What does our setting offer your child with Special Educational Needs or Disabilities (SEND)?
We are an inclusive nursery and aim to support all children to enable them to make the best possible progress and achieve well. To accomplish this aim we offer a broad and balanced curriculum with high quality teaching. We are committed to producing high quality care and education for all children with special educational needs and disabilities. We make sure that additional needs are identified early and offer a range of provision to meet individual needs. We work with a range of professionals to make sure that all children receive the support they need to develop. Children and families are able to access equitable services and provision from our inclusive setting that includes a nursery school, children’s centre, community and family services. We offer a high quality learning environment and resources to give children the very best start in life alongside a wide range of services and family activities.
Who are the best people to talk to in this setting if I am concerned about my child’s progress?
- The first point of contact would be your child’s class teacher/room leader or key person. Please approach them at any time if you have any worries about your child.
- You can also talk to the Head teacher, Jackie McGregor or Assistant Head and SENCO Sarah Woodfield.
- The teacher/room leader/key person may talk to you informally or arrange a meeting with you to discuss concerns that are identified. In addition to this ‘Parent Meetings’ to share your child’s learning and development take place three times a year.
What are the different types of support and learning interventions available for children with SEN and/or Disabilities in this setting?
Each child in this setting is provided with:
- Outstanding teaching and learning opportunities as rated by Ofsted.
- Classroom teaching where the teacher and key person will have the highest possible expectations for your child.
- Teaching that is based on what your child already knows, their interests and what they can do and understand.
- Differentiated ways of teaching that supports each child’s different learning styles.
- An individualised approach and/or additional support if required for a child who is not making developmental progress alongside their peers.
- Interventions through small group work and/or 1-1 working that may involve some of the following strategies depending on the child’s area of need:
- Adjustment of the environment as required.
- Use of visual strategies such as Visual Timetables and Picture Exchange Communication System (PECS) and Makaton
- Preparations for changes in routines.
- Reducing complex language, especially when giving instructions to children.
- Implementation of Therapy programmes e.g. Speech and Language, Physiotherapy, Occupational therapy.
- Identifying and supporting a child’s preferred learning style.
- Cognition & Learning Needs- Small step approaches.
- Opportunities for repetition and reinforcement of developing skills.
- Adapting materials and equipment .e.g. providing tactile equipment and sensory experiences
- Physical difficulties support with self-help skills and safe movement around the nursery.
- Support with behaviour including a comprehensive Learning Behaviour policy.
What support do we have for you as a parent of a child with SEND?
- Arrangements can be made at any time with your child’s teacher/room leader/ key person to discuss any concerns. The class teacher/room leader and/or SENCO will also arrange to meet with you to discuss any new ideas suggested by outside agencies for your child.
- Individual Education Plans will be reviewed together and include supportive ideas for you at home.
- If your child is undergoing any further assessments, you will also be supported by the SENCO/Key person to ensure that you fully understand the graduated response.
Specific Individual support for you child would mean:
- If your child has been supported through the systems as described above and has been identified as having a specific special educational need, their progress will be reviewed regularly.
- The whole team supporting your child will be part of this review.
- At this review, you or the school can request an Education, Health and Care plan.
- An EHCP is a way of providing support that puts children, young people and families at the centre of the assessment and planning process, to make sure that your views are not only heard but also understood. This new process focuses on what is important for children and young people, i.e. what they and you want to achieve now and in the future.
- The EHCP will have long and short term goals for your child.
- It will set out what support they need and how they will receive this support.
How does additional funding work?
- At our setting we receive funding for all children who are 3 and 4 as well as for funded 2 year olds. We are able to apply for funding if a child has different and additional to normal requirements. The team who are supporting the child will make this application and the Early Years Special Educational Needs Panel will decide the allocation of funding using the Bristol Universal descriptors.
How will we support your child when leaving our Children’s Centre or Nursery School?
We recognise that ‘moving on’ can be difficult for a child with SEND. We also recognise the anxieties for families and we take steps to ensure that any transition is as smooth as possible. When your child is moving to another school:-
- We will contact the new school and arrange a transition meeting.
- A transition plan will be drawn up that will include visits, photos and information for the family.
- Any special arrangements and support will be put in place for you and your child.
- We will make sure that all records about your child are passed on as soon as possible to the receiving school.
Who are the other people providing services to children with SEND in this setting?
We have access to the following outside agencies:
- Community Paediatricians
- Health Visitors
- Speech and Language Therapy
- Occupational Therapy
- Children’s Mental Health Teams
- Portage and Inclusion Team
- Educational Psychology Team