SEND
Special Educational Needs and Disabilities Policy
At Crudwell Pre-School we recognise that all children have the right to access the activities we provide, and we will make reasonable adjustments wherever possible to ensure inclusivity for children with Special Educational Needs and Disabilities (SEND).
Following the SEND Code of Practice, we have the following teachers as SENDCO’s at Crudwell Pre-School:
Cathy Harris (manager)
Val Gould (deputy manager)
What are special educational needs and disabilities (SEND).
Children are classed as having SEND if they:
- ‘a significantly greater difficulty in learning than the majority of others of the same age, or
- a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’ (Introduction xiv SEND Code of Practice: 0 to 25 years, 2014).
- It refers to any child who has been diagnosed with, or is recognised as having, additional needs. These might be developmental, such as autism or global development delay; physical, such as cerebral palsy or spina bifida; or conditions requiring medical support, such as cystic fibrosis or epilepsy.
How does Crudwell Pre-School identify children who might have SEND.
As an Early Years setting, we are aware that some children may have SEND and may require additional support to access the curriculum, to learn and make progress. All teachers have good knowledge of child development, and each teacher has a group of key children they observe to identify any possible SEND needs quickly. The teachers and SENCO’s (we) will monitor all children in the setting and use age-related expectations to guide the support offered. We also complete a progress check between the ages of 2 and 3 years old which enables early identification of any delay in learning and development. If we feel that a child requires additional support or has difficulties in accessing the curriculum at the expected level, we will monitor, keep observational notes and share our concerns with the child’s parents/carers as soon as possible. We will discuss what support can be provided within the setting, as well as the possibility of referring the child for support from external agencies, if appropriate. Any such discussions will be kept confidential.
How are children with identified SEND supported at Crudwell Pre-School.
When we are caring for a child with SEND, we will create a targeted plan that details any additional provisions we will be making for the child and how we intend to meet their needs. We work closely with parents and carers, to create this plan which is known as a ‘Support plan’. This plan will be regularly reviewed with the parents/carers plus any other agencies such as teacher, health visitor. These plans allow for a continuity of care and strategies at home and in the setting to allow the child to achieve their best outcome.
As an inclusive setting, we will provide suitable activities to ensure all children are able to access curriculum experiences. We will also, work to develop children’s self-esteem, to encourage the child’s confidence and independence wherever possible. If we ever need advice on how to best support a child with SEND, staff members may attend relevant training and/or consult the local authority Early Years Inclusion Advisor for general guidance. With parent/carer consent, we may also discuss an individual child, their needs and ways to support them, specifically.
What if is unable to provide everything a child with SEND requires?
If we feel that we are unable to meet a child’s needs at Crudwell Pre-School due to lack of funding, setting location (a hall with high ceilings which create an echoey room, resources, training, external support, staff time, etc., we will need to review the suitability of the Early Years space.
It may be in the best interests of the child for parents/carers to find alternative childcare, in a setting that is less echoey, better equipped or has a higher ratio of staff per child. Any such issues will be discussed with parents/carers at the earliest opportunity, and they will be given a reasonable amount of time to find childcare that is more suitable for their child before their contract ends. However, if anyone’s safety and/or wellbeing is at serious risk, the contract may need to be terminated with immediate effect.
How does Crudwell Pre-School support children with SEND to transition into the setting?
Parents/carers will be asked to provide information about their child’s interests, abilities, strengths, needs and any identified or suspected SEND before starting in the setting. We will use this information to prepare staff and the setting for the child’s arrival. We will also discuss with parents/carers how the child is supported at home and try to implement similar methods in the setting to create familiarity. In addition, we may agree to make amended arrangements such as additional settling-in sessions or a staggered start before the child attends the setting for their full contracted hours.
How does Crudwell Pre-School support children with SEND to transition into their next setting/school?
We will fully support children who are moving to a new setting, should parents/carers decide that it’s time for them to move on or that they would like to split their childcare between multiple settings and also onto
primary School. With parent/carer permission, we will invite the SENDCO/key person to a support plan meeting, we will also make our SENDCO available to speak to the new setting about the child and to share any written information and personal documents with them. Our SENDCO will be happy to discuss details of any identified issues, the techniques and strategies used in the setting and give suggestions for how to make the transition run smoothly.