Special Educational Needs (SEN)

Our pre-school aims to have regard to the DfEE Code of Practice on the Identification and Assessment of Special Education Needs, and to provide welcome, and appropriate learning opportunities, for all children.

• At Warmley pre-school we welcome children with SEN and children whose first language is not English.

 

• Staff are committed to providing equal opportunities for all children and we feel that children benefit from integration and learn a great deal from each other (see our Equal Opportunities Policy).
  Our staff have a wide range of skills and experience of children with SEN and promote their inclusion in a positive way, creating a happy atmosphere for all children. Children with SEN have full access to a broad and balanced curriculum based on the early learning goals.
• Applications for admission are considered sympathetically and the needs of each child are assessed on an individual basis. We are, however, realistic when admitting children with special educational needs, as we want to ensure that their needs are met alongside the needs of other children.
• If it is felt that a child’s needs cannot be met in the pre-school without the support of a one-to-one worker, funding will be sought to employ one. Also all toys and resources required for individual children will be obtained via the appropriate organisations.
• We record and administer any special diet or medication after discussion and written agreement from parents/carers.
• Children with special needs, like all other children, are invited to the pre-school for a visit to enable consultation with parents, the pre-school leader and key worker to discuss the specific needs of the individual child, plans can then be made to meet those needs. Parents/carers are encouraged to share their specific knowledge and expertise with regard to their child’s care and well being. Staff learn from this information and build upon it. Individual Play Plans are devised to include strengths, needs and targets. Our system of observation and record keeping, which operates in conjunction with the parents, enables us to monitor children’s needs and progress on an individual basis.
• Each child is allocated his/her own key worker who provides continuity of care and understanding of the child’s needs, offering extra help and support to both parent/carer and child. The key worker is responsible for continued observation and assessment of the child’s needs. Plans are formulated using this information to facilitate the child’s learning and a record is kept of the child’s progress, this is called Early Years Action. Through planning the curriculum and monitoring individuals’ progress, we can ensure that all children are able to take their learning forward and succeed.
• The pre-school work in liaison with staff outside the group, including therapists, health visitors, psychologists, social workers, paediatricians and portage workers, to seek information, advice and support to meet children’s specific needs. If a professional from an outside agency contributes to setting targets in a child’s Individual Play Plans then the child is at Early Years Action Plus.
• Our staff attend, whenever possible, in-service training on special needs arranged by the Pre-school Learning Alliance and other professional bodies.
• Our Special Educational Needs (SEN) coordinator