Special Educational Needs and Disability (SEND) Policy
1. Ormesby Pre-School has two Special Educational Needs Coordinators (SENCOS) possessing the following qualifications:
Nicola Lown:
Level 3 Early Years Educator Level 3 SENCO qualifications
Level 2 Understanding Autism Specialised training regarding Autism - ‘The Invisible Condition
SENCO stay up to date with available training courses, changing legislation and guidance in
order to ensure good professional practice at all times.
2. Ormesby Pre-School operates a SEN policy to help any child within the setting with a ‘need’.
3. Children with SEN will be acknowledged and respected foremost as a child.
4. All children will be treated individually.
5. When considering a child’s needs, a holistic view will be taken, looking at the whole child, not just the special educational need.
6. Ormesby Pre-School will aim to recognise and meet a child’s specific needs when and if that ‘need’ arises.
7. Ormesby Pre-School will have regard and will refer to the ‘Special Educational Needs and Disabilities Code of Practice 2015’ (SEND COP.)
8. When a special educational need is identified, the ‘Graduated Approach’ will be used to observe, track and support the child:
Assess - Plan - Do – Review
9. Staff will monitor and assess the progress and development of all the children within the Pre-School. Practitioners will refer to the ‘Early Years Outcomes’ and the ‘Early Years Foundation Stage Development Matters’ as an aid to assess and understand the outcomes that children should be working towards. As a setting we use ECATS (a method of tracking speech and language needs) and a tracking system that covers all areas of a child’s development. These are reviewed regularly by the child’s keyperson and overseen by the nursery SENCOS and manager.
10. When a child has been identified as having a Special Educational Need, the child’s key person and the SENCOS will work in partnership with the parents to ensure the child’s needs are met.
11. The SENCOS and the key person in consultation with the parent will agree the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour and will agree on a clear date for review.
12. A review will take place every half term (6-8 weeks) depending on the needs and progress of the child. Parents and carers will be involved in all stages of the assess, plan, do and review cycle.
13. The support of specialists may be necessary to support a child’s Special Educational Need (E.g. Health Visitor, Speech and Language Therapists, Portage Workers, Educational Psychologists, or specialist teachers.) The decision to involve any specialist will always be discussed with the parents or carer before contact is made.
14. Progress Check at 2 – The child’s key person will review the child’s progress and will provide parents and carers with a written summary. If there are any significant emerging concerns (or identified SEND) the key person, SENCOS and parents will develop a targeted plan to support the child.
15. Education, Health and Care Plan (EHCP) – If a child is identified as not making the expected progress, despite the setting putting into place S.M.A.R.T targets, using at least 3 cycles of assess, plan, do and review and if the setting feels that they need to seek further support for a SEN child, an EHCP needs assessment will be discussed with parents. Ormesby Pre-School will co-corporate fully with local authorities if an EHC plan is required.
16. The SENCOS will ensure that all practitioners understand their responsibilities in early identification of children with SEN and will work together using their best endeavors and resources to support the child. This will be achieved through small group work, nurture groups, written observations, trackers, photos etc. Practitioners will be encouraged to ask the SENCOS for advice or strategies if they are unsure of what support they need to provide for SEN children. Any relevant training will be given to support the practitioners so that they feel empowered and able to support SEN children at Ormesby Pre-school.
17. All children will be given the opportunity and right to explore new activities and equipment.
18. Ormesby Pre-School will promote equality of opportunity at all times.
19. All children will be encouraged to participate in all activities at a level appropriate to their needs.
20. The staff at Ormesby Pre-School will not be overprotective and will encourage all children, as their needs allow, in order to make decisions for themselves and in order to listen and respond to what the child feels his/her needs are.
21. All children will have the help and guidance to develop new and existing skills and understanding in a stimulating and supportive environment.
22. Play will be a crucial medium in the development of a child’s skills and overall development.
23. All information and discussions within Pre-School will be kept strictly confidential and on a ‘need to know’ basis.
24. Prior to admission, if a child is entering Pre-School, the whole needs of the child will be discussed with the parent or carer, the SENCOS, the child’s key person and any outside agencies that may be involved.
25. Ormesby Pre-School will always work closely with parents and carers, as they are seen as being their main educators.
26. Parents and carers will be supported and involved in their child’s individual learning experiences.
27. Ormesby Pre-School will draw on qualified staff, should the need arise for additional staff support.
28. Full support will be given to parents and carers in their involvement with outside agencies.
29. An alliance will be formed between parents and carers and any other significant people working with the child.
30. The setting’s SENCOS will be allowed to attend any multi-agency meetings.
31. All staff are aware of the SEND Code of Practice and the SEND Policy.
32. All relevant training will be given by the SENCOS to update staff on SEN.
33. The responsibilities of the SENCOS are listed in the ‘Role of the SENCO’ (see supporting document.)
34. Transitions - As a setting, we know that transitions for all SEN children are crucial, therefore, we ensure that SEN children have plenty of settling in sessions. This includes transitions from one of our rooms to another e.g. Sunshine to Moonbeam room. As a setting, we make sure that transitions are gradual, and children are given the opportunity to have as many transition sessions as they need. Parents are fully informed of transitions and how, as a setting, we will support them as a family.
35. Transitions from pre-school to a new setting e.g. a child’s new school - As part of the transition to a new school, transitional meetings will be arranged with the new school and all relevant parties will be invited to share information and will be given the opportunity to discuss any necessary arrangements to ensure a happy transfer to school.
36. Transitional meetings will be arranged with the child’s next school or other pre-school settings, where all relevant parties will be invited to share information and discuss the necessary arrangements to ensure a happy transfer to school.
37. In the event of a complaint about the settings SEN provision, please refer to the settings complaint's procedure.