Supporting children with special educational needs

 Policy statement

 We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.

 We have regard for the DfE & DoH  SEND Code of Practice (2014).

• We ensure our provision is inclusive to all children with special educational needs.
• We support parents and children with special educational needs (SEN).
• We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies.
• We work in partnership with parents and other agencies in meeting individual children's needs.
• We monitor and review our policy, practice and provision and, if necessary, make adjustments.

 EYFS key themes and commitments

 A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

1.1 Child development

1.2 Inclusive practice

1.4 Health and well-being

2.1 Respecting each other

2.2 Parents as partners

2.3 Supporting learning

2.4 Key person

3.2 Supporting every child

3.3 The learning environment

3.4 The wider context

4.1 Play and exploration

4.2 Active learning

4.3 Creativity and critical thinking

 Procedures

 We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our inclusion officer is

Shirley Hall she works alongside the Manager, Suzanne Barker and Key workers in the setting.

• We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We use the graduated response system for identifying, assessing and responding to children's special educational needs.
• We work closely with parents of children with special educational needs to create and maintain a positive partnership.
• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
• We provide parents with information on sources of independent advice and support.
• We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.
• We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
• We use a system of planning, implementing, monitoring, evaluating and reviewing for children with special educational needs.
• We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
• We draw up and implement individual action plans which are reviewed regularly.
• We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
• We provide resources (human and financial) to implement our Special Educational Needs Policy.
• We provide in-service training for parents, practitioners and volunteers.
• We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.
• We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Action Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.
• We provide a complaints procedure.
• We monitor and review our policy annually.