Our Local Offer

Children with SEND (Special Educational Needs and Disabilities)

 

Frequently asked questions from a parent/carer’s point of view.


How does the setting know if children need extra help and what should I do if I think my child may have a special educational need or a disability? 

We observe and plan for each child as an individual.  We plan the next steps for their learning and development through carrying out continuous observations made during pre-school sessions, ongoing monitoring of their achievements and professional conversations with colleagues.  The child’s next steps are planned by their Key Person, who will have gained a sound knowledge of the child’s level of development and level of understanding through building a close, supportive relationship with the child and his/her parent/carer.  The Key Person will consider the age and level of understanding of the child when planning the next steps, in order for them to be challenged and progress in their learning and development appropriately.  Should the Key Person have any concerns relating to the child’s learning and development they will inform and discuss this with the parent/carer.  We also operate an ‘open door’ policy where the parent/carer is always welcome into the setting to discuss any concerns that they may have or share information about their child.  The parent/carer may share any concern relating to their child’s learning and development with the Key person or one of our settings SENCO’s.  Our SENCO’s will give help and support to the parent/carer, child and the Key Person.

How will the Early Years setting staff support my child and how will the setting communicate to all staff that my child has special educational needs or a disability and the support he or she will need? 

As a setting we have regard for the Special Educational Needs and Disability Code of Practice: 0-25 years (DfE & DoH 2014).  We have a designated member of staff who is our Special Educational Needs Co-ordinators (SENCO).  Our SENCO is Angela Maddocks who will oversee and plan the education programme for SEN children (with involvement of the child’s Key Person).  The SENCO’s will inform all staff through confidential professional discussion of the child’s special educational needs or disability and there will also be written information in our staff information book. 

All staff are responsible for supporting children with SEN, but the main responsibility is with the SENCO and the child’s Key Person to meet their needs through a range of SEN strategies.  Together we create a SEN support plan for the child with SMART targets for them to try and achieve.  We discuss and agree how many times a week we will work with the child and agree an adequate length of time to be spent on this.  The parents/carers are invited in for a meeting to discuss the SEN support plan with the SENCO/Key Person and to sign that they agree to the action plan.  The staff member working with the child on their support plan will make written observations for the child’s additional support folder and Learning journey to enable us to monitoring progress and highlight any areas in which the child may need further support.

We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. SEN support plans, staff and management meetings, parental and external agency's views, inspections and complaints.  This information is collated, evaluated and reviewed annually.

We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education to help to create and maintain a positive working relationship.

How will the EYFS curriculum be matched to my child’s needs? 

We provide a broad, balanced and differentiated curriculum for all children with special educational needs and disabilities.  We use a system of planning, implementing, monitoring, evaluating and reviewing SEN support plans for children with special educational needs and disabilities.  We ensure that children with special educational needs and disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability.  We also have systems in place for supporting children during their Education, Health and Care Assessment.

How will you help me to support my child’s learning? 

The Key Person will inform the settings SENCO on the child’s progress as and when needed, but at least on a weekly basis. The SENCO will review the SEN support plan on a 6 weekly basis with the child’s parent/carer present and agree on the next steps to be taken, how we will do this and why we feel it is necessary. We offer book bags (with puppet) and toys (with guidance from us) to be sent home as homework to enable parents/carers to work with and support their child.

We provide parents with information on sources of independent advice and support. We also liaise with other professionals involved with children with special educational needs and disabilities and their families, including transfer arrangements to other settings and schools.  We have 1 member of staff who is trained in Makaton; she isare able and willing to provide training to the parent’s/ carer’s of SEN children should they wish.

The Key Person will complete a summary of the child’s learning and development three times a year which will also inform the parent/carer of the child’s next steps.  A meeting will be arranged with the parent/carer to view and discuss the summary.

For children under 3 years of age, we complete a 2 year old progress check.  This is to determine if any early intervention is required to support your child in their learning and development. This information is also shared with your Health Visitor if necessary, following your consent.

What support will there be for my child’s overall well-being? 

