Special Educational Needs and Disabilities – Our Offer
How our setting knows if young children need extra help and what our parents/carers should do if they think their child may have Special Educational Needs. Our highly skilled practitioners’ work in partnership with families, supporting transitions into our setting, building positive relationships, sharing information from home /setting getting to know each child as an individual. Your family is allocated a key person/buddy at this stage who will provide high quality care and education. Our practitioners deliver the current curriculum legislation which is ‘The Early Years Foundation Stage’ for 0-5 years which involves carrying out a range of observations to identify where the child is within the EYFS to further support and extend his/her learning. Using this resource/approach identifies if there are areas for additional support to meet the children’s needs. If a family feel they have any concerns about their child, we have a SEND policy in place which provides clear information including how we work in partnership with outside professionals for additional support. Our warm personal welcome, settling in procedure forms strong bonds, listening and valuing the parent/carers contributions,keeping a positive approach to support the child’s welfare/progress. This reassures the parent/carer we are here to work together. We also provide other means to communicate for parent/carers, asking for (optional) written feedback within their child’s learning journal about their stage of development/progress at home. We provide verbal feedback at the end of the day to maintain strong partnerships and offer one to one meetings at any time if requested. Our management team are always on hand to talk to and meet with the family as part of their induction informing them which staff have designated roles to ensure the family know who our SENco, Safeguarding Officers and Inclusion co-ordinators are to share any concerns. This helps meet their needs and give them a voice, encouraging parent/carers ‘to talk to us’. How our setting supports young children with SEND? To support young children with special educational needs and disabilities we adhere to our policy and SENco Code of Practice. We have a named SENco who has received appropriate training and has numerous years of experience. Our SENco works closely with your family’s key person to support individual’s ongoing assessment to maintain and challenge daily practice supporting all children reach their full potential across all areas of learning, supporting individual’s progress. We acknowledge that children learn best in different ways and require different levels of support. If required, to further support individual SENco seeks specialist expertise from our area SENco with consent from the parent/carer. Our SENco and your key person/buddy will liaise with you the parent/carer, involving you in decisions, valuing your views and make decisions about how best to help your child and will keep you informed about your child’s progress. This may involve implementing an individually designed learning programme to regularly review your child’s progress and set new targets working as a key approach. This may also involve working in partnership with other outside agencies/professionals i.e. Health Visitors/Speech and Language Therapist. Our SENco collects data about each individual and evaluates this information along with management, continuously reflecting how effective /what impact our current practice is making. Our SENco uses these findings to challenge our provision to further support children monitoring children’s progress. How are setting creates learning and development opportunities for individual children with Special Educational Needs and Disabilities. Our practitioners implement the current curriculum the ‘Early Years Foundation Stage’ and take into account the nature of each individual’s needs and how to support them. To further support children with Special Educational Needs and Disabilities our SENco works closely with the key person and family, providing extra support to help them succeed. Our SENco refers to the SEND Code of Practice 2014 to provide specific help to individual young children, out reaching to our Area SENco if required. Through observations and planning we evaluate the information and plan/differentiate for realistic next steps in collaboration with the child, the family, the key person/buddy, SENco and any other outside professionals who are involved. We look at a variety of things, such as the resources to match different levels of ability. Deploy staff flexible to give children small group activities, support staff to have clear guidance to implement/deliver daily to support individual’s i.e. consistent approach or Individual Education Plan. These teaching strategies and resources all help meet individual needs and learning opportunities, making a positive impact supporting children’s progress. How our setting works in Partnership with Parent/Carers’. We are a very welcoming setting and happy setting, with positive relationships with our families. We have a Family partnership policy which outlines the importance of continuity in care between home and Sandcastles to enable children to feel safe and secure to be able to progress and develop. We support this by engaging with our families to share information, throughout their time with us including room inductions, initial assessment meetings, two year old progress checks (when appropriate) and parent evening meetings. We have daily opportunities for communication between parents and key people to share children’s individual progress and well-being. Each term we evaluate the children’s progress and development and share this information with parents and agree their next steps for staff to support via planning. For children with additional support in place we have regular