Special Educational Needs

Aims:

It is our aim at Chingford House Nursery that all children should have equal access to our educational provision. We feel that it is important that children receive a broad and balanced curriculum which reflects their stages of learning and development as well as incorporating their individual interests whatever their educational status may be. We are committed to the philosophy that children with special educational needs & disability (SEND) have the right to be educated alongside their peers. Further to this it is important, as with all children, that we take their views and opinions into account when planning for their needs.

 

We believe that the key to supporting children with SEND and to enable them to progress and develop as fully as possible is early identification and intervention. Therefore, we aim to establish effective relationships with the child and parents and start to plan for the needs of all children from as early as their first day. The ‘All About Me’ document that we ask the parents to complete will not only smooth the child’s transition into nursery life but it also enables us to assess the child’s starting points as well as their educational and developmental needs.

 

The nursery has a duty to children to ensure that any concerns identified are catered for accordingly; to this end we have a Special Educational Needs Co-ordinator who is responsible for co-ordinating the educational provision for each child identified as having a developmental concern or a special educational need.

It is also our aim to ensure that Chingford House Nursery provides an inclusive environment; in line with the Equality Act 2010 we will not discriminate or treat children, staff, families or users of the nursery less favourably based on age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation.

 

Legislation:

At Chingford House Nursery we adhere to many regulations, guidance and policies to ensure that we are meeting regulatory conditions. In showing due regard to this policy, it is informed by the:
Equalities Act 2010
Statutory Framework for the Early Years Foundation Stage (2021)
Special Educational Needs Disability Code of Practice: 0-25yrs (2015)
Children and Families Act (2014)

 

Introduction

At Chingford House Nursery we want the children to become confident learners with a growing ability to communicate their own views, who are eager to learn and will be ready to make the transition to school. The Early Years Foundation Stage is our framework for planning to meet the specific needs of the individual child. When planning, staff set appropriate learning challenges and respond to children’s individual and diverse learning needs.

 

Some children have barriers to learning which may indicate special needs and require particular action by the staff. Where it seems that a child is not meeting expected levels of development, or where a child’s progress gives cause for concern, staff will consider the facts about the child’s learning and development from their parents, from their own observations, reports and advice from external professionals for a more detailed assessment of the child’s needs.

 

A delay in learning and development in the early years may or may not indicate that a child has special educational needs, that is, that they have a learning difficulty or disability that calls for special educational provision. Equally, difficult or withdrawn behaviour does not mean that a child has special educational needs. However, where there are concerns, there will be an assessment to determine whether there are any factors such as an underlying learning or communication difficulty. Children may have special educational needs either throughout or during a period whilst at nursery. This policy ensures that planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.

 

Aims and objectives in supporting children with concerns or SEND:

  • To enable all children to have full access to all aspects of the curriculum

  • To create an environment which meets the needs of all children and children identified as having additional needs

  • To ensure that children’s special educational needs are identified, assessed and provided for

  • To be transparent about how children with special educational needs are supported

  • To ensure that staff understand their roles and responsibilities in providing for children’s special educational needs

  • To ensure that parents are true partners and that they contribute to supporting their child’s education

  • To ensure that children have a 'voice' and are involved in the process (age appropriate).

 

Educational Inclusion:

At Chingford House Nursery we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. Through an enriched curriculum, environment and knowledgeable staff, we respect the fact that children:

  • Have different educational and behavioural needs and aspirations

  • Require different strategies for learning

  • Acquire, assimilate and learn at different rates

  • Need a range of different teaching approaches and experiences

 

Admissions:

The nursery has an Admissions Policy which is fair, equitable and inclusive; the nursery will not discriminate against a child because they may be deemed as having a special educational need or disability (please see our Admissions Policy). When completing the Registration Form parents are asked to disclose whether their child has a special educational need, disability or any other need which may require additional support. This information is only sought to ensure that the nursery can provide the appropriate support.

 

Where possible and appropriate Chingford House Nursery will make ‘reasonable adjustments’ to ensure that we are not discriminating or excluding children with a physical disability.

