Policy Statement
At Ladybird Pre-School Nursery we provide an environment in which all children, including those with Special Educational Needs and Disabilities (SEND), are supported to reach their full potential.
- We have regard for the current DfE SEND Code of Practice (January 2015).
- We ensure our provision is inclusive of all children with SEND.
- We support parents/carers and children with SEND.
- We identify the specific needs of children with SEND and meet those needs through a range of SEND strategies.
- We work in partnership with parents/carers and other agencies in meeting an individual child’s needs.
- We monitor and review our policy, practice and provision and, if necessary, make adjustments.
- We hold an up to date SEND register and monitor and review this.
Procedures
- We designate a member of staff to be the SEND Co-ordinator (SENDCo) and give her name to parents/carers. Our SENDCo is Kate Daniels. She attends relevant courses to ensure her training is up to date.
- We ensure that the provision for children with SEND is the responsibility of all members of the nursery and discuss this at every staff meeting.
- We ensure that our inclusive admissions practice ensures equality of access and opportunity.
- We use the graduated response system for identifying, assessing and responding to children’s SEND. Starting with information from the parents/carers and/or our observations, along with help and guidance from an Early Years Advisor (with the parent’s/carer’s permission). See appendix one- Graduated Response procedure.
- We work closely with parents/carers of children with SEND to create and maintain a positive partnership.
- We ensure the parents/carers are informed at all stages of the assessment, planning, provision and review of their child’s education.
- We can provide parents/carers with information on sources of independent advice and support.
- We liaise with other professionals involved with children with SEND and their families, including transfer arrangements to other nurseries and schools. (Please see Transition Policy).
- Transition will be supported by the SENDCo and the child’s keyworker.
- We provide a broad, balanced and differentiated curriculum for all children with SEND.
- We use a system of planning, implementing, monitoring, evaluating and reviewing individual education plans (IEPs) for children with SEND.
- These IEPs are shared every six to eight weeks, or sooner, if necessary, with the parents/carers.
- We ensure that children with SEND are appropriately involved at all stages of the graduated response, considering their levels of ability.
- We use a system for keeping records of the assessment, planning, provision and review for children with SEND.
- We provide resources (human and financial) to implement our SEND policy.
- We will research any specific needs and will attend appointments for example play therapy or speech and language sessions that will be of benefit to the child.
- When needed, request an EHC needs assessment, working in partnership with the parent/carer to establish the support the child needs.
- We ensure the effectiveness of our SEND provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, SENDCO network meetings parental and external agencies views, inspections and complaints.
- We provide a complaints procedure.
- We monitor and review our policy annually.
Accessibility
Ladybird Pre-School Nursery is built on one level, with wide access doors to all parts of the building. We have a fully accessible toilet.
We will seek to supply/adapt equipment as necessary on the advice of supporting agencies to help any child be always integrated.
Appendix One- Procedure for Graduated Approach
- Cause for Concern
The child is highlighted as having a cause for concern – we will monitor and record any issues in partnership with parents and reassess after 6 weeks.
- Targeted Intervention (IEP)
The child will be put onto the SEN Register under “Targeted Intervention”. The child will be given an “IEP” (Individual Education Plan) The IEP will have targets for the child to reach and it will also state what different resources and activities/interventions the setting will be using with the child. This will be reviewed every 6 weeks in partnership with the parents.
- Intensive Intervention
If the child is still showing difficulties and is not improving with the IEP in place, Intensive Intervention will begin, and this will be highlighted on the SEN register. This is when the setting realise that the child requires further support to further their progression and will make referrals to outside agencies such as Speech & Language. The child may also receive extra funding (SENIF) to have 1-1 support interventions when in the setting. If the child is still not making enough progress, it may be necessary for the nursery, in consultation with the parents and any external agencies already involved, to request an EHCP (Educational Health Care Plan).
- Educational Health Care Plan (EHCP)
After a graduated approach and if adequate progress has not been made and the child’s SEND remains significant, a request can be made to the Local Authority to consider for Education Health and Care Needs Assessment – this is a detailed, evidence based and multi professional examination to identify the child’s needs and help required to meet them. It leads to a possible EHCP that informs people of what needs the child has, what provision will be made for them, the child’s aspirations, how the child’s needs will be monitored and where the child will be placed. This ensures that the child is supported at whatever setting they are at, and once they transition into school.
