Little Diamonds Preschool

Schools extended Local Offer response

Special Educational Needs policy

Statement  

Little Diamonds Preschool is committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs.  

The Preschool believes that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorise children is inappropriate. 

 The Preschool is committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. The Preschool is committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of the Preschool’s facilities. All children have a right to a broad and well-balanced early learning environment. 

We feel it is paramount to find out as much as possible about a particular child’s condition and the way that may affect his/her early learning or care needs by: 

• Liaising with the child’s parents 
• Liaising with any professional agencies 
• Reading any reports that have been prepared 
• Attending any review meetings with the local authority/professionals 
• Regularly monitoring observations carried out on the child’s development. 
• All children will be given a full settling in period when joining the Preschool according to their individual needs. 

Aims- 

We will:            

• Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the SEND Code of Practice on identification and assessment of any needs not being met by the universal service provided by the nursery 
• Include all children and their families in our provision 
• Provide well informed and suitably trained practitioners to help support parents and children with learning difficulties and/or disabilities 
• Develop and maintain a core team of staff who are experienced in the care of children with additional needs and employ a Special Educational Needs Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs.  
• Staff will be provided with specific training relating to SEND and the SEND Code of Practice 
• Identify the specific needs of children with learning difficulties and/or disabilities and meet those needs through a range of strategies 
• Ensure that children who learn quicker, e.g. gifted and talented children are also supported 
• Work in partnership with parents and other agencies in order to meet individual children's needs, including the health and education authorities, and seek advice, support and training where required 
• Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed 
• Ensure that all children are treated as equals and are encouraged to take part in every aspect of the Preschool day according to their individual needs and abilities 
• Promote positive images and role models during play experiences of those with additional needs wherever possible 
• Celebrate diversity in all aspects of play and learning. 

Responsible Person (SENCO) 

All children with additional needs have a right to a broad and well-balanced education. Depending on each child’s individual need or disability Pre-school will endeavour to provide a ratio of 1:1 where necessary. For any children who join our Pre-school who have identified SEND, we aim to fully meet our responsibilities in respect of Equality Act 2010 .We aim to make reasonable adjustments to our buildings, resources and provision flexibility to meet the need of the individual children and their parents/carers and when appropriate. 

 To achieve these (Implications)- We will: 

•  Designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and share her name with parents 
• Provide a statement showing how we provide for children with learning difficulties and/or disabilities and share this with staff, parents and other professionals 
• Ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all members of staff in the nursery 
• Ensure that our inclusive admissions practice includes equality of access and opportunity 
• Ensure that our physical environment is as far as possible suitable for children and adults with disabilities 
• Work closely with parents to create and maintain a positive partnership which supports their child(ren) 
• Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's education 
• Provide parents with information on sources of independent advice and support 
• Liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care 
• Use the graduated response system for identifying, assessing, and responding to children's special educational needs 
• Provide a broad and balanced early learning environment for all children with learning difficulties and/or disabilities 
• Provide differentiated activities to meet all individual needs and abilities 
• Use a system of planning, implementing, monitoring, evaluating, and reviewing Individual Educational Plans (IEPs) for children with learning difficulties and/or disabilities 
• Review IEPs regularly and hold review meetings with parents at this time 
• Ensure that children with learning difficulties and/or disabilities are consulted at all stages of the graduated response, considering their levels of ability 
• Use a system for keeping records of the assessment, planning, provision, and review for children with learning difficulties and/or disabilities 
• Provide resources (human and financial) to implement our SEND policy 
• Ensure the privacy of children with learning difficulties and/or disabilities when intimate care is being provided 
• Provide in-service training for practitioners and volunteers 
• Raise awareness of any specialism the setting has to offer 
• Ensure the effectiveness of our SEND provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints.  
• Provide a complaints procedure and make available to all parents  
• Monitor and review our policy annually.  

SEND code of practice-  

SENCO works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special educational needs and disabilities policy of the Preschool always making sure plans and records are shared with parents. 

It is the duty of the Preschool to carry out statutory duties to identify, assess and make provision for children’s special educational needs and disabilities. The SEND Code of Practice recommends that our Preschool should adopt a graduated approach to assessment through Early Years Action and Early Years Action Plus. Good practice of working together with parents, and the observation and monitoring of children’s individual progress, will help identify any child with special educational needs and disabilities. Our Preschool has identified a member of staff as a SENCO who will work alongside parents to assess the child’s strengths and plan for future support. The SENCO will ensure that appropriate records are kept according to the SEND Code of Practice. 

