At Wells (All Saints’) Pre-school each child is given the opportunity to achieve and to become a confident learner. All children access a full range of activities through which they can develop and learn through play. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The staff foster communication with parents and carers enabling them to play an active role in their child’s education.
- Identifying children's needs
We believe in early identification of difficulties and in appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones. A link to the EYFS Curriculum, with details of its requirements, can be found at: www.foundationyears.org.uk.
Should children not progress at the expected rate despite additional individual planning being provided to support the area of need, other outside agencies may be involved. This will be done with written consent from parents and carers regarding their involvement.
These agencies are: Local Authority Inclusion/SEN Advisory Teacher; SEN Early Years Panel (SEYP); Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist and others.
These agencies will be contacted to provide additional suitable strategies to support children who may have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.
Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.
When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored. The setting follows the relevant guidelines for data protection and confidentiality.
- Dedicated contacts
The setting’s Manager Ruth Norvell has the overall responsibility for SEN in the setting and therefore is responsible for ensuring that all legislation is met. The Special Educational Needs Coordinator (SENCO) Shraddha Patel has the responsibility for the day-to-day management of the SEN procedures. She has undertaken SENCO Training, Behaviour Management, beginners Makaton training and a SEN module as a part of level 6 BA Honours in Early years Teaching and Learning Degree. Shraddha will also attend any additional appropriate courses and forums as they arise.
The SENCO has the responsibility to:
- liaise with parents/carers and provide them with information on sources of independent advice and support.
- liaise with outside professionals in regards to children’s individual needs
- advice and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in further assessment of a child’s strengths and weaknesses to guide future planning to meet the child’s needs
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies support
- We use a system of planning, implementing, monitoring, evaluating and reviewing individual outcomes plan (IOP) for children with special educational needs
- Hold termly meetings with parent/carer to discuss their child’s progress
All children are assigned to a Key carer. He/she is also responsible for liaising with the key children’s parents and carers, observing, planning and assessing children’s progress.
- Involving children and their families
- Parenting advice
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
- Range of support available
- Partnership working with other professionals
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
- Support for health needs
- Support for behaviour
- Specific teaching interventions
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant. The SENCO has the responsibility to draw up a weekly plan which allows the 1:1 support worker and the Key-carer to ensure that all the strategies suggested by specialist are implemented. This is reviewed on a weekly basis which then informs the termly report and the review of IOP Targets.
Monitoring of children’s progress is ongoing and regular reviews are carried out at least termly with parents and carers and outside professionals when appropriate.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our training plan is closely linked to the improvement plan. The pre-school SENCO holds a BA Honours in Early Years Teaching and Learning (Level 6) and had completed SENCO training and SEN Modular Advanced. Staff are given an opportunity to attend regular training. Some recent training include Makaton, Cultural diversity and Inclusion, SEN Modular and Autism Awareness.
- Accessibility of the school
At Wells (All Saints’) Pre-school we have a wide range of toys and resources to meet different learning needs. All materials provided relate to interests and abilities of individual children. We have access to specialist facilities... (e.g. quiet area, sensory room). All resources are located at children’s level in clear, labelled boxes. Makaton signing is used by all staff and taught to children during circle time and general routines.
There is a separate children’s changing area and toilets are fully accessible and provided with stools and easy to reach washing facilities. The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties.
At Wells (All Saints’) Pre-school individuality of all children is respected and activities are adapted and differentiated to meet the individual needs and level of development of the children.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
One-to-one support is provided for those children who may require intensive support to access learning activities.
- Transition arrangements
The setting will organise a transition meeting and will pass all relevant records on to the next setting/school (with parents and carers’ permission). A transfer record is completed which highlights the child’s likes and dislikes, strengths and weaknesses and successful strategies to support the child’s well-being and communication.
Transition visits are also arranged with the welcoming setting to get the child accustomed to the new environment, thus supporting his well-being. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit. A photo booklet of the child new school is made to act as a visual aid to support transition.
Further information can be found in the settings Transitions Policy which is available on the pre-school website.
- Support and training for parents and carers
- Links with children centres
- Parent consultation
- Coffee mornings with parents
We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included in assessment and review.
We ensure parents and carers are aware of roles and responsibilities of staff (e.g. by a photo display, on induction).
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through the use of home - setting books and open days.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
An interpreting service can be available in most community languages and for parents and carers who require British Sign Language.