SEN Policy

Rationale

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

Aims

  • We ensure our provision is inclusive to all children with special educational needs.
  • We support the special educational needs (SEN) of children and their parents.
  • 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.

 

The Procedures/Guidelines

  • We designate a member of staff to be the special educational Needs Co-ordinator (SENCO) and give their name to parents.
  • Our SENCO is Karen Farmer
  • 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.
  • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other setting 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 during Early Years Action, Early Years Action Plus, Statutory Assessment and Statementing process.
  • 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.
  • We provide in-service training for parents, practitioners and volunteers.
  • We raise awareness of any specialism the setting has to offer, e.g. Makaton 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. This information if collated, evaluated and reviewed annually.
  • We provide a complaints procedure.
  • We monitor and review our policy annually

 

 Role of SENCO

  • To lead, manage and develop SEN provision across all aspects of the centre.
  • To ensure that high quality learning and teaching effectively meets the individual needs of SEN children.
  • Use their own professional skills and judgement to support the expertise of staff in the identification of individual children’s needs including those with behavioural challenges.
  • To ensure that where appropriate additional funding for pupils with Special Educational Needs is applied for in a timely way to enable suitable levels of adult supervision or specialist equipment for children with more challenging needs.
  • To monitor, report and make recommendations on the usage of additional SEN pupil funding, ensuring that named SEN pupils with additional funding are receiving their entitlement.
  • To maintain all paper and electronic records pertaining to pupils with Special Educational Needs and ensure that relevant staff receive professional reports and other correspondence relating to their pupils.
  • To ensure SEN support is provided for ‘Wrap Around’ provision.
  • To provide a monthly report to Senior Leadership team on the outcomes of your monitoring and evaluation.

Role of teaching assistants

  • Implementing an individual or group of pupil’s access to, and progress within, the early year’s curriculum.
  • Implementing and documenting activities designed to achieve personal targets for SEN pupils.
  • Helping where needed to adapt resources and activities to meet the needs of SEN pupils.
  • Attending SEN pupil planning and review meetings as appropriate.

 

Legal Framework

 

Unique Child

Positive Relationships

Enabling Environments

Learning and Development

1.1 Child Development

1.2 Inclusive practice

1.3 Health and well-being2.1 Respecting each other 2.2 Parents as partners

2.3   Supporting learning 2.4 Key person

 

 3.2 Supporting every child

3.3 The learning environment 3.4 The wider context4.1 Play and exploration 4.2 Active

Learning

4.3 Creativity and

critical thinking