Special Educational Needs Policy

Aims

All children have a right to expect to learn in a caring and considerate environment where the staff and the children are all valued for their contribution to pre-school life.

We are committed to the early identification of children with Special Educational Needs (SEN) and to adopting clear and open procedures, which are outlined in this policy.  We work closely with parents who are fully involved in all decisions that affect their children’s education.  We will provide, within available resources, the highest possible quality support and inclusive education for children with SEN.

We will take every opportunity to ensure that the parents of a child with Special Educational Needs are welcomed and supported in the same manner as all other parents. We will support the parents in any way possible and try to develop our network to obtain the necessary information about specific situations. We work in liaison with outside bodies as appropriate such as health visitors, child health services, local authorities, psychologists and Portage workers to meet children's needs.

Purpose

We aim to meet the individual needs of all the children in our setting. To ensure that Inclusion and Equal Opportunities are put into practice. We will recognise the rights of the child and encourage parent/carers to use the provision and increase awareness.

Children with special educational needs, like all other children, are admitted to the pre-school after consultation with the parents, the supervisor SENCO and any other agencies working with the child.

The role of our Special Educational Needs Co-ordinator:

Our SENCO is Sam Lawson

The SENCO will work with other staff to agree and implement the Inclusion Policy, Co-ordinate the Special educational Needs provision within our setting.  We will offer support for parents and staff development.

The SENCO liaises with other agencies, keeps appropriate records, assists staff in making observations and assessments and contacts our Area SENCO at an early stage for informal advice and support

Identification and Assessment of Special Educational Needs

Definition of SEN (From the SEN Code of Practice)

A child has SEN if she or he has a learning difficulty that calls for special educational provision to be made for her or him.  A child has a learning difficulty if she or he:

Has a significantly greater difficulty in learning than the majority of children of the same age.  Has a disability that either prevents or hinders the child from making use of the facilities of a kind provided for children of the same age in pre-school.

Our system of observation and record keeping, which operates in conjunction with parents, enables us to monitor children’s needs and progress on an individual basis.

Children with other needs are provided for through individual education plans. There is a high level of adults to children enabling us to provide all children with adult time and attention.  

If it is felt that a child’s needs cannot be met through pre-school without additional support then advice will be sought from East Sussex Early Years Support Team.

Staffing and Training

We fully comply with the Ofsted requirements in terms of staffing and generally have a greater ratio of staff to children than the minimum required.

If there is a need for an increase in staff due to issues surrounding inclusion resources will be met initially within the pre-school’s budget and then depending on need additional funding will be sought.

Training

The whole staff will attend any relevant training. The SENCO will participate in the training on inclusion provided as well as other training needed to provide a high quality of provision. The SENCO will attend the training provided by the East Sussex Early Years Inclusion Team and will keep up-to-date in changes in legislation.

Transition into school:

We have a close working relationship with Primary School.. Where a child has been identified as having additional needs, meetings will be arranged with the parents, pre-school, support agencies and the primary school.

This policy is known, agreed and implemented by all staff.

This policy is known and made available to parents.

This policy was adopted at the committee meeting held on 12 November 2020