Special Educational Needs and Disability (SEND)
policy
SEND isSpecial educational needs and disabilities (SEND) which can
affect a child or young person’s ability to learn. They can affect their:
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behaviour or ability to socialise, for example they struggle to
make friends
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reading and writing, for example because they have dyslexia
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ability to understand things
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concentration levels, for example because they have ADHD
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Physical ability.
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Cognition & Hearing
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Communication & Interaction
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Social, emotional and mental health
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Sensory and/or Physical difficulties.
Little Cherubs Nursery aims to
provide an environment that is inclusive to all children and families.
Practitioners identify inclusion as an inclusive practice that recognises
children’s diversity and the children receive equal treatment, opportunities
and respect in order to develop and reach their own full potential. This means
that children have an equal opportunity to succeed based on their individuality
including those with special educational needs. We have a designated Special Educational Needs
Co-ordinator (SENCO). Our SENCO is: Zelley Hussain .Children with special educational needs are the responsibility of
all the members of staff within our setting and ensuring that the provision is
suited to their needs. See SENCO job description for role of SENCO.
All children are provided with a
learning journey, staff use this to plan, implement and monitor children’s
development. We ensure that children with special educational needs are
appropriately involved at stages of the graduated responses, taking into account
their levels of ability. Each month each practitioner completes an observation
sheet for each individual child. This is to be completed throughout the month,
at the end of each month ‘next steps’ are made to support the child’s
development based on what they can already do. We use various assessment tools
to monitor children’s learning and development. We use a development tracker
(which is updated every 12 weeks), a language monitoring tool, 2 year checks
and transition reports (settling in, annual report and transitioning to new
settings). If a member of staff has a concern about a child then they would
discuss this with the SENCO who will advise staff on what are the next steps. We
work closely with parents, ensuring that any concerns are shared from the
beginning. We invite parents into the nursery to discuss the concerns
practitioners have and to establish any concerns that they have. This meeting
can be initiated from both parties. If the parents have concerns about their
child they should approach the key person, who in turn will converse with the
settings designated SENCO.
If it is felt it is needed the SENCO
will begin a play plan or a Surrey Support plan (SSP). A play plan will be used
for very young children or those where parents are reluctant for a SSP, when
using either the all about me page will still be completed on the SSP. This
will highlight areas that need additional support and activities to support the
child’s development within those areas of need. The SSP can be found here: https://www.surreylocaloffer.org.uk/practitioners/resources/gr-early-years#panel-2
The setting gains permission from
parents to discuss the settings and parents’ concerns with the Early Years SEND
advisor, regarding the best way forward for the setting to meet the individual
needs of the children. If necessary, the parents of the child being discussed
are encouraged to attend any meetings with SEND advisor. For all meetings where
a child is discussed parents/carers of that child are given a copy of the notes
listing details of the discussion that took place with or without their
presence. The SENCO and key person will regularly feedback to parents and they
are informed at all stages of the assessment, planning, provision and review of
their child’s education and given a copy. The parents are supported and
encouraged to continue the education programme at home, they have a copy of the
programme and are encouraged to liaise regularly with practitioners regarding
development within the home environment.
Little Cherubs Nursery will seek
support from other professionals (SLT, OT etc) outside of the setting to ensure
that the child is offered the best learning and development opportunities to
meet their needs.. Parents give permission at time of registration for this but
they are consulted again before a referral is made. Any referrals are done via
the one stop website:https://childrensreferrals.sabp.nhs.uk/
Vulnerable and disadvantaged Learners
Little Cherubs Nursery as parents
questions as they register their children. The information parents provide help
the setting to identify if their child may identify as vulnerable or
disadvantaged. Not all children that are identified as vulnerable and
disadvantaged will need additional support, however, practitioners should be
aware of key children that are in these categories and ensure they monitor
their development closely and raise concerns in a timely manner. We consider the
following categories as children that are potentially vulnerable or
disadvantaged, which may require additional support:
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Children receiving
FEET funding
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Children eligible for
Early Years Pupil Premium (EYPP)
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Children with English
as an additional Language (EAL) or bilingual children
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Looked after /
previously looked after children (including adopted children)
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Summer born children
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Gypsy, Roma and
Traveller Children (GRT)
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Armed forces children
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Refugee / asylum
seeker children
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Children of prisoners
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Children living in a
refuge
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Children with SEND
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Any other vulnerable
group – identified by Health or Social Care professionals.
Little Cherubs Nursery provides a
broad balanced and differentiated curriculum for all children within the
setting. Children with SEND are offered an equal education that is adapted to
meet their needs. Whilst every attempt will be made for every child to access
every activity where this is not possible children will be provided with a
similar alternative to ensure each child has an equal education. Where
necessary Little Cherubs Nursery will provide an environment that suits the
needs and abilities of all children. Where financial support is needed to make
adaptations to the environment in order for the setting to be inclusive, we
will apply for funding (Feet, Discretionary funding, Inclusion Grant etc) from
Surrey County Council. Parents are involved with the funding process; a meeting
with parents will take place to discuss the best use for monies available. The
funding will be used as agreed at this meeting; any changes wishing to be made
will be discussed. Little Cherubs Nursery will also provide in-service training
for parents, practitioners and volunteers as and when it is required.
If it is felt that an Education,
Health and Care Plan (EHCP) is needed to ensure the complete well-being of the
child is met Little Cherubs Nursery will refer once they have gathered enough
information and evidence to put a referral through. Throughout this process the
views of parents are of upmost importance to us. The setting will where
reasonably possible abide by parents’ wishes with regards to the child’s
development. The key person is responsible for carrying out the Education Programme
as part of the daily routine, with the support of the SENCO. The designated
SENCO will work one to one with the child for a set period of time each week,
dependant on the needs of the child. The SENCO is responsible for ensuring the
Education Programme is implemented, carried out and evaluated effectively by
all practitioners within the setting.
Little Cherubs Nursery supports
children with EAL and bilingual children, these are not to be mistaken for
children with SEND. We are aware that children learning more than one language
may develop language skills slower than expected, it is important to monitor
the child’s development in all languages. Parents will be asked to complete a
language monitoring tool for any additional languages their child is using so
that practitioners can monitor their communication development consistently-
particularly if English is the additional language. The families key person
will take a list of key words and the pronunciation so that practitioners and
children can work together, ensuring the child has an equal access to the
curriculum. The setting will display words from these languages on displays where
English words are also displayed. A colour code is used where more than one
language is displayed. Where parents have English as an additional the setting
will translate all documents as much as possible.
Below is a list of useful
resources and websites for parents and practitioners to access as needed:
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Special
Educational Needs in Practice. Practical Preschool ISBN 1-90243878-7
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Centre
of Accessible Environments www.cae.org.uk
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Information
and publications about the Disability and the Equality Act 2012
www.direct.gov.uk
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Guide
to the Equality Act and Good Practice, Pre School Learning Alliance,
www.pre-school.org.uk Tel 0207 697 2500
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„Support
and aspiration, a new approach to SEN and disability‟
Green paper consultation 2011
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www.sendpathfinder.co.uk
and www.education.gov.uk Mencap www.mencap.org.uk 020 7454 0454
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www.surreyparentpartnership.org.uk
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Surrey
Families Information Service
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Sure
Start Children’s Centres
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Family
Voice Surrey – Parent support network
The legal frameworks for this policy are:
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The
Children Act 1989 and 2004
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Race
Relations Act 1976
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Sex
Discrimination Act 1975 and 1986
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Equal
Pay Act 1970
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Disabled
Persons Act 1986
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Disability
and Equality Act 2010
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Human
Rights Act 1998
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Education
Act 1993
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Special
Educational Needs Code of Practice
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Race
Equality Act 2000
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The
Human Rights Act 2000.
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The
Early Years Foundation Stage Revised 2021
01932 348 348
[email protected]