review meetings to monitor their progress and make adjustments to their individual education plans. Home learning is provided throughout the year with learning outcomes highlighted for parents, to enable them to support their children’s learning and development. We offer ‘stay and play’ sessions throughout the year, giving parents the opportunity to come and engage with their children in activities and talk to the staff about the learning opportunities they provide. Information is given to parents via the blog on our website, these include interest items including daily activities, home learning, upcoming events, changes to legislation and much much more. How our setting supports the well being of young children with Special Educational Needs. The family’s key person provides personalised care, learning and continuously plans to support his/her’s development to help your child to get the best possible start in life. We acknowledge his/her’s safety is paramount and implement individual risk assessments/consistent approaches for our practitioners to deliver as a key approach. This information is agreed with you the parent/carer as the primary carer. It is important to give all children a voice and value his/her contributions. The child’s key person spends quality time together sharing visuals in his/her record of achievements and record their contributions. We also ‘go with the child’ in daily practice incorporating your child’s new interests, setting new challenges, valuing and listening to their views within adult led activities i.e. registration time and encourage healthy discussions about what he/she has raised, praising the individual. To ensure we are providing personal care and meeting individual needs we ask parent/carers to share with us the routine you have at home, any comforters, individual unique ways, likes and dislikes. To maintain the quality of care, we continuously share information daily and invite parent/carers in for review meetings (with outside professionals if required) to review and have a key approach. If an individual requires any administration of medication or has a medical condition, we would meet with you the parent/carer and put in place a care plan asking for copies of any medical reports and liaise with medical professionals if required. We have two main first aiders who would share this information with our practitioners. All administered medication given is witnessed by another member of staff. To meet individual needs using a holistic approach we encourage developing positive relationships, offer a warm, welcoming environment and effective teaching and management strategies which all contribute to supporting the well being of your child. Our SENco is also the ‘Behaviour Management Co-ordinator’ who supports key persons and their families taking into account individual’s range of physical and emotional needs, observe their behaviours and skills they can use to help meet their needs. We look and reflect on our nurturing environment, develop staff skills/approaches by implementing clear strategies, access additional training if required and promote positive behaviour. Our Management team regularly meets with the SENco to discuss, monitor each child’s welfare and development with realistic agreed expectations,learning through play which helps children feel safe and secure. Staff training and experience in supporting young children with Special Educational Needs and Disabilities. Our Special Educational Needs Co-ordinator has attended the SENco Code of Practice training and has numerous years of experience supporting children and their families, outreaching working in partnership with the Area SENco to support individual needs and acknowledge training may be required to meet individual needs. Our management team have also received various training to support our SENco in her role. Continuous Professional Development is important to up skill our staffing team. We cascade our knowledge,in-house training staff within staff meetings and implement strategies as a key approach. Our SENco, management team and practitioners attend external training if available in relation to Special Educational Needs along with Frist Aid (which is updated every 3 years). Our SENco works in partnership with our Inclusion Officer to support inclusive practice to ensure that every child/family receives fair and equal opportunities. As part of our staff induction, our SENco delivers in-house training about her role within the setting and awareness of the Code of Practice. To further safeguard all children we have two named safeguarding officers who hold a level 3 qualification. All staff are required to pass a safeguarding level 1 on-line qualification as part of their induction and they receive safeguarding in-house training from the management team. We book staff on external safeguarding level 2 training to support them in their role. All safeguarding qualifications are updated every 3 years. Our policies and procedures are reviewed and updated accordingly meeting current legislation. Specialist services and expertise accessed by our setting – Our SENco’s role is to ensure the daily implementation of our Special Educational Needs and Disabilities policy ensuring our provision is supporting all children, liaising with families and accessing external specialist services when appropriate. The help of outside professionals is welcomed, limited budgets in the result in these services being accessed on a needs must basis. To provide advice and support for our staff we seek advice from our area senco who provides additional specialist support enabling us to further support the individual child and family. Our Area SENco, Health Visitors, Speech Therapists etc will support children in our care as and when the need arises. How our setting includes young children with Special Educational Needs and Disabilities in community based