Our Special Educational Needs and Disability Policy is set in the context of the following legislation:
We aim to include all children and to work with parents and carers outside agencies to help all children reach their full potential in a positive and caring environment.
We are inclusive to all children with special educational needs and disabilities. We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies. We are sensitive to the needs and feelings of children with SEN and their families. We work partnership with parents at every stage and in any plans that are made to meet a child’s individual special needs. A child is never labelled by their disability and is treated equally as an individual in their own right.
We actively promote our services in all sections of the community and in more than one language when appropriate. We provide parents with information on sources of independent advice and support.
The name of our Special Educational Needs and Disabilities Co-ordinator (SENDCo) is Tahira Qalib
The SENDCo is supported by an Early Years Advisor from the Early Years Team at Leicestershire County Council and the Cradle Nursery Senior Management Team.
The SENDCo’s responsibilities include:
Admission Arrangements
Our inclusive admissions practice ensures equality of access and opportunity. We aim to provide a non-prejudicial, appropriate learning opportunity for all children. We will respond appropriately to each child’s background and individual needs and take reasonable steps to ensure the setting is accessible to children with special needs, young people and adults. All children and their parents or carers are welcomed and visits to look round are encouraged. We offer a registration visit to families who register with the nursery which enables us to explore with parents and carers how we can meet their child’s needs effectively.
Practice within the setting
We work through a graduated response system to meet the needs of all children:
Each level is built on the previous one in response to the needs of the child.
Identifying SEN
As outlined in our Early Years Foundation Stage Policy we complete regular development checks on all children within the setting. These are carried out each term and in addition a formal 2 year old check is undertaken to monitor and review progress and development in all children.
Where a child appears to be behind expected levels or where progress gives cause for concern, we will consider all of the information about the child’s learning and development from within and beyond the setting.
There will be an assessment to determine whether there are any casual factors such as underlying learning or communication difficulties.
If it is thought housing, family or other domestic circumstances contributing to the presenting behaviour a multi-agency approach (Common Assessment Framework) will be adopted.
Where a child has significantly greater difficulty in learning than their peers, or a disability that prevents or hinders a child making use of the facilities in the setting, and requires special educational provision, we will make that provision to help support the child’s needs.
We will work with parents and families at each stage of the assessment to ensure you are kept fully informed of your child’s learning and find ways to work together to support their development in the best we can.
We will adopt graduated approach with four stages of action:
Where a child continues to make less than expected progress, despite evidence based support and interventions matched to the child’s area of need, we will consider involving the appropriate specialists (health visitors, portage workers, educational psychologists) this decision will be made in partnership with the child’s family.
Where despite all action being taken and the child has not made expected progress we will consider support from the local authority requesting an Education, Health and Care needs of Assessment (EHC).
During the course of an EHC assessment the local authority has a duty to gather all relevant information and make an informed decision on how to move forward and support the child and family.
More able Children
More able children have a great thirst for knowledge and it is vital that this need is recognised as early as possible so that we can give them plenty of opportunities to develop their talents. We plan for more able children by planning challenging individual learning opportunities based on each child’s interests and capabilities.
Specialist facilities
Staff are trained in special education needs including the SENDCo course. We raise awareness of any specialism the setting has to offer, e.g Makaton trained staff. We have an accessible building, toilet and an inclusive outlook. We have inclusive resources and will provide any equipment needed to implement our Special Educational Needs Policy.
We provide children with support to achieve individual targets and all children are included in activities offered. A key person is allocated to each child who will work in partnership with the child’s parents and carers to ensure each child’s individual needs are met. Where appropriate a care plan is completed to ensure that a child’s individual needs are me e.g dietry, medical or physical.
Partnership with parents
We believe that working in partnership with parents is vital to each individual child’s development. This includes supporting parents and carers and listening to their views and concerns. Parents and carers have the opportunity to speak with their child’s key person, or a manager on a daily basis. We have a comment book/suggestion box/book and questionnaires are used to obtain parents and carers views. We welcome parent’s observations and use these to plan for each individual child.
Early Years Foundation Stage (EYFS)
We follow the EYFS and planning is responsive to children’s needs and interests including children with SEND. We provide a broad, balanced and differentiated curriculum for all children with SEND.
The learning environment provides the opportunities for all children to be included in the setting as a whole. This includes child sized and accessible equipment, free flow play inside and outside, a flexible routine, and flexible communication systems, including symbols, Makaton etc.
Links with other early years setting, support services and other agencies.
We have developed good links with the professionals in the children’s centres, local schools and childcare settings in the area. We are in regular contact with the Early years Advisory Team, which includes SENDCo and inclusion support staff, Educational Psychologists, Social Care Services, Speech Therapists, Portage workers, Health Visitors, Child Development Clinics, etc.
When a child with SEND moves to another setting their ‘My Learning Journey’, IEP’s and all relevant paperwork will be passed to the new setting and where possible a meeting will be arranged with the SENDCo at the new setting. Parents and carers will be kept informed of what is happening and if appropriate invited to meetings. Written parental consent is obtained before contact with other settings, support services and other agencies is made.
Monitoring and Evaluation
We monitor the effectiveness of our SEND provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency’s views, inspections and complaints. We will complete and review an Equality Action Plan to identify areas for improvement as per our Inclusion, Equality and Diversity Policy.
Complaints
A parent or carer who is concerned about the child’s SEND provision should discuss their worries with the child’s key person or the SENDCo. If this does not have satisfactory outcome or the problem reoccurs, the parent or carer should speak to the Manager. Most complaints should be resolved at this stage. If the matter is not resolved to the parents or carers satisfaction, further action can be taken in accordance with our Complaints Policy.
You may also contact the Office of Standards and Education (OFSTED) on:
Telephone: 0300 123 1231
Email: enquiries@ofsted.gov.uk
Post: The National Business Unit, OFSTED, Piccadilly Gate, Store Street, Manchester, M1 2WD
This policy is available in other languages upon request.