The purpose of this policy is to set out how we identify and support any children with Special Educational Needs and Disabilities (SEND)
Each nursery has a SEND Co-ordinator (SENCO) who work in accordance with DfE guidance: https://assets.publishing.service.gov.uk/media/622894808fa8f526d8531647/The_Role_of_the_Early_Years_SENCO.pdf
OUR PRINCIPLES
1. It is recognised that each child is unique and will learn and grow differently; we will do all we can to adapt our practice and provision to safely meet each child’s needs (reasonable adjustments), whilst also respecting the collective needs of all other children, and staff wellbeing alongside this.
2. Through ongoing observation, assessment and planning, staff will be aware if a child is not making progress in areas of learning and development. Staff must be mindful that this may be due to distress, anxiety, additional needs, ACEs or “child in need” reasons and design their response and support as appropriate. Please see our Safeguarding and Behaviour Policies.
3. All children are included and valued for who they are, and our focus is on each child’s needs. The SEND Code of Practice is implemented, ensuring that the Disability Discrimination Act is observed. We have an inclusive ethos and understand our obligations under the Equality Act 2010. All children are treated equally (Non-Discrimination Policy). We work with Parents and carers who will be treated as ‘experts’ and respected for their views and opinions. See Partnership with Parents Policy.
4. All children and families are welcomed. A visit prior to admission will enable staff to liaise with parents regarding the child’s needs and how we can safely meet them, and a risk assessment will be completed where appropriate. Settling in sessions will be flexible so the child can settle at their own pace. (Admission and Settling In Policies).
5. We will make provision for the needs of each child and endeavour to accommodate all physical needs of parents and children within the limitations of our settings. Adaptions will be made where possible. Each nursery has a disabled access toilet and are open plan, ensuring ease of access into all rooms. Open toilets, changing areas and quiet areas are provided.
6. A risk assessment (ref folder 4.2) will be used where required to ascertain what reasonable adjustments are needed for us to be able to safely meet each child’s needs, and the needs of all other children, and wellbeing of staff. If the risk assessment demonstrates that we can’t safely meet the needs of the child and ensure the safety and wellbeing of staff and other children, then we will not be able to care for that child. Risk assessments are reviewed continuously and will be updated and discussed with parents where required.
7. A Care Plan (ref folder 7.1) will be created, where necessary, with input from medical professionals, parents, the child’s Key Person and the SENCO.
8. It is recognised that SEND support works best when it is done in partnership with parents and other agencies, and we will do all we can to develop professional relationships and work together to support each child. We ask parents to help us support their child to have the best experience at nursery by working in partnership with us. Without this partnership working, it might not be possible for us to fully meet the needs of a child.
9. Visual Timetables are used in all rooms to aid understanding. See Appendix 1.
SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCO)
10. SENCO responsibilities are:
- The SENCO will understand the local offer and support and funding available.
- Keep a SEN register of children being monitored. Saved to nursery folder in 3.5.
- To maintain relevant and current training in order to support and advise staff and gain knowledge of special educational needs.
- To ensure all practitioners in the setting understand how to work actively and effectively within the Graduated Approach (Assess Plan Do Review).
- To work with the nursery manager in supporting staff with relevant training.
- To ensure ongoing risk assessment so that we can ensure we can meet each child’s needs safely.
- To help create support plans with a child’s Key Person or other members of staff and support them in reviewing and updating the support plans.
- To monitor and review the IEPs/IPPs, taking into account the child’s strengths and individual needs. To communicate with other staff about the progress of the child and whether the IEPs/IPPs need adapting.
- To liaise with current/previous settings as required.
- To maintain links with other agencies.
- To be sensitive when speaking to parents/carers. To work in partnership with parents, sharing information that is clear and accessible, supporting them at all times
- To work in partnership with parents, sharing information that is clear and accessible, supporting them at all times.
- To facilitate a strong transition to school, through information sharing and knowledge of the child.
11. The SENCO SENCO will have relevant childcare qualifications, plus access to training on a regular basis. Feedback from training will be given to staff at convenient times and as in house training during staff meetings. Sally King is the Senior BCC SENCO and will advise and support the other SENCOs as appropriate.
ALL STAFF
12. All staff are expected to be aware of SEND and they will be updated about individual children as required. Staff will receive additional training as required.
13. Staff must talk to the nursery SENCO as soon as they have any concerns about a child that may involve special educational needs or additional support. Observations may be needed to inform the SENCO about a child’s needs. In accordance with the Partnership with Parents Policy, staff must discuss all concerns with parents and record discussions on Important Conversation forms.