activities and outings. We offer an inclusive setting and have policies and procedures in place that we implement to offer all children first hand experiences/opportunities inside and outside of the setting, inviting parent/helpers to accompany us if they wish. We ask for written permission from you the parent/carer to attend outings. Your key person/buddy will closely work with you to help meet individual needs when attending an outing or accessing activities in and around the setting, carrying out any risk assessments required. This ensures you the parent/carer has full knowledge and awareness of what we are implementing to support your child’s health, safety and well being. We invite parent/carers’ in for review meetings to maintain positive partnership and effective communication systems. Our accessible environment. We have completed an access audit on our premises and actioned various areas that were identified. We have a equality action plan in place and audits are carried out. We make any reasonable adjustments to the environment for children/adults with disabilities as required by the Equality Act 2010. We have a disabled toilet on the premises. Children and families who have English as an additional language are supported. Respect and value is given to the families first language and parent/carers’ wishes. We have welcome signs in many languages around our setting and books in other languages. We work with families and outside agencies for any additional information/resources. We support young children with special educational needs and disabilities by obtaining equipment and resources via our Area SENco and Specialist Teacher Team. How our setting prepares and supports young children with SEND when joining the setting and when transferring to another setting or school. We welcome all families into the setting and invite families to attend a welcome meeting and if deemed beneficial and appropriate we offer a home visit. This all helps build positive relationships and supports transitions into our setting. We arrange some settling in visits prior to the start date and inform the family of their key person and buddy who will provide continuity of care and education. Working in partnership with families we ask that information about the child is shared to help us meet the child’s needs and support their transition. If any other professionals are working with the family we ask for consent to liaise with them and arrange regular review meetings and with the family’s consent, work closely with our Area SENco for additional support. When a child transitions through the nursery, we invite the parents/carers in for a meeting with the next room where a new key person/buddy will be allocated. Our SENco will continue to work with the family for continuity and ensure that all information to meet the individual’s needs is shared with the new staff team along with his/her learning journey. A new risk assessment would be carried out accordingly. When a child starts school we ask for consent to liaise with the school and support the child’s transition offering to visit the school with the child and invite the teacher into our setting to observe the child in a familiar environment and to liaise with the key person. This procedure depends on which school we are liaising with respecting schools have their own transition policy/procedures in place. How our setting organises its resources to meet the needs of young children with SEND? Staff are carefully deployed throughout the setting and various individuals have designated roles i.e. our SENco who attends additional training to support her role. To support individuals with additional needs our SENco works closely with the room leader and the individual’s key person planning accordingly to meet his/her needs. This enables us to identify any needs for additional support, appropriate resources to further support their learning and development and risk assess the environment making any reasonable changes if required/or possible. Our Area SENco can loan various resources to support children’s progress. Information is shared and mutually agreed with the parent/carers and is cascaded to the other practitioners to ensure we deliver high quality care as a key approach. How we decide on appropriate support for children with Special Educational Needs Our practitioners gather information about the child and family . This involves liaising with parents/carers and observing and when appropriate talking with the child. There’s a two way flow of information between our setting and family to ensure the best way forward is identified. When deemed advantageous, a home visit is arranged. If a need is recognised for additional support, we ask for written consent from the parent/carer for us to be able to liaise with the Area Senco. If outside professionals are already involved we would arrange a meeting inviting all outside agencies and the parent/carer to discuss the best way forward to ensure the child is able to make good progress during their future years. How we involve all parents/carers in our setting We promote positive partnerships with families and encourage parent/carers’ to work with us as a key approach, asking for your contributions about the day to day running of the setting through questionnaires, blogs, reviewing policies, parents evening and personal feedback. Together we can reflect on our practice to maintain a high quality provision to meet our customers needs. Who to contact for further information If you would like any additional information, please contact us via telephone 01702 555171 email email@example.com asking for a member of the management team or Senco who will assist you with your enquiry.
Ofsted 2013 Dual language labels and symbols enable all children, including those who speak English as an additional language, to communicate their needs and access all areas of the nursery.