Delph Pre-School
Special Educational Needs Policy
Delph Pre-School is an inclusive setting where each child’s uniquenessis welcomed, valued and included.
Aims and Objectives
We aim to meet each child’s individual needs to enable them to achieve their own potential.
We will provide a structured and stimulating environment that enables each child can access a full and balanced provision.
We will work closely with parents and ensure their insights inform our practice.
We will liaise with other relevant outside agencies to support our practice.
What is a Special Educational Need (SEN)?
A child has an SEN if they;
a)have a significantly greater difficulty in learning than the majority of others the same age; or
b)have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age.
A child with an SEN requires educational provision which is additional to, or different from, the educational provision made generally for children their age.
There are four areas of special educational need (SEN):
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
Admission and Transition Procedure
Children with SEN are admitted into Delph Pre-School in accordance with LA Guidelines. Where an SEN has been identified, staff will liaise with the parents, other settings and relevantservices.
Initial meetings with parents are available informally within our setting. If it is more appropriate, these initial meetings can be arranged in the child’s home. At these initial meetings, parents are able to talk to members of staff regarding any important information about their child. Parents are invited to share information about their child’s needsformally through our Personal Details forms.
Pre-school staff are willing to take on any relevant training they may need to help meet the needs of each child. The Special Educational Needs Co-ordinator (SENCo) will undertake a risk assessment to ensure that the setting is able and prepared to support the child.
Information will be shared at all transition times, i.e. if the child moves to a different setting, to a different school’s reception or into Delph Primary School. The child’s records will be shared and keyworkers/teachers from receiving settings will be invited to hand-over meetings as appropriate.
Partnership with Parents and Carers
We understand that parents are their child’s first and most enduring carers and have a unique knowledge about their child. We therefore welcome communication with parents and aim to work in partnership with them to support their child.
Parents will be informed at every stage of assessment and/or when intervention is planned. Initially this will be an informal meeting with the keyworker and possibly the SENCo to share concerns.
We are aware of the need to be sensitive regarding a child’s needs and the importance of confidentiality.
Identification and Assessment
Children with SEN may be identified in various ways;
- through information from parents and outside agencies on entry into pre-school
- through staff concern regarding learning progress (measured through ‘Summary of Learning’ reports and observations)
- through parental concern regarding learning progress at pre-school
- through properly grounded suspicion or evidence of a medical, physical or social problem that impacts on a child’s learning progress
Children are continually observed during their time at our setting using the 2simple observation app. These observations are shared with parents each week via email.
At regular times, the child’s keyworker will report on their children’s progress using ‘Summary of Learning’ documentation (from the Child Assessment of Progress ChAP tool).These are moderated by the Pre-School Leader. These reports may highlight where additional support may be needed or where there may be a developmental delay.
Please note: we understand that we need to assess the child holistically and thereforea delay in learning, English as and additional language (EAL) and/or ‘difficult’ behaviour may not necessarily indicate an SEN.
Parents will receive a copy of this report. They are encouraged to comment on these reports, sign to indicate they have read them and are invitedto discuss any concerns with their child’s keyworker or the SENCo at any time.
If a concern is raised regarding a child’s progress by either staff or parent, a meeting will be arranged to discuss it within the shortest convenient time. Parental consent will need to be obtained before a further term of evidence-gathering and assessments. Any documentation made is available to parents in the child’s ‘Summary of Learning’ file.
After this stage of evidence-gathering, the child and their parents will beinvited to a meeting to discuss progress and the need of any further support.Agreed actions will be recorded and implemented. A review meeting will be arranged.
At the review meeting, if intervention and support is felt to be working, this will continue and be reviewed at subsequent termly meetings until the child is learning within their stage of development.
If it is felt that more support is needed, outside agencies may become involved. This can involve referrals to wider services and professionals. Appropriate external requests for involvement may also be made egreferrals for an Educational Health Care (EHC) plan.The SENCo will co-ordinate this.
Children with an EHC Plan will have two review meetings a year and an annual review meeting. They will also have a Person Centred Plan.
Resources and Training
The setting is accessible for adults and children using a wheelchair and has a flexible layout that may be adapted for differing needs. Within Delph Primary School we have access to a facilities room with a bed and hoist, appropriate ramps to enable access to the school building and stair lifts where the floor level changes.
We have a Pre-School SENCo, well-qualifies and trained Pre-School staff as well as access to SEN specialisms within the Delph Primary School teaching team. We also have access to outside agencies eg; Area SENCo and Speech and Language Therapists through the Children’s Centres.
Through the school we also have access to physical resources such as books, play equipment, software, laptops, video and writing wedges.
Access to resources is prioritised by the SENCO in consultation with staff and outside agencies, according to need.
Roles and Responsibilities
Pre-School SENCo
- ensuring all practitioners in the setting understand their responsibilities to children with SEN and setting’s approach to identifying and meeting SEN
- advising and supporting colleagues
- ensuring parents are closely involved throughout and that their insights inform action taken by the setting
- liaising with professionals or agencies beyond the setting
Keyworkers
- liaising with the SENCo regarding appropriate activities
- providing differentiated supportfor each key-child
- contributing to the assessment and record-keeping procedures
Pre-School Management Committee
- involvement in developing and monitoring the Pre-School’s SEN policy and practice to meet legal requirements and children’s needs, as far as possible.
- delegating operation of the policy to the SENCO, providing the time and resources for role effectiveness.
- ensuring that SEN provision is an integral part of the Pre-School’s development plan.
- involvement in the financial decisions which affect SEN provision in Pre-School
- reviewing annually the effectiveness of Pre-School’s work with pupils with SEN
Comments, Concerns and Complaints
These should initially be addressed to the Pre-School Leader. If necessary parents should follow the Pre-School’s Complaints Policy. Individual copies are available in the school office.
Monitoring and Evaluating the Policy
This will take place annually, involving staff and the Pre-School Management Committee, taking in the views of parents as appropriate.
Approved by: Pre-School Committee
Date : June 2016
Review Date: Spring Term 2019
SEN Policy /Updated June 2016