14. Any concerns noted whilst preparing the Progress Check at Two must be brought to the attention of the SENCO, who may attend the meeting with the parent(s)/carers if necessary. The Key Person or SENCO may need to contact a health visitor or other agencies (with parental consent).
15. The staff team in each room are constantly reviewing play activities and all children’s responses to ensure they are always safely meeting every child’s needs. A risk assessment will be used/updated as necessary.
IDENTIFICATION AND ASSESSMENT OF SEND
16. All children are observed by all staff as part of our continuous provision and ethos of “in the moment planning”. Staff are aware of child development and have professional curiosity. This way, any concerns about a child’s needs, difficulties or struggles will be identified as soon as possible.
17. Staff will adapt activities and resources in the room to incorporate activities to help support needs identified. The advice of the nursery SENCO should be sought as appropriate. When possible, activities are designed to include other children. Staff will show respect to all children by explaining sensitively why particular activities are taking place with an individual child.
18. We aim to provide books, resources and equipment to suit children with additional needs. Where this is not possible, we will loan equipment from local resource libraries or through the Early Years Inclusion Team, or parents. Articles are available to read on request or need.
19. If, following observations and discussions with the parents, it is considered that a child has special educational needs, the SENCO will create a support plan in partnership with parents and the Key Person. The child’s views, feelings, interests and strengths will be taken into account. “SMART” targets must be used:
Specific
Measurable
Achievable
Relevant
Timebound
20. In some cases, additional help or advice may be needed through outside agencies, with the parents’ permission. If a child has more complex needs it may be necessary to apply for an Education and Health Care Plan (EHCP) to put in place more specific guidelines for the support the child needs, especially when transitioning from nursery to primary school.
TRANSITION TO SCHOOL
21. We liaise with local schools to ensure a smooth transition for each child.
22. When the child’s school is known, with parental consent, the nursery SENCO will arrange a meeting with the teacher/SENCO to discuss how best to support the child’s transition.
WORKING WITH PARENTS/CARERS
23. Parents/carers will be:
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- Closely involved throughout and their insights will inform action taken by the nursery.
- Given the advice and support they need to participate in the SEND decision-making process.
- Involved in the discussion of any early concerns in identifying SEND and agreeing the outcomes being sought; the interventions and support to be put in place; the expected impact on progress, development, and behaviour.
- Invited to be included in meetings and reviews and given feedback if they are unable to attend.
- Treated with respect and considered as the child’s primary educator.
- Included in any plans created or reviews and will be given copies.
- Given information about nursery SEND provision through our own Local offer and wider services available through the Local Authority (LA). BCC’s Local Offer is set out on our website.
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24. We will ensure that parents’ consent is sought to work with local authority teams and outside agencies. This is done on the progress check at two form or by following local authority procedures.
25. If all reasonable adjustments have been made and all strategies have been used to support a child and their unique needs, but the child is continuously struggling to cope in nursery, we will telephone the parent and ask them to collect. We will only do this if we believe that being in nursery is impacting on the child’s wellbeing. We will agree a plan for this with the parents, setting out what strategies will be used, and for how long, to support each child in accordance with their needs and wellbeing, before parents are telephoned.
Appendix 1
Visual Timetables
Every room will have a visual timetable that can be accessed by all staff and children as required.
All rooms will use picture symbols ensuring the same visuals are used in each room so that this is consistent for the children to learn what is happening next in their daily routine. It may be required for some children to have a more personal timeline to further support them with transitions during the day.
In some cases where children have additional needs, it may be necessary to create personal timelines using picture symbols visuals in a book or personalised routine.
Why do we use visual timetables?
- To help settle children into the nursery
- To help children anticipate time-based events
- Prepare children for transitions, especially if they are upset or anxious
- To help support understanding if English is not the first language
- To support children who are shy or reluctant talkers
- Develop confidence: children can go to the board to show the adult what they want to do
- Support development of language skills
- Support staff in using clear and consistent language, alongside the visuals
Bathrooms
A sequenced potty/toilet routine can be placed on a wall at the children’s eye level, where possible. This will be in picture symbol form. This will encourage toilet training, understanding, independence and self-care.
Now and next boards
At times it may be necessary to use the routine in conjunction with a NOW/NEXT board. This breaks down the routine into smaller fragments.
Choice boards and books
Pictures of specific activities can be used in a book or on a board to help children make choices and develop confidence.
Personal Routines
Visuals may be needed for individual children, to support self-care awareness, such a wearing a coat, taking a jumper off in hot weather or wearing welly boots in water play. Real pictures of the child can be used as part of the visual.
Social Stories
Can be made to support new experiences like going on planned trips, visits from parents, new experiences or skills needed to be developed for potty training etc. The child’s picture can be inserted into the story to help them understand their part in the routine.