With Makaton trained members of staff in the setting and a wide range of visual signs we are able to support and enhance communication between SEN children and staff and also with their peers.  This will also allow the child to contribute his or her views and interests with the support of staff.  Each child will have a Key Person with whom they are able to build a caring, trusting and positive relationship to ensure that they feel safe and secure.

Our staffs have completed Child Protection training and 2 of our staff have certificates for advanced child protection training.  All of our staff have training in first aid and are DBS checked.

For children who have long term medical conditions and who may require on ongoing medication, please see our website

www.warmleypreschool.co.uk/policies/administering-medicines

Children's prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.

We use the Pre-school Learning Alliance’s publication Medication Record for recording administration of medicine and comply with the detailed procedures set out in that publication.

We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the child’s age and stage of development.  We have a set of Golden rules in our setting which encourage the children to use positive behaviour, these are: Be kind, Listen, Walking, Indoor voices and Tidy up after play. We also have Polices on the following; Children under three years old, rough and tumble play, hurtful behaviour, strategies with children who engage in inconsiderate behaviour and Bullying.  Please see our Website www.warmleypreschool.co.uk/policies/achieving-positive-behaviour for further information.

What specialist services and expertise are available at or accessed by the setting and how do you all work together? 

We have 5 members of staff who are medically trained by a Diabetes nurse from the Bristol Children’s Hospital to carry out the care for children with Type 1 Diabetes.  We have successfully cared for 2 children with Type 1 Diabetes to date. We work in close partnership with the parent/carer to ensure the very best care and overall well-being for the child.

We have 2 members of staff who have attended courses and have gained certificates for Makaton.

We have 2 members of staff who have ASD experience, working one on one and supporting each other to work with children with Autism and ADHD.

We have experience in supporting children who use English as an additional language (EAL), encouraging and supporting communication through play, visual signs and Makaton.

We work in partnership or in tandem with, local and national agencies to promote the well-being of children.  Procedures are in place for sharing of information about children and families with other agencies.  These are set out in the Information Sharing protocol, Safeguarding Children procedures and the Special Educational Needs procedures.  Information shared by other agencies with us is regarded as third party information.  This is also kept in confidence and not shared without consent from that agency.  When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected.  We follow the protocols for working with agencies, for example on child protection.  Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other child(ren) during their visit.  Our staff do not casually share information or seek informal advice about any named child/family. 

When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

What training do staff supporting children with SEND have or are they having? 

Our SENCO receives regular training from South Gloucestershire Council to support and update them in their role.  Staff have attended Managing Behaviour, Speech & Language group training and have attended an ‘Understanding Autism’ course and are continuously seeking further support and training from our SSO (Setting Support Officer).

How will my child be included in activities outside the setting including trips? 

Children benefit from being taken out of the setting to go on visits or trips to local parks or other suitable venues for activities, which enhance their learning experiences.  Our staff ensure that they follow procedures to keep children safe on outings. These procedures can be found on our Website www.warmleypreschool.co.uk/policies/supervision-of-children-on-outings-and-visits

We develop an action plan to ensure that people with disabilities or impairments can participate successfully in the services offered in and outside of the setting and in the curriculum offered.  We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability, nor would we exclude a child with a disability from activities planned outside of the setting.   We would always carry out a risk assessment to ensure children are not made vulnerable within any part of our premises, nor by any activity outside of the premises.

How accessible is the settings environment? 

Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults and we will strive to ensure that our service is as fully inclusive as possible in meeting the needs of all children.  We ensure that all children have equality of access to learning by undertaking an access audit to establish if the setting is accessible to all children and if required will make reasonable adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments, ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.

Our setting is fully wheelchair accessible and on one level with wide doorways. We also have a disabled toilet.  There is a bus stop situated on the main road outside of our building.  We are situated inside of a community centre and we occupy a large hall.  We have taken measures to improve the auditory and visual environment by using boards to section off areas to reduce noise levels and increase focus in play, we also have introduced a ‘Quiet area’ with big soft cushions and blankets.  We have focused on introducing more Literacy, Maths, Familiar photos for children, Children’s work, Visual clue signs, Makaton and colourful displays on our boards to improve the visual environment.

