Policy – Special Education Needs Policy

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Integrating children with Special Educational Needs and Disabilities

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 and disability has application to all aspects of daily nursery life.

We have regard to the 2015 Code of Practice 0-25, 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 Equality Act 2010 and the 2015 Code of Practice 0-25.

A child has special educational needs and 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 2015 Code of Practice 0-25 and the 2016 Local area SEND inspection: framework.

Purposes
  • A child with SEND should have their needs met.
  • The views of the child should be sought and taken into account.
  • Parents have a vital role to play in supporting their child’s education.
  • Children with SEND 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 SendCo (Special Educational Needs and disability Co-Ordinator) – please see the front cover of our policy pack for designated person names).
    • The SendCo will see that teaching and non-teaching staff are involved in the development of the SEND policy, are made fully aware of the nursery’s SEND 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 and disabilities.
    • The SendCo and key person will be involved in the review of a pupil’s STP (Short Term Plan) as and when appropriate.
    • Our current SEND Co-Ordinator will contact the designated Area SendCo Team Early Years AREA SENCO Team (AST) at the Local Authority and their experience and support sought for the team and parents/carers, via Triage Referral Process
    • 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 and disability.
    • 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 SEND identification, provision and monitoring in accordance with the 2015 Code of Practice 0-25.
    • Parents are invited to become involved in supporting the targets set in the STP (Short Term Plan) 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 SEND policy.
  • To coordinate provision for children with special educational needs and disability in line with the graduated approach of SEN Support – Assess, Plan, Do, Review.
  • To help the key person write the STP and review STP’s of those children who are getting support from outside agencies with the help and support of the AST.
  • To liaise with and advise colleagues.
  • To oversee the records of all children with special education needs and disability
  • To liaise with external agencies, including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.
  • To liaise with SendCo’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 2015 Code of Practice 0-25 to this area with regard to the Action Plan, we shall ensure that the appropriate measures are taken to facilitate identification of the need with on-going assessment and review.
  • The SendCo 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 and disability are the same for all children and such arrangements are set out in our prospectus and Admissions Policy.

Glossary

STP                  Short Term Plan
AST                 Area SENCO Team
LEA                 Local Education Authority
SEND              Special Educational Needs and Disability
SENDCO       Special Educational Needs and Disability 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