Special Educational Needs And Disability

 

"The nursery provides a very welcoming and inclusive learning environment. Resources are of a high quality, well organised, clearly labelled and stored to support easy access and promote children’s independence.  There is a wealth of interesting and enticing activities inside and outside, along with calming activities and relaxing areas.  

Truly inclusive practice happens because all children are everybody’s responsibility. All staff know all the children and understand their individual needs.

Adults are attuned to the needs of all the children. They follow the child’s lead and interests and provide the right balance of support needed to promote active learning. There is a thorough understanding of the progression in provision and support given is matched to individual needs. "

Deborah Sharp, independent review of SEND provision, April 2019

 

 

 
 
RATIONALE

All children may have special needs at different times and therefore a wide variety of strategies must be used to meet these needs as they arise. This policy will ensure that the school meets the needs of children identified in the 'Special Educational Needs And Disabilities Act 2001' and the 'Revised Code Of Practice For SEN – Jan 2002' through inclusive practices. It will ensure that pupils with SEN or Disability have equality of opportunity and are not discriminated against. This policy will be used to ensure that the funding that has been assigned by the Governing Body for special education provision, including staffing, is clearly identified and used effectively for its intended purposes.

AIMS

1. To value each child equally no matter what their aptitude or ability.

2. To identify and remove any barriers to inclusion within the schools environment, teaching and learning strategies attitudes, organisation and management.

3. To ensure that all children receive their entitlement to a broad, balanced and relevant curriculum. (Early Years Foundation Stage, 2017)

4. To ensure early identification of needs so that the ongoing, shared process between school and families and other agencies is established straightaway.

5. To ensure that provision for children with special needs is central to curriculum planning.

6. To recognise and record children's strengths and successes to encourage a positive self-image.

7. To increase understanding and support positive attitudes towards children with SEN or disability.

8. To make provision for SEN a whole school responsibility.

OBJECTIVES

1. An on-going review will ensure that procedures and practice within the school are fully inclusive and do not deny children access to the whole curriculum. SEN will be on the agenda of school development meetings.

2. Referral of children, considered having special educational needs, to be open to any member of staff.

3. The Special Educational Needs Coordinator (Jayne Taylor, SENCO) will be responsible for the identification and assessment of the specific educational needs and liaison with relevant agencies (EP, Speech and Language Therapy, Sure Start etc) they will follow the guidance from Education Bradford to request a formal assessment of SEN or MSG funding when appropriate. (See Education Bradford SEN file)

4. The assessment of special educational needs will be diagnostic in nature and constructive in practice. There will be feedback to relevant members of staff via monitoring and assessment, which will inform planning and the setting up of IEP's, which will have achievable targets.

5. The Governing Body will have in place a system to ensure that parents are informed as soon as their child has been identified as having special educational needs.

6. INSET opportunities will continue to be considered for all staff, to raise awareness and provide practical examples of suitable curricular materials.

7. A flexible approach will be used, involving a variety of forms of intervention: -

  • in-class support,
  • short-term individual withdrawal
  • monitoring, review and evaluation
  • production of materials in curriculum areas and specific advice to staff.
 
8. Active participation by parents/carers to be encouraged by welcoming parents/carers into the nursery communicating with them on a regular basis and taking account of their views.

9. The positive achievements of children must be recognised and celebrated.

10. Statemented
      Children with an EHCP will continue to have access to the whole curriculum unless a specific exemption        has been agreed.

CONCLUSION

This policy should be seen as an integral part of this school's improvement plan, playing an important part in the educational development of individual pupils. This policy will ensure that disabled children and those with SEN are treated as favourably as others are and that the school will make reasonable adjustments to avoid disadvantaging disabled children. All the children within the nursery with or without impairment will benefit from inclusion, which is an important component of quality education.

Any complaints about the procedures that the school has regarding provision of SEN will be made to the Headteacher who will respond and report the outcome to the Governing Body.