How will the setting prepare and support my child to join the setting / transfer to a new setting / or for the next stage of education?  

Before a child starts to attend the setting, we use a variety of ways to provide his/her parents with information.  These include written information (including our prospectus and policies), displays about activities available within the setting, and individual meetings with parents where we can discuss the child’s specifics needs and requirements.  During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.  We use pre-start visits and the first session at which a child attends to explain and complete with his/her parents the child's registration records.  When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the setting. For more information on our Settling in procedure and the role of the key person please visit our website www.warmleypreschool.co.uk/policies/the-role-of-the-key-person-and-settling-in

We prepare SEND children for the transition between leaving our setting and starting a new setting or leaving for the next stage of education by talking about these changes with them, reading stories, through play and arranging for the child’s Key Person to accompany the child along with their parent/carer on a series of visits to the new setting.  We also invite the child’s new Teacher/Key Person into our setting to have a play session with the child and discuss the child’s specific needs and requirements, involving the parent/carer in this process.  We prepare records about a child’s development and learning in the EYFS in our setting; in order to enable smooth transitions we share appropriate information with the receiving setting or school at a transition meeting.

How is the decision made about what type and how much support my child will receive? 

We use the graduated response system for identifying, assessing and responding to children's special educational needs.   

If after collecting a reasonable amount of evidence through our observations we feel that our support has not had an impact then we will seek the parent/Carer permission to make a referral to the appropriate agency or seek advice from other professional’s.

We have systems in place for supporting children during their Education, Health and Care Assessment and use a system for keeping records of the assessment, planning, provision and review.

There is more information, with a full list of our procedures for supporting children with SEND on our website  www.warmleypreschool.co.uk/policies/supporting-children-with-special-educational-needs 

How are parents involved in the setting? How can I be involved? 

We believe that children benefit most from early year’s education and care when parents and settings work together in partnership.  Our aim is to support parents as their children's first and most important educators by involving them in their children's education and in the full life of the setting. We also aim to support parents in their own continuing education and personal development.

Some parents are less well represented in early year’s settings; these include fathers, parents who live apart from their children but who still play a part in their lives as well as working parents.  When we refer to ‘parents’ we mean both mothers and fathers; these include both natural or birth parents as well as step-parents and parents who do not live with their children, but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents as well as foster parents.

We consult with all parents to find out what works best for them and ensure ongoing dialogue to improve our knowledge of the needs of their children and to support their families.  Parents are informed about how the setting is run and its policies through access to written information and through regular informal communication.  We encourage and support parents to play an active part in the governance and management of the setting and encourage Parents to join the Preschool Committee.

Parents are informed on a regular basis about their children's progress and are involved in the shared record keeping about their children - either formally or informally. Parents always have access to their children's written developmental records.   The setting provides opportunities for parents to contribute their own skills, knowledge and interests to the setting.  We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.  We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood.  All parents have access to our written complaints procedure.  There are opportunities for parents to learn about the curriculum offered in the setting and about young children's learning, in the setting and at home.

Who can I contact for further information?

If parents/carers would like to discuss their child, they should speak to their child’s Key Person or the setting Leader in the first instance. They may also speak to the settings Deputy Leader or SENCO.

If parents/carers are considering whether their child should join our setting they should contact the setting Leader who will arrange an appointment to visit where we can discuss the child’s individual needs.

You can find a link to South Gloucestershire council’s Local Offer at www.southglos.gov.uk/localoffer 

If you wish your child to attend our setting or would like to come for a look around then please phone us on 07951309201 or email us at [email protected] 

Please visit our website for further details about our setting, which can be accessed at www.warmleypreschool.co.uk 

Within the Local Authority, other organisations are available to support parents of children with Special Educational Needs, such as:  www.supportiveparents.org.uk/support-group

The SEND Code of Practice 0-25 can be accessed at; www.gov.uk/government/publications/send-code-of-practice-0-to-25

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