Special Education Needs (SEN) / inclusion policy

 

LADYBIRD LANE NURSERY SEND POLICY (2014)

 

Supporting Children with Special Educational Needs and Disabilities

POLICY STATEMENT

At Ladybird Lane Nursery we strive to provide an environment in which all children with special educational needs and disabilities (SEND) are supported to reach their full potential.

    • We work within the guidelines set by the new Special Educational Needs and Disability Code of Practice (2014).
    • We try to ensure that our provision is inclusive to all children with Special Educational Needs and Disabilities.
    • We endeavour to support the parents of all children with Special Educational Needs and Disabilities.
    • We are trained to identify the specific needs of children with Special Educational Needs at the earliest opportunity and meet those needs through a range of SEN strategies.
    • We actively seek to work in partnership with parents and other agencies in meeting individual children’s needs.
  • We monitor and review our policy, practice and provision, at least annually, and make necessary adjustments as required.

PROCEDURES:

  • At Ladybird Lane we designate a member of staff to be the lead Special Educational Needs Co-ordinator (SENCO) and provide parents with her name. Our lead SENCO is: Kerry Conkling. We also have 5 other members of staff who are SENCO trained; Jackie Thompson; Jade Waddon; Roxy Bailey; Jo Short and Sindy Thornley. We aim to encourage all key practitioners to access SENCO training.

Our lead SENCO works closely with the manager (and other SENCO’s and colleagues) and oversees the shared responsibility for the day-to-day operation of Supporting Children with Special Educational Needs and Disabilities, and for co-ordinating provision for children with SEND.

  • Colleagues are aware that the provision for children with special educational needs is the responsibility of all members of the setting.
  • Our inclusive admissions practice endeavours to ensure equality of access and opportunity for all.
  • We use the graduated approach system for identifying, assessing and responding to children’s special educational needs in line with the new SEND Code of Practice 2014.
  • We work closely with the parents of children with special educational needs to create and maintain a positive partnership.
  • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education.
  • We provide parents with information on sources of independent advice and support.
  • We liaise with other professionals involved with children with special educational needs and disabilities and their families, including in connection with transfer arrangements to other settings and schools.
  • We provide a broad, balanced and differentiated curriculum for all children.
  • We use a system of planning, implementing, monitoring, evaluating and reviewing action plans for children with special educational needs and disabilities.
  • We ensure that children with special educational needs and disabilities are appropriately involved in the graduated approach (assess plan, do and review) taking into account their levels of ability.
  • We have systems in place for supporting children based on a continuous cycle of ‘assess, plan, do and review’, which is applied in increasing detail and frequency to ensure that children progress.
  • We have systems in place for working with other agencies through each stage of the Common Assessment Framework (CAF)…in our local authority the system we work with is Early Help Hounslow.
  • We use a system for keeping records of the ‘assess, plan, do and review’ for children with special educational needs.
  • We provide resources (human and financial) to implement our ‘Supporting Children with Special Educational Needs and Disabilities’ Policy.
  • Through in-house and Hounslow Early Years training we ensure that all staff are aware of the ‘Supporting Children with Special Educational Needs and Disabilities Policy’ and the procedures for identifying, assessing and making provision for children with SEN. We will actively seek training for parents, practitioners and volunteers through Hounslow Early Years.
  • We will raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff via Hounslow’s Family Information Service website.
  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, staff and management meetings, parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.
  • We operate a complaints procedure.
  • We monitor and review our policy at least annually.

Further guidance

  • SEND Code of Practice for the Early Years (Pre-school Learning Alliance 2014)
  • Issues in Earlier Intervention: Identifying and Supporting Children with Additional Needs (DCSF 2010)
  • Early Years Foundation Stage Statutory Framework (DfE 2014)
  • The Team Around the Child (TAC) and the Lead Professional: A Guide for Managers (CWDC 2009)
  • Working Together to Safeguard Children (DfE 2013)
  • Special Educational Needs and Disability Code of Practice (DfE & DoH 2014)

If you would like to view our Local Offer please see it the link below,

http://fsd.hounslow.gov.uk/kb5/hounslow/fsd/service.page?id=PZHVsko3kV4

 

Learning through play