Supporting children with special educational needs

Our aim is to provide a happy atmosphere where children can become confident and independent in an inclusive, safe and stimulating environment

Supporting children with special educational needs

Principles and aims

At Wells (All Saints’) Pre-school each child is given the opportunity to achieve and to become a confident learner. All children access a full range of activities through which they can develop and learn through play. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The staff foster communication with parents and carers enabling them to play an active role in their child’s education.

Legislation Framework

We have regard for the SEND Code of Practice 0-25 years (2014), SENDA (2001), Children and Families Act (2014) and the Equality Act (2010).

Roles and responsibilities

The setting’s Manager Ruth Norvell has the overall responsibility for SEN in the setting and therefore is responsible for ensuring that all legislation is met. The Special Educational Needs Coordinator (SENCO) Shraddha Patel has the responsibility for the day-to-day management of the SEN procedures. She has undertaken SENCO Training, Behaviour Management, beginners Makaton training and a SEN module as a part of level 6 BA Honours in Early years Teaching and Learning Degree. Shraddha will also attend any additional appropriate courses and forums as they arise.

The SENCO has the responsibility to:

liaise with parents/carers and provide them with information on sources of independent advice and support.
liaise with outside professionals in regards to children’s individual needs
advice and support other practitioners in the setting
ensure that appropriate learning and outcomes plans are in place
ensure that background information is collected, recorded and updated
take the lead in further assessment of a child’s strengths and weaknesses to guide future planning to meet the child’s needs
take the lead in monitoring and reviewing any action taken to support the child
ensure that appropriate records are kept for all children with SEND who require outside agencies support
We use a system of planning, implementing, monitoring, evaluating and reviewing individual outcomes plan (IOP) for children with special educational needs
Hold termly meetings with parent/carer to discuss their child’s progress

SEN Provision

Admissions

We admit all children, including those with special educational needs, from the age of 2.

We advise that parents and carers of children with additional needs approach the setting’s SENCO/manager for more information and to discuss how their child’s needs can be met.

Reasonable adjustments are made to the learning environment to meet individual children’s needs.

All children are assigned a key carer. He/she is responsible for liaising with the assigned children’s parents and carers, observing, planning and assessing children’s progress. When a child has additional needs, he/she will be supported by the setting’s SENCO.

Further information can be found in the settings Admissions Policy.

Premises

The pre-school is situated on the ground floor of a two story building which is part of church premises. The pre-school has access to a sensory room also situated on church premises. Wheel chair accessible throughout the premises.

Furniture is arranged to accommodate children with mobility difficulties. There is access to adjustable height furniture i.e. sand/water trays, or access is made possible by using floor level activities
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility
The outdoor play area has soft safety surface
There is a separate nappy changing area with child size toilets

Identification and assessment

We believe in early identification of difficulties and in appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.

All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones. A link to the EYFS Curriculum, with details of its requirements, can be found at: www.foundationyears.org.uk.

Should children not progress at the expected rate despite additional individual planning being provided to support the area of need, other outside agencies may be involved. This will be done with written consent from parents and carers regarding their involvement.

These agencies are: Local Authority Inclusion/SEN Advisory Teacher; Pre-School Liaison; Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist and others.

These agencies will be contacted to provide additional suitable strategies to support children who may have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.

A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).

Monitoring and reviewing

Monitoring of children’s progress is ongoing and regular reviews are carried out at least termly with parents and carers and outside professionals when appropriate.

All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.

Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.

Record keeping

When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are kept in a locked cupboard. The setting follows guidelines on data protection, preserves confidentiality and gives parent and carer access to records whenever needed. The setting keeps records of any additional provision made for individual children. The setting updates records regularly to which parent and carers are asked to contribute. Records are passed on to the next setting/school with parents and carers’ permission.

Resources

We have a wide range of toys in the setting to meet different learning needs. All materials provided relate to interests and abilities of individual children. We have access to specialist facilities… (e.g. quiet area, sensory room).

Involvement of children

Children are involved in their own learning and encouraged to celebrate their own success and that of others. We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable) to support children’s speech and language and social communication development. Children are asked how they would like to be helped and are encouraged to comment on whether they enjoy the learning activities provided.

Partnership with parents and carers

We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included in assessment and review.

We ensure parents and carers are aware of roles and responsibilities of staff (e.g. by a photo display, on induction).

The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through the use of home – setting books and open days.

We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.

An interpreting service is available in most community languages and for parents and carers who require British Sign Language.

Safeguarding children with SEND

First and foremost a child with a disability is a child. Every child has a right to be safe and protected from harm. Safeguarding practices should address the additional actions to be taken in order for disable children to access this common human right.

Children with disability will find it easier to communicate given appropriate resources, support and the presence of someone who knows them well. At Wells (All Saints’) Pre-school we are aware that where a child is unable to tell someone of her/his abuse she/he may convey anxiety or distress in some way, e.g. behaviour changes or increase in symptoms. Staff will familiarise themselves with the child’s method of communication.

When making a safeguarding referral we will:

State on the referral if the child is known to pre-school Liaison Group (PSLG) and/or SEN and Disability Services and if so we will also send a copy to the relevant team. When making or responding to a referral we will clarify and address the following:

What is the disability, special need or impairment that affects the child?

Explain how the disability or impairment affects the child on a day-to-day basis?

How does the child communicate?

Has the disability or condition been medically assessed/diagnosed?

Transition

The setting will organise a transition meeting and will pass all relevant records on to the next setting/school (with parents and carers’ permission). A transfer record is completed which highlights the child’s likes and dislikes, strengths and weaknesses and successful strategies to support the child’s well-being and communication.

Transition visits are also arranged with the welcoming setting to get the child accustomed to the new environment, thus supporting his well-being. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit.

Further information can be found in the settings Transitions Policy.

Complaints

In the case of a complaint regarding special educational needs provision, the procedure outlined in the setting’s complaints policy will be followed.

Policy Review

The effectiveness of the policy is monitored by the setting’s SENCO with the approval of the Management Team.

The policy is reviewed annually.

Views of parents and carers and their level of involvement is monitored and kept as evidence to support the effectiveness of the policy and identify any shortcomings.

The review process enables staff to have a shared understanding of the key issues and approaches for special educational needs. All staff are involved in reviewing the policy.