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Supporting Children with Special Educational Needs and Disability (SEND)
Policy statement
The Wonder Years is committed to providing an inclusive, welcoming, happy, stimulating, secure and safe environment for all our children. All children have the right to be cared for and supported to develop to their full potential alongside each other, through sharing positive experiences and learning from each other. We provide first hand experiences, exploration and discovery through play where all individuals’ abilities are recognised and celebrated.
We have high aspirations and expectations for all children and focus on the whole child to enable all children to fulfil their full potential. This approach is strengthened through working in partnership with parents/carers and outside agencies where appropriate.
In order to understand our SEND policy in full, this document should be used in conjunction with the setting’s other policies and procedures. In particular, please refer to:
- Confidentiality, client’s access to records and children’s records
- Information Sharing
- Maintaining children’s safety and security on premises
- Valuing diversity and promoting equality
- Promoting Positive Behaviour
- Risk Assessment
- Admissions
- The role of the key person and settling-in for children in EYFS
- EYFS Playwork
- Parental involvement
- Working in partnership with other agencies
- Data protection
Procedures
Definition of a child with Special Educational Needs and Disability
A child has special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.
A child has a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age.
Or
Have a disability, which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
Or
Are under five and falls within either of the two definitions above or would do so if special educational provision was not made for the child.
A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.
Special educational provision means:
For a child of two years or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the child’s age in maintained schools, other than special schools, in the area.
For a child under two, educational provision of any kind.
(Education Act 1996, Section 312)
Aims
- To have a designated member of staff as Special Educational Needs and Disabilities Coordinator (SENDco) and share their name with parents.
- To liaise closely with parents/carers regarding their child’s likes, dislikes and priorities concerning their child’s care.
- To offer where possible a taster session to support transition and settling in.
- For the whole staff team to work together in identifying any specific needs of children and ensure these needs are met through a range of targeted strategies.
- For all children to be encouraged to access every area of provision and for the staff team to ensure the necessary adaptations are made allowing all children to participate fully.
- To celebrate diversity in all aspects of play and learning and promote positive images during play experiences of those with SEND whenever possible.
- To use the child’s strengths initially to engage the child in activities and then follow their interests to support their whole development.
- To provide a secure and stimulating environment where all children can build self-esteem and confidence, developing their social skills whilst they play with others.
- To provide accessible activities which promote opportunities that foster children’s
- To ensure the provision of resources and activities which support the ongoing development of all children, including those with higher levels of ability.
- To ensure children with medical conditions receive the support needed to meet their needs, working in close partnership with parents/carers and health and social care professionals when needed.
- To have due regard to the SEND Code of Practice (0-25 years) 2014.
- To have due regard to the Equality Act 2010, Disability Discrimination Act 1998 (DDA), Children and Families Act 2014 and the UNCRC 1989.
Objectives
- To ensure that the provision for children with SEND is the responsibility of all members of staff at The Wonder Years.
- To monitor, record and evaluate all children’s progress and share this with parents/carers.
- To ensure when a child is identified as needing SEND support the graduated response system for identifying, assessing and reviewing children’s individual needs within the SEN Code of Practice is used.
- To work in close partnership with parents/carers and provide them with clear information at all stages of the assessment, planning, provision and review process and involve them in planning next steps for their child.
- To ensure as part of the graduated response that children are consulted at all stages, in line with their levels of understanding.
- To liaise with other professionals, such as speech and language therapists and foster good links and communication with other agencies.
- To provide a broad and balanced and inclusive early learning environment for all children.
- Review My Support Plans at least once a term and discuss these with parents/carers at this time.
- To ensure the special educational provision matches the child’s identified SEN to support the child in overcoming barriers to learning and participation
- To ensure the SEND policy is known, agreed and implemented by the whole staff team.
- To ensure a high level of staff expertise to meet children’s needs through targeted continuing professional development.
- To plan, prepare and support all children with transition into school and once agreed with parents share all necessary information about the child with the receiving school.
Beliefs and attitudes regarding equal opportunities
The Wonder Years is committed to taking positive and proactive steps to ensure that we provide a safe and caring environment. This is free from prejudice and discrimination ensuring every child has the right to develop and grow, play and learn in our society.
The Wonder Years has a designated and named SEND Coordinator
Name of the person with responsibilities for SEND/Inclusion:
The name of our SEND Coordinator (SENDco) is: Grace Marshall
The name of our Inclusion Coordinator (INCO) is: Michelle French
The SEND Coordinator (SENDco) will:
- Gather information about the child along with the child’s parents/carers and key person.
- Seek additional information from other settings and relevant support agencies e.g. speech and language therapists and Local Authority support advisers, when necessary.
- Arrange taster sessions for children with parents/carers, where appropriate, to support with transition and settling into the setting.
- Coordinate the care of the child alongside the child’s key person.
- Coordinate the implementation of the child’s My Support Plan/EHCP in close collaboration with the child’s key worker and parents/carers.
- Work in close partnership with parents/carers and provide them with clear information surrounding their child’s needs.
- Keep a record of all known relevant information, observations and assessments about the child.
- Remain up to date with changes in local practices and legislation.