Supporting Children with Special Educational Needs and Disability (SEND)

EYFS 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3,,

The Children and Families Act 2014 requires local authorities to publish, in a single place, information on services and provision across education, transport, health and social care for children and young people aged 0-25 with special educational needs and disabilities (SEND). The purpose of this ‘Local Offer’ is to enable parents, carers and young people to see more clearly what services are available for children with SEND in their area and how to access them. The process extends to early years settings and all the information below forms our setting’s offer and shows how we have, for many years, provided for children with special educational needs and disabilities.
This policy has been created with regard to:

  • The SEND code of Practice 2015
  • Children and Families Act 2014 (part3)
  • Equality Act 2010
  • Working together to Safeguard Children (2018)
  • Statutory Framework for the EYFS (2017)

Our policy

We will:

  • Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice
  • Give all children a full settling in period when joining the preschool according to their individual needs.
  • Ensure that all children are treated as individuals/equals and are supported to take part in every aspect of the preschool day according to their individual needs and abilities
  • Include all children and their families in our provision
  • Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies
  • Ensure that children who learn at an accelerated pace e.g. ’most able’ are also supported
  • Encourage children to value and respect others
  • Support parents of children with special educational needs and disabilities.
  • Work in partnership with parents and other agencies in meeting individual children’s needs.
  • Monitor and review our policy, practice and provision and, if necessary, make adjustments.
  • Have a designated Special Educational Needs Coordinator (SENCO) in each preschool class:
    Anne Ridgway and Heather Gardner

Identifying children with Special Educational Needs and Disabilities

  • On induction to our pre-school the SENCO and parents share information about the strengths and needs of the child to create a positive partnership.
  • Families will be supported for as long as it takes for their child to settle. We want all children to feel happy and safe with us.
  • Each child has a Keyperson who works closely with each child and the family, and may identify a possible individual need.
  • On-going observational assessments are made of all children and are linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage).
  • We undertake a ‘progress check at age 2’ which supplies parents/carers with a short written summary of their child’s development.
  • Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development.

Supporting children with SEND

  • Our SENCO will work with all our staff to ensure our SEND provision is relevant and appropriate.
  • We use the ‘graduated approach system’ for identifying, assessing and responding to children with special educational needs. This means using a step-by-step response through the various levels of intervention which are discussion of a concern, targeted support, specialist support and Education, Health and Care Plan (EHC).
  • Our SENCO will explain how children’s individual needs can be met by planning support through their own written Individual Learning Journeys including SEND Support Plans or EHC and if appropriate a Health Care Plan.
  • The Keyperson will oversee Learning Journeys.
  • Support Plans will be reviewed and new ones planned by the child’s Keyperson, SENCO and parents.
    We access additional support from other professionals where necessary.
  • Our SENCO will work with all other staff to ensure implementation of the Support Plans and subsequent continuity of care and education by everyone. Our SENCO undertake an Inclusion Review each term.
  • We work closely with parents of children with SEND to create and maintain a positive partnership. Value is given to parental knowledge. We consider that parents are experts on their children and will actively seek the exchange of information both verbal and written. We will always find time to meet and talk with parents. Meetings with parents will be regular and flexible, according to individual needs, and we will ensure that a quiet and private meeting place is available. All discussions with parents will be treated with the strictness confidence. (See Confidentiality Policy)
  • We ensure that parents are informed at all stages of assessment, planning, provision, monitoring and review of your child’s progress.
  • Learning Journals are available to view at any time, all documentation is kept locked away.
    Further funding and resources can be applied for to support your child.
  • Our SENCO has completed specific SENCO training and also attends Network Meetings each term to keep up-to-date.
  • Staff have attended training linked to specific needs and will attend further courses if required. We also provide in-service training for practitioners and volunteers.

Accessibility of the environment

  • There is disabled access via Mitchell Road and a disabled toilet available.
  • Resources are easily accessible by the children who have free choice.
  • There is a stair lift available to access the first floor.
  • We will explain the limitations of the building and would make changes or adapt our facilities if possible.

Working with other professionals

  • We have contact with the following professionals: Area SENCO, Early Years Advisory Teacher, Portage workers, Health Visitors, Local Children’s Centre Staff.
  • Advice from professionals in other areas may be sought as a need arises, such as: Child Development Centre, Speech and Language Therapist, Physiotherapist, Occupational Therapist.
  • There are many other professionals who we can contact regarding a child’s specific individual needs.

Further information

  • The Keyperson is always available for advice and support in the first instance. Our Manager/SENCO are also available to offer advice.
  • We can signpost parents to other professionals that may be able to help such as health visitor, speech and language therapist, children’s centre and others.
  • If a child’s needs have been referred to a specific team we will be able to support parents in accessing these services.
  • BCP Families Information service and BCP Local Offer.

Moving on to school/or another setting

  • We hold transition review meetings to plan transition for a child into school/setting. As well as parents and preschool staff, these could include foundation stage school, teachers, school SENCO, receiving setting staff and relevant professionals.
  • We share all documentation such as individual learning plans, my Support Plans, early years assessments, observations.
  • We invite receiving school/setting to visit our preschool to familiarise themselves with, and observe, the child and to share information in partnership with parents.
  • We operate an open-door policy and our staff welcome families to visit our preschool. We will aim to work together to include any child with special educational needs and disabilities.

This policy was reviewed August 2020

Signed on behalf of the Preschool Anne Ridgway and Heather Gardner