‘Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging & enjoyable experience for each child in all of the areas of learning & development’ (EYFS, 2012)
What is SEND?
Stands for special educational Needs & Disability. The SEND Code of Practice 2014 shows 4 broad areas of need for children and young people with send. These are
Communication & interaction
Children with speech, language and communication needs have difficulty in communicating with others. This may be due to not being able to say what they want or difficulties in understanding. They may have difficulties in all or some of these areas.
Cognition and learning
Support may be needed for children when they are learning at a slower pace than that of their peers. There can be different levels of learning difficulties.
Social, emotional & mental health difficulties
Children may experience a wide range of social & emotional difficulties. These could be social isolation, a child becoming withdrawn or displaying challenging behaviour. These behaviours may reflect underlying mental health difficulties. Other children may have attention or attachment disorders.
Sensory and/or physical needs
Some children may need SEN provision because they have a disability, which prevents or hinders them from making use of the activities and resources. Children may have some form of visual, hearing or multi-sensory impairment. Some children may need specialist equipment.
Who is responsible for SEN on a daily basis?
There is a SENCO on each floor who have attended appropriate training. Tarra Pitman & Brogan Fulker. They are supported by the manager, Hannah Moss, who has also accessed the appropriate training. The SENCO’s will work closely with other staff with all the pupils and will have the main responsibility for the management & upkeep of the SEN policy. The SENCO will support staff while developing & assessing strategies and support within the setting.
Who identifies a child with SEN?
Early identification is very important in SEN and it is the job of everyone to work together to achieve this. Parents or other agencies may inform us of a child's development. Staff may also become aware that a child is experiencing difficulties through their observations & monitoring
- Key workers/nursery staff
- Outside agencies (if involved)
- Other settings the child may attend
Supporting children with SEND
All children have a secure online learning journal. Observations and assessments are done by the child’s key person on a regular basis. If, during this process a child, is identified as having a difficulty with one or more areas of learning & development then the key person will put some simple strategies into place. This differentiated approach supports building the child’s confidence and helps their development. It involves finding other ways to support the child. This could be making the activity easier, breaking the activity into manageable chunks, trying a different activity or introducing some other equipment & resources. This would always be discussed & reviewed with parents / carers.
If, despite the key person putting strategies into place the child is still having a difficulty with an area of learning & development then suitable special education provision will be made through a graduated approach. This is a continuous cycle of Assess-Plan-Do-Review, to ensure the child makes progress. The key person should involve Parents, where possible the child, the SENCO, any outside agencies and any other settings the child attends into this process to ensure that all parties have input into the best way to support the child.
Assess – The key person will observe children’s progress. These observations will inform the assessment of children’s needs & what progress is needed.
Plan – If it is decided that a child has a SEN then parents will be invited to give their views & wishes around their child’s learning & development. An action plan will agree targets and outcomes for the child and highlight the type of support & interventions. All parties will get a copy of the plan.
Do – The key person, SENCO & other practitioners will implement the plan. Parents will be given guidance on how to support the plan at home.
Review – Pre-planned reviews should take place regularly. This will ensure the plan is monitored and the child’s progress is assessed. The SENCO should work with the parents, key person and outside agencies to revise the cycle of support, make appropriate adjustments & set fresh outcomes.
On occasion, we may look to get advice or support from outside agencies. this may include the Pre School Special Educational Needs Service (PRESENS), Speech & Language Therapists (SALT) or Seaside View Child development centre. We would always discuss any referrals to outside agencies and gain your consent for this. We can also, on occasion, access additional funding for either specialist equipment or 1-1 care. This would be assessed on a case by case basis by the local council
Parents in Partnership
We believe that working with parents will benefit the child most. Parents know their child the best and know what is best for them; we will keep parents informed by;
- Informal discussion with SENCO/key worker
- Formal appointment with SENCO/key worker
- Open evenings & social events throughout the nursery year
- Review & discussion of IEP’s
- Home/nursery diary
- you can talk to the SENCO or your child's keyperson at anytime. Just contact the nursery for an appointment
The SENCO has leaflets, information and names & addresses of support groups, specialists and information on particular SEND. There is a copy of the SEND Code of Practice 2014 available on each floor, which sets out our responsibilities and duties.
The official parents support group for the Brighton & Hove area for parents of children with SEN is AMAZE, they can be contacted on Tel: 01273 772289. They also produce a book called ‘Through the Maze’, which is full of useful information.
All local councils have a duty to produce information about the services and provision available in the area for children & young people with SEN. This is called ‘Local Offer’ go to www.brighton-hove.gov.uk and search local offer to find out more information.
Going to School
We aim to give support to children with SEND until they leave to go to school or another setting. When they go onto school, in addition to the School Transfer Document, the SENCO fills in a School Entry Information form with details of SEND and the child’s strengths and interests. We actively encourage Reception teachers to visit all children in their Nursery setting.
We strive to ensure that there will be no cause for you to have a complaint; however in the event of a problem, you should take it up with the child’s key worker/SENCO in the first instance. If the problem remains unsolved you will need to speak to the Nursery Manager. In the unlikely case of the matter still not being resolved the parent should refer their complaint to the DDA. Please refer to the complaints procedure
We are required by law to hold records on all children & staff in the Nursery. All SEND forms and action plans will be kept in the office or the child’s folder. All staff are made aware of the confidentiality policy and adheres to it. Staff will always discuss any information with the parents before discussing with any outside agencies (speech and language therapists, PRESENS). And then only with parents express permission.
Frameworks & legislation related to this policy.
- SEND Code of Practice 2014
- Equalities Act 2010
Policies to be read in conjunction with this policy
- Valuing Diversity & Promoting Equality
- Aims, Values & Principles
- Parents as Partners
- Observation, assessment & Planning