Early Years Action 

The child is identified with special educational needs. The SENCO, working alongside colleagues and parents, will assess and record the child’s needs and provide an Individual Education Plan (IEP) providing future support. This plan will be continually under review in consultation with the child and his/her parent(s).  

Early Years Action Plus 

Is characterised by the involvement of external support services, usually requested by the SENCO and colleagues in consultation with the child’s parents. If the help given through Early Years Action Plus is not sufficient to enable the child to progress satisfactorily, it may be necessary for the nursery, in consultation with the parents and any external agencies already involved, to request a statutory assessment towards a statement of special educational needs. 

Guidance: 

Early years: Guide to the 0 to 25 Send code of practice (DfE 2014) 

Special Educational Needs and Disabilities Code of practice 0 – 25 years (DfE 2014) 

Equality Act 2010 

Children and Families Act 2014  

Teaching and learning

We set out to assist each individual child attending Little Diamonds Preschool to attain their maximum potential within their perceived capabilities.  An individual record of each child's development is maintained, showing their development stages and any areas needing further staff assistance. 

The staff are very aware of the importance of the correct play environment for each child, so they may develop good social skills and an appreciation of all aspects of this country's multicultural society.  Planning of the learning experiences by the staff is further designed to ensure, as far as practical, equality of opportunity between all children. 

Each individual child is planned for and evaluated by their individual key person. Each key person is to work along side parents, carers and any other settings the child may attend. Key persons will also work with outside agencies when necessary to ensure every individual child’s needs are met. 

Little Diamonds Preschool works and plans under the EYFS using practise guidelines to plan for individual children. We follow the seven areas of learning to ensure all children learn and achievement to their full potential. We encourage parents to be involved in their children’s learning within the Pre-school and at home.

Identifying and assessing Special Educational Needs

We feel it is paramount to find out as much as possible about children's individual needs and the way that may affect his/her early learning or care needs by:

• Liaising with the child’s parents
• Liaising with any professional agencies
• Obtaining relevant reports from other professionals, if applicable.
• Attending any review meetings with the local authority/professionals
• Observing children’s development and monitoring progress over time.
• Attend meetings with lead professionals and contribute to education and care plans.
• Seek any training information required to support your child.
• Regularly monitoring observations carried out on the child’s development.

 

Involving parents and children/young people in planning and reviewing progress

Parents are encouraged to participate in children's learning and development through regular meetings and feedbacks. Staff and management build positive relationship with parents. Parents are encouraged to talk to the key person or the management if they have any concerns, if they require any assistance or support in regards to child's development or learning.

Additional support

SENCO will work closely with the key person to differentiate resources, experiences and activities to support the child. 

SENCO will work with the key person to plan IEPs for each individual child based around their abilities and interests and individual needs.

The SENCO will liaise with other professionals (with the parents consent) such as Early Years Inclusion Officers, Speech and Language Therapists and Health Visitors to gain further advise in supporting each individual child.

The SENCO and the key person will work collaboratively to ensure that these targets and strategies are implemented.

The IEPs and activities will be reviewed by the key person, SENCO and the parents regularly to update IEPs.

Parent’s communication is valued and the key person will work together with the parents to ensure that every child’s learning is supported.

At the initial settling in sessions the parent/ carers will work with the key person to settle the child into the Preschool.

The key person will complete the 'All About Me'  form to understand the child’s individual  needs, interests and abilities.

The parents are encouraged to work together with the key person  to keep them informed of new interests/ skills/activities.

The parents are invited to attend regular meetings to review the child’s progress. Every child has their own online learning journal that the parents can view at any time.

Extra activities

Liaison with outside agencies when needed to meet the individual needs of children.

Meeting social and emotional needs of children/young people

Little Diamonds Preschool team ensures that children and their families feel valued, safe and secure. Child's emotional wellbeing is paramount. When children feel safe and secure and have positive relationship with peers and adults, they develop and progress.

Keeping up to date with knowledge and skills

Regular trainings opportunities are provided to all the team e.g. trainings provided by Local authority, colleges/training providers and in house trainings.

All staff holds Paediatric First Aid and Safeguarding training. 

All staff holds relevant qualification in childcare.

Transitions

We work closely with parents and children to support them through the transitional period. 

Transition meetings are arranged liaising with the schools they are attending.

Helpful contacts

Slough Early Years Team

Social Services

Slough Family Services

Speech and language groups

SEND Team