Supporting Children with SEN

Named SENCO: Miss Amy Rice

This policy must be read in conjunction with SEND Code of Practice 2015

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

The Special Needs Coordinator (SENCO) will be responsible for the day-to-day operation of the policy and coordinating provision for the children.

The SENCO will be responsible for liaison with parents, staff and other agencies.

All staff will be responsible for observations, record-keeping and the SEND Support Plans (previously IEPs).

SENCO will have overview of each child.

Outside agencies will respect the Nursery policies when they visit.

SEN Aims

To offer a broad and balanced curriculum to all children.
To ensure that all children with SEND engage in all activities and are fully included.
To develop a support system and strategies that enable the SENCO to work with the staff to deal effectively with children and their parents.
To have a positive approach, building on children’s strengths and taking into account their wishes in the light of their age and understanding.
To involve parents in a working relationship.
To work in partnership with outside agencies.
To monitor and review individual needs of children, enabling early identification and to facilitate early intervention.

Definition of the term “having a special educational need''

“Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them”. As defined in SEND 2014 for those who have Special Educational Needs and disabled children.

A child has a learning difficulty if they:

have a significantly greater difficulty in learning than the majority of children of the same age; or
have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
is under five and falls within the definition at (a) or (b) above or would so do if special educational provision was not made for the child.

A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.

Special educational provision means:

A child or young person has SEN if they have a learning difficulty or disability that calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers.
For a child under two years of age, special educational provision means educational provision of any kind.
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph previous to this point above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).

The Nursery recognises the Disability Discrimination Act 1995.Since September 2002 the Disability Discrimination Act 1995 (DDA) has applied to all providers of early years services. The Act states that it is unlawful to discriminate against a disabled child in the provision of any service. There are two main duties set out in the Act:

To treat a disabled child less favourably
To make ‘reasonable adjustments’‛ for disabled children

We aim to enable all the children to have equal access to the curriculum in an environment where every child is equally valued and respected. If any parents have any queries or concerns about our policy or practice, they are welcome to arrange a meeting with the Nursery Manager. The Disability Rights Commission (tel: 08457 622 633) provides a range of information and guidance on the Disability Discrimination Act. This organisation would be able to advise if the concern relates to an issue of the possible discrimination of a disabled child, which cannot be resolved within the setting.

Identification and Assessment

This will be the responsibility of all staff.
The key worker for the child will make observations.
The SENCO will help and consult other agencies.
The Childcare Manager will have the overall view and speak to the parents.
Observations will be made throughout the day.
We treat all children as individuals and we involve them all in small group work appropriate to their needs and development.
It is the parents’ responsibility to tell staff of any issues that may affect their child.

Identifying Needs

Nursery staff will raise concerns they may have with the SENCO and Nursery Manager.
Discussions may take place in staff meetings.
Parents may approach staff with their concerns.
The children themselves identify they have a need through difficulties they may have.
An outside agency may liaise with the SENCO.
If a child transfers from another setting the SENCO will check records for information concerning a child’s special educational needs.
The SEN 3 step checklist will be used (provided by Thurrock Council) see Appendix 2

SEND Support Plan (formally IEP)

A SEND Support Plan is a working document for all Nursery staff. It provides planning for the individual child with SEN. It must be accessible and understandable to all concerned. See Appendix 1.

Education Health and Care Plans (EHC)

Where, despite the setting having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child, the child has not made expected progress, the setting should consider requesting an Education, Health and Care needs assessment. Where a child has an EHC plan, the setting and other professional involved must review that plan at review meetings. Monarchs hold these review meeting on their site.

The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. To achieve this, the setting and local authorities use the information from the assessment to:

establish and record the views, interests and aspirations of the parents and child or young person
provide a full description of the child or young person’s special educational needs and any health and social care needs
establish outcomes across education, health and social care based on the child or young person’s needs and aspirations
specify the provision required and how education, health and care services will work together to meet the child or young person’s needs and support the achievement of the agreed outcomes

Confidentiality

All information, SEND Support Plans and EHC Plans on each individual child will be kept strictly confidential within the Nursery.

Planning and Resourcing

If extra funding is necessary the Childcare Manager may need to apply for interim 1:1 funding from Thurrock SEN Team.
Identification can be made at any time.
Termly reviews of the child and the SEND Support Plans.
SENCO’‛s time will be variable depending on the needs of the child.
Keyworkers will have time when necessary to discuss concerns.
Parents will be involved as much as possible. If the need to talk to the keyworker/SENCO time should be given.
SEND Support Plans to be signed by the parents, when the action is mutually decided and at each update.
Funding should be available for training.

On-going Monitoring

SEN Register review termly.
Monitoring of children review termly.
Discuss regularly at staff meetings.

Support offered to children, staffing, resources, etc:

Staff Development Courses
The SENCO at the setting will attend the SENCO training and share new skills with staff.

Partnership with Parents

Parents should play an active and valued role in their child’s education. Parents should have access to information, advice and support during the assessment of their child. Nursery staff should be sensitive to the parents’ feelings, and should present a positive attitude.

Insurance

The nursery manager will notify any relevant parties / insurance companies (if applicable) if we have a child attending with SEN. Confidentially will be kept at all times.