 

Access to the curriculum:

We support children in a manner that acknowledges their entitlement to access the same learning experiences as their peers (although it may need to be modified or differentiated to meet their identified needs). We do not withdraw children from their rooms, unless we feel it will have a positive impact on their learning; we work in small groups or on a one-to-one basis to maximise their learning. We want children to feel that they are succeeding and that they have aspirations and enthusiasm for their own learning, and having equal access to the curriculum will enable that,

 

Role of the Manager and SENCO:

In ensuring that we are meeting the needs of the children, especially where there are some concerns or identified delays in a child’s development, it is important to have an identified person who can support the child and family and assist the staff.

Nargis Ibrahim (Deputy Manager) is the Lead SENCO and is supported by Yolande Farrell (Manager). Both Nargis and Yolande are experienced and qualified practitioners. Their respective or combined roles are to:

  • Manage the day-to-day operation of the policy

  • Co-ordinate the provision for and liaise with external professionals

  • Support, advise and train colleagues in planning an appropriate programme of support

  • Oversee the records of all children with special educational needs

  • Listen and respond to concerns that parents may raise about their child

  • Liaise with parents by alerting them to concerns and enlisting their active help and participation

  • Monitor and evaluate the special educational needs provision

  • Manage a range of resources, financial and material, to enable appropriate provision for children with special educational needs

  • Co-ordinate the provision of any bespoke training that staff may need to support children with special educational needs or disabilities

 

Staff:

In addition to the named SENCOs all staff have a duty to observe and monitor children’s progress regarding their development and early identification of any special educational needs.
As part of the Induction Process, staff will familiarise themselves with all the nursery’s policies including the Special Educational Needs and Disability policy.

 

In order to support the staff in identifying and catering for children’s special educational needs we are committed to providing regular training and discussions as part of their continuous professional development; training such as child development, Makaton, or Early Language will enable the staff to have a better understanding of children’s needs.

 

Identifying Children with SEND:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
(Special Educational Needs and Disability Code of Practice 2015: 0 to 25 years).

 

A child is identified as having a learning difficulty if:

  • They have significantly greater difficulty in learning than the majority of children of the same age

  • They have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age.

 

It is important that we identify a concern as early as possible and put things in place to support the child, as early intervention has been shown to improve children’s long term outcomes.

Where age appropriate, children will be assessed through the 2 year progress check which looks at the prime areas of the Early Years Foundation Stage (Personal, Social & Emotional Development; Communication & Language and Physical Development).

 

The progress check identifies children’s strengths as well as any concerns (if appropriate); plans will be made if there are any concerns and the nursery will make steps to inform other professionals such as the nursery’s SENCO, Area SENCO or Speech and Language Therapist etc.

 

If possible, and with consent from the parents, the Key Person may be asked to liaise with the Health Visitor regarding any checks and assessments that have been carried out; this will help us to create a fuller picture of a child’s holistic development.

 

At Chingford House Nursery we carry out consistent and ongoing assessments regarding the children’s development; this information alongside parents’ views enables us to determine if a child has a special educational need due to a learning difficulty or whether it may be due to other factors impacting on their learning, such as housing, financial or other family problems. If this is the case, the nursery, with consent, can get in touch with the Named Early Help Co-ordinator in Waltham Forest.

 

It is considered that children may be identified as having difficulties in one or more of the following four broad areas of need:

  • Communication and interaction

  • Cognition and learning

  • Social, emotional and mental health

  • Sensory and/or physical needs

  • Communication and Interaction: children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. These needs may change over time.

  • Cognition and Learning: support for learning difficulties may be required when children learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). Specific learning difficulties (SpLD), such as dyslexia or dyspraxia, affect one or more specific aspects of learning.

  • Social, emotional and mental health difficulties: children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours can reflect underlying mental health difficulties such as anxiety or depression, attention deficit disorder or an attachment disorder.

  • Sensory and/or physical needs: some children have a disability which prevents or hinders them from making use of the educational facilities generally provided. This may include vision impairment, hearing impairment or multi-sensory impairment. Some children with a physical disability require additional ongoing support and equipment to access all the opportunities available to their peers

(taken from Special Educational Needs and Disability Code of Practice 2015: 0 to 25 years).

 

Identifying and assessing special educational needs for young children whose first language is not English requires particular care; staff will look carefully at all aspects of a child’s learning and development to establish whether any delay is related to learning English as an additional language or if it arises from a special educational need or a disability. The Key Person will speak with the parents to assess the child’s communication skills in their own language.

 

Staff’s response to supporting children:

Staff respond to children’s needs by:

  • providing support for children who need help with communication and language

  • planning to develop children’s understanding through the use of their available senses and experiences

  • planning for children’s full participation in learning, and in physical and practical activities

  • helping children to manage their behaviour and to take part in learning effectively and safely

  • helping children to manage their emotions, particularly any trauma or stress

 

Assess:

In order to gain a clear picture of each child, all our children are assessed on entry (All About Me) and our initial observations.
However, where we believe there might be a need, we adopt a ‘Short Term Plan’ as our first strategy in meeting the child’s needs.
We use the ‘Assess, Plan, Do & Review’ as a tool in further supporting identified needs.

 

Early Years Support Plans:

Staff will have monitored the child closely and employed the Short Term Plan. If, after reviewing the short term plan at least twice, we will decide at the review meeting with the parents what further strategies are needed to initiate an Early Years Support Plan. Early Years Support Plans employ a small-steps approach; these highlight achievable graded steps and targets to ensure that children experience success from their own starting points. Parents and children’s views (where age appropriate) form part of the Early Years Support Plan.

 

Do:

It is the responsibility of the Key Person and other familiar staff that work with the child to ensure that they are working on the strategies within the plan on a daily basis (or agreed timeframe). The SENCO will oversee the implementation of the plan and together with the Key Person assess and determine any progress made.

 

Review:

The SENCO should liaise with the parents to meet to discuss the plan according to the agreed time frame that was stated in the plan. At that meeting, alongside the Key Person, they should remind the parents and give them an overview of the strategies, how the child was supported and assess the progress made. At this meeting, they can decide to keep or employ other strategies that will support the child in meeting their targets.

 

We will continue the cycle of reviewing the short term plan and meet with the parents to discuss progress. If there is not significant improvement, we hope to agree that further intervention is necessary. Children at this stage require provision different from, or additional to, what is provided at the nursery. With parental consent, Chingford House Nursery will liaise with Mary Arthur, our Lead Early Years Area SENCO in Waltham Forest, for advice and guidance or other specialists such as Speech and Language Therapists and Physiotherapists etc.

 

Education, Health and Care Plan (EHC Plan)

The Assess, plan, do and review is a graduated response in which we support identified needs. Parents or nursery staff may apply for an Education Health Care Plan assessment by the Local Authority; having made an application, the Local Authority must respond within 6 weeks of receiving it and inform us as to whether the EHCP is necessary. The Local Authority will contact the parents to ensure that all views (including the child's) form part of the application and that they have been involved throughout the process.

 

To inform their decision the local authority will need to consider a range of evidence, such as:

  • evidence of the child’s developmental milestones in younger children and rate of progress

  • information about the nature, extent and context of the child’s SEN

  • evidence of the action already being taken by the nursery to meet the child’s SEN needs

  • evidence that, where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided

  • evidence of the child’s physical, emotional and social development and health needs, drawing on advice from other specialists or agencies.

(taken from Special Educational Needs and Disability Code of Practice 2015: 0 to 25 years).

 

Record keeping:

We are required to keep individual records about the children’s learning and development in accordance with the Statutory requirements of the Early Years Foundation Stage. This also includes evidence of how we support children who have identified needs.

Education, Health, Care Plan (EHC Plan)

The Assess, plan do and review is a graduated response in which we support identified needs. Parents or nursery staff may apply for an Education, Health Care Plan assessment by the Local Authority; having made an application the Local Authority must respond within six weeks of receiving it and inform us as to whether the EHCP is necessary. The Local Authority will contact the parents to ensure that the child's and their views form part of the application and that they have been involved throughout the process.

To inform their decision the local authority will need to consider a range of evidence, such as:

• evidence of the child’s developmental milestones in younger children and rate of progress

• information about the nature, extent and context of the child’s SEN

• evidence of the action already being taken by the nursery to meet the child’s SEN needs

• evidence that, where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided

• evidence of the child’s physical, emotional and social development and health needs, drawing on advice from other specialists or agencies.

(taken from Special Educational Needs and Disability Code of Practice 2015: 0 to 25 years).

Promoting children’s emotional wellbeing:

The staff work closely with children who are deemed to have a special educational need; we feel that it is important to their emotional wellbeing that they feel good about themselves.
The nursery endeavours to educate all children to be supportive of each other and to create an environment which is fun, co-operative, inclusive and accommodating for all; working with the Fundamental British Values helps us to achieve this.

 

Partnership with parents

At Chingford House Nursery we work closely with parents in the support of children with identified, additional or special educational needs. We encourage an active partnership through an on-going dialogue with parents. Parents are vital to the support that children need (whether they have additional needs or not). We have additional meetings with parents to review the progress of their children against the targets set in the short term/early years support plans and to set new targets, using a holistic approach to include the child’s wellbeing. Parents are kept abreast of any outside intervention and advice and we ensure that decision-making is a joint one to ensure that we are meeting the child to reach their potential.
Parents can request services outside the nursery or we can signpost them to services which may also offer support for the child and family.

 

Working in partnership with outside agencies:

Chingford House Nursery has developed and maintained effective relationships with other professionals; the nursery recognises the need to work collaboratively with external services and adopt a multi-disciplinarian approach to ensure that strong partnerships continue to support the holistic, developmental and educational needs of children identified as having a special educational need or disability. The nursery is able to obtain advice from many specialists in order to support the children.

 

Allocation of funding:

Chingford House Nursery does not possess a budget solely for children with special educational needs however, the nursery can access funding to support the children’s needs which may include additional staff, resources and services. Some children may be entitled to ‘Disability Access Funding’, ‘Early Years Pupil Premium’ or ‘SENIF’ funding. London Borough of Waltham Forest has a special educational needs panel which allocates funding based on children’s needs.

 

Confidentiality:

Chingford House Nursery has a commitment in maintaining confidentiality – however once there is a need for external agencies to be involved we have to share information regarding the child and the support needed. Parents will be made aware of this and will be asked to sign their consent. The external agencies will review any plans that we have in place, i.e. Early Years Support Plan and may help us to employ new strategies and targets.

 

Transitions:

Before a child moves onto another setting or school, Chingford House Nursery will work with their parents and their new school to plan and prepare for transition. This will include a review of the special educational needs support being provided as documented by the Short Term Plan, Early Years Support Plan or the Education Health Care Plan (where appropriate). To support the transition, information will be shared by Chingford House Nursery and the receiving setting or school (with parental consent). We will also arrange for visits to the new school if possible.

 

Reviewing the special educational needs policy:

The Special Educational Needs policy is a working document, the SENCO and Manager continually review and evaluate its effectiveness whilst implementing the policy. This policy will be reviewed annually but updates and changes can be made throughout the year. The Manager and the SENCO have the responsibility of ensuring that the special educational needs & disability policy fully supports the children’s needs – the effectiveness of the policy and how it is implemented and managed is part of their remit.

 

COMPLAINTS PROCEDURE:

It is our aim to provide a high quality childcare service, we continue to work towards raising standards. At Chingford House Nursery we acknowledge how difficult issues surrounding special educational needs can be and as such strive to make matters manageable for the child and family. However, if parents feel that we have not acted appropriately, or they are dissatisfied with any aspects of our service they are entitled to raise their concerns through the appropriate channels (See our Complaints Policy & Procedure)

 

 

Policy Revised by: Yolande Farrell Manager

Signed off by: Zarkar Akhtar Owner

Date: June 2022

Date of next review: June 2023