talent is regarded as an individual difference for which we would aim to make provision.
We aim to identify, celebrate and nurture the children’s strengths, interests and enthusiasms. We work to ensure that provision reflects these fascinations and builds upon this. By practitioners working in close partnership with parents, sharing information and observations, we reveal insights into their learning and development, both at home and in the nursery setting.
We have the responsibility to provide enabling environments, in which children’s learning and development can thrive and their ‘gifts and talents can be recognised, nurtured and extended’.
We recognise that each child is unique and as children’s strengths and interests unfold, practitioners can plan responsively to this, providing activities and experiences that are relevant, meaningful and tailored to the individual child, as stated in The National Strategies guidance, ‘It is through listening to young children that gifts and talents emerge’
Our aim is to realise children’s full potential and to extend their learning and develop their gifts and talents further through:
13. Storing and Managing Information
Documents are stored in line with the schools policy on information management and our confidentiality policy.
14. Reviewing the Policy
This policy is reviewed every three years. This review will include all staff and Governors, including parent representatives.
To be reviewed June 2019