Safeguarding and Welfare Requirement: Equal Opportunities

Providers must have and implement a policy, and procedures, to promote equality of opportunity for children in their care, including support for children with special educational needs or disabilities

9.2 Supporting children with

special educational needs and

disabilities

 

Policy statement​

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

 

  • We have regard for the Special Educational Needs and Disability (SEND) Code of Practice 2015.

  • We ensure our provision is inclusive to all children with special educational needs and disabilities. 

  • We support parents and children with special educational needs and disabilities.

  • We identify the specific needs of children with special educational needs and meet those needs through     a range of SEN strategies.

  • 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 their name to parents. Our SENCO is:  Jan Mead.

  • The SENCO works closely with the manager and other colleagues and has responsibility for the day to day operation of our Supporting children with Special Educational Needs Policy and for coordinating provision for children with SEN.

  • We ensure that the provision for children with special educational needs and disabilities is the responsibility of all members of the setting.

  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.

  • We use the graduated approach system with four stages of action: Assess, Plan, Do and Review, to identify, assess and respond to children's special educational needs and disabilities.

  • We work closely with parents of children with special educational needs and disabilities to create and maintain a positive partnership.

  • We ensure that parents are informed and involved at all stages of the assessment, provision and reviews of their child's education, we use a child centred approach in planning outcomes, and have regard to the child's views, wishes and feelings; where appropriate to their level of understanding and ability.

  • We provide parents with information on sources of independent advice and support e.g. Local Offer information

  • With the parents signed permission, we liaise with other professionals involved with children with special educational needs and disabilities and their families, including transfer arrangements to other settings and schools.

  • We have systems in place for referring children for further assessment through the Statutory Assessment process and to support parents in gaining an Education and Health care plan, if necessary.

  • We provide a broad, balanced and differentiated curriculum for all children with special educational needs and disabilities.

  • We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs and disabilities.

  • We provide and seek resources (human and financial) to implement our Supporting Children with Special Educational Needs and Disability policy.

  • We ensure that all our staff are aware of our Supporting Children with Special Educational Needs and Disability policy, and are up to date with legislation and the SEND code of practice 2015

  • We provide in-service training for, practitioners and volunteers.

  • We follow the EYFS safeguarding and welfare requirements.

  • We raise awareness of any specialism the setting has to offer, e.g. musical communication activity.

  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. One page profile reviews, One planning meetings, feedback from the Area SENCo, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed regularly. 

  • We provide a complaints procedure.

  • We monitor and review our policy regularly.

 

Further Guidance:

  • The Special Educational Needs and Disability Regulations (2014)

  • Special Educational Needs and Disability Code of Practice (2015)

  • Early Years Foundation Stage Statutory Framework (2017)

  • Working Together to Safeguard Children (2015)

  • Equality Act (2010)

 

Other useful Pre-school Learning Alliance publications:

  • SEND Code of Practice for the Early Years (2014)

© 2020 by St. Peters Thundersley Preschool

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Call Us: 07961 435979 OR 07948 570545 / stpeterspreschool1965@hotmail.com / Church Rd, Church Ln, Benfleet SS7 3HG, UK