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Policy on special educational needs
We welcome all children into our setting whatever their needs. We welcome all children regardless of race or gender.
All children have the right to be educated and develop their full potential alongside each other. It is a positive experience to be able to share the same opportunities and overcome difficulties together. Each Child's needs are unique therefore any attempt to categorise children is inappropriate. All children join the setting with different experiences and require a stimulating and challenging environment.
To do this the nursery follows the guidelines of the Early Years Development and Childcare Partnership.
It is the policy of this nursery to aim to work with regard to the Special Educational Need Code of Practice, November 2001. The SEN Code of practice 2001 provides a framework that enables us to recognise a child having difficulties and offers a continuum of provision.
The nursery sees the value of working closely with other professionals to meet the Child’s specific needs.
Providence Private Day Nursery is committed to ensuring that staff receive the correct training required to meet the needs of the children.
All parents new to the nursery will receive details of the policy as part of the introduction package.
How we support children with special educational needs
To ensure that all children are treated as equals and are encouraged to take part in every aspect of the nursery day.
We record the strengths and weaknesses of all children, encouraging all children to reach their full potential alongside each other, including behaviour and concentration.
To recognise any special needs a child may have and ensure that all staff are encouraged to work together to develop the Child’s full potential.
To assess each Child’s specific needs and adapt all the facilities as appropriate.
Materials, teaching aids and equipment will be adapted to be suitable for all, should the need arise.
All children have a right to a broad and well-balanced education. Providence Private Day Nursery is committed to working alongside parents/carers. To liaise with other agencies, seek advice, support and training in the provision of day care to provide for their Child’s individual needs and enable them to develop to their full potential.
We work to provide an inclusive environment by ensuring that these issues are included in our long, medium and short term planning.
Wheelchair access to the building is currently available to the upper and lower levels separately but not between the two levels.
The staged approach Procedures
The Code of Practice for children with special educational needs involves continuum of provision.
- Identification
Planning provision for the child
Monitoring of the Child’s progress
Re-planning in the light of this
Early Years Action
Early Years Action Plus
Our nursery follows the stages in the Code of Practice. These are:
An initial Concern Form is completed and discussions with the parents/carers. The Child’s name is then entered onto a Special Needs Register. A review of the Child’s progress will then take place approximately every 10 weeks.
The Special Educational Needs Co-ordinator takes the lead responsibility for gathering information and for co-ordinating the Child’s Special Educational Provision, by working with other members of staff to produce an Individual Education Plan.
Staff and the co-ordinators gain support from specialists from outside the nursery and undertake appropriate service training.
The Local Education Authority considers the need for statutory assessment and if appropriate, makes a multidisciplinary assessment.
The LEA considers the need for a Statement of Special Educational Needs and if appropriate, makes a statement and arranges, monitors and reviews provision.
Staff Expertise
The following members of staff have had training in the following areas, and as stated, training is an on going process.
Mrs J Erlank (Manager) C18 - - - - Developing a structured programme for children with special needs. NVQ Level 3
Behaviour Management
Miss A Hields - - - - (Special Needs Co-ordinator) SENCO Basic Training
Miss R Lockwood - - - - Supporting the Vision and Hearing Impaired Child in the Early Years Setting
We call on support from:
The Early Years Support Team SALT EDU Child Development Unit Calderdale Educational Services Psychological Service Sensory Support Service Area SENCO
Monitoring the policy
Annual review - January
Transitional Arrangements
A transitional report will be passed to the parents on leaving the nursery with a copy for the next school/nursery. IEP's will be forwarded thus helping to ensure continuity.
Teachers will be invited to visit and liaise with the nursery to discuss each Child’s needs/progress/stage of development.
Complaints Procedure
Complaints about SEN provision should be made to the Manager, or SENCO in the setting.
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