1.13 Supporting Children with SEN

Equality of opportunity

 

1.13 Supporting children with special educational needs

 

Policy statement

 

We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.

 

  • We have regard for the Special Educational Needs and Disability Code of Practice (2014).
  • We ensure our provision is inclusive to all children with special educational needs.
  • We support parents and children with special educational needs (SEN).
  • We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies, and by starting TAFs if relevant.
  • We work in partnership with parents and other agencies in meeting individual children’s needs.
  • We monitor and review our policy, practice and provision and if necessary make adjustments.

 

Procedures

 

  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is:

Andrea Parker

  • We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.
  • The SENCO works closely with the Pre-School Leader and other colleagues and has responsibility for the day-to-day operation of Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We use the graduated response system for identifying, assessing and responding to children’s special educational needs.
  • We work closely with parents of children with special educational needs to create and maintain a positive partnership.
  • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education.
  • We provide parents with information on sources of independent advice and support, and on any outside agencies that work with their children.
  • The SENCO and all relevant staff meet regularly, usually once every half term, to review and plan strategies to support SEN children.
  • We obtain consent from parents before we share information or obtain advice from other professionals.
  • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.
  • We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
  • We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs.
  • We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
  • We have systems in place for supporting children with SEN at pre-school. We can apply for additional funding to support their individual needs.
  • In some cases where required, we draw up an Education Health and Care Plan which is in addition to SEN funding shown above.
  • We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
  • We provide resources (human and financial) to implement our Special Educational Needs Policy and fundraise to offer extra resources.
  • We provide in-service training for parents, practitioners and volunteers as required.
  • We raise awareness of any specialism the setting has to offer, e.g. BSL (British Sign Language) trained staff.
  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency’s views, inspections and complaints.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.

 

Further guidance

 

  • Early Years Foundation Stage Statutory Framework (DfE 2017)
  • Working Together to Safeguard Children (DfE 2015)
  • Special Educational Needs and Disability Code of Practice (DfE & DoH 2014)

 

Other useful Pre-school Learning Alliance publications

 

  • Guide to the Equality Act and Good Practice (2015)
  • SEND Code of Practice for the Early Years (2014)

 

 

 

This policy was adopted at a meeting of Cullompton Pre-School name of setting
Held on 8th December 2010 (date)
Date to be reviewed December 2011 (date)
Signed on behalf of the management committee Emma Jones
Name of signatory Emma Jones
Role of signatory (e.g. chair/owner) Chairperson

 

This policy has an annual review period and, as such, will be reviewed and signed off at a management committee meeting of Cullompton Pre-School each year, as shown below.

 

 

Previously reviewed on:- 20th February 2014

 

by

 

Michael Hall

Chairperson

Previously reviewed on:- 10th December 2014

 

by

 

Caroline Williams

Chairperson

Previously reviewed on:-

 

12th October 2015

 

by

 

Sarah Lush

Chairperson

Previously reviewed on:-

 

27th March 2017

 

by

 

Sarah Lush

Chairperson

 

 

 

Reviewed by Staff on:

 

25th March 2019
Reviewed by Committee on:

 

24 April 2019
Date of next review:

 

March 2020
Signed on behalf of the Management

Committee:

A Fox
Name of Signatory (printed):

 

ALEX FOX
Role of Signatory (e.g. Chairperson)

 

Chairperson

 


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