Special Education Needs Policy

Integrating children with Special Educational Needs

Rationale

We believe this policy should be considered alongside all our other policies and particularly those relating to behaviour and equal opportunities. At the same time we believe it should be recognised that special educational needs has application to all aspects of daily nursery life.

We have regard to the 2002 Code of Practice on the identification and assessment of special educational needs and to the relevant sections of the 1993, 1988 and 1981 Education Acts, as well as the Disability Discrimination Act 1995 which was extended to cover education by the Special Educational Needs & Disability Act 2001.

A child has special educational needs if he or she has a physical disability or a learning difficulty, which calls for a special educational provision to be made for him or her.

A child has a learning difficulty if he or she:

  • Has a significantly greater difficulty in learning than the majority of children of the same age.
  • Has a disability, which prevents or hinders the child from making use of educational facilities of a kind provided for children in the same age range within the area of the LEA.

As a nursery we fully endorse the principles laid down in the 2002 Code of Practice.

Purposes
  • A child with SEN should have their needs met.
  • The views of the chiId should be sought and taken into account.
  • Parents have a vital role to play in supporting their child’s education.
  • Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage.
Broad Guidelines
  • The school has a designated Senco (Special Educational Needs Co-Ordinator) – please see the front cover of our policy pack for designated persons name).
  • The Senco will see that teaching and non-teaching staff are involved in the development of the SEN policy, are made fully aware of the nursery’s SEN procedures and of their roles and responsibilities in the implementation of the policy.
  • The nursery will apply appropriate teaching methods so that all children have access to the curriculum including those with special education needs.
  • The Senco and key person will be involved in the review of a pupil’s IEP as and when appropriate.
  • Initial Concerns Forms will be submitted to our current designated Early Years Inclusion Team Officer at the Local Authority and their experience and support sought for the team and parents/carers.
  • We recognise the uniqueness of each individual.
  • We have regard for the achievements of all children in the nursery, whatever their age, attainment, gender, background, ethnicity or special educational need.
  • All children will follow a broad and balanced curriculum relating to the Early Years Foundation Stage.
  • Parents will be involved in all discussions relating to their child’s education. The nursery views the relationship with parents as being a partnership in developing the potential of the child. We view this partnership with paramount importance.
  • The partnership is demonstrated through both formal and informal contact and interaction with regard to SEN identification, provision and monitoring in accordance with the Code of Practice.
  • Parents are invited to become involved in supporting the targets set in the IEP’s at review meetings for their child.
  • It is expected that parents will view the partnership as extending to all those who work with their child.
Responsibilities of the Senco
  • To oversee the day to day operation of the nursery’s SEN policy.
  • To coordinate provision for children with special educational needs.
  • To help the key person write the IEP and review IEPs of those children who are getting support from outside agencies with the help and support of the Early Years Inclusion Team.
  • To liaise with and advise colleagues.
  • To oversee the records of all children with special education needs.
  • To liaise with external agencies, including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.
  • To liaise with Senco’s in primary schools to ensure that all necessary information and records are passed on when children transfer to them.
Identification, Assessment and review
  • By applying the provision of the Code of Practice to this area with regard to Early Years Action, we shall ensure that the appropriate measures are taken to facilitate identification of the need with on-going assessment and review.
  • The Senco will monitor and implement as necessary to ensure that the process does not fail any child.
Admissions Arrangements

The arrangements for children with special educational needs are the same for all children and such arrangements are set out in our prospectus and Admissions Policy.

Glossary

IEP                  Individual Education Plan
LEA                 Local Education Authority
SEN                 Special Educational Needs
SENCO          Special Educational Needs Co-ordinator

Please also refer to:
  • Ethical Policy
  • Early Years Foundation Stage Curriculum Policy
  • Equal Opportunities and Valuing Diversity Policy
  • Parents as Partners Policy
  • Positive Children’s Behaviour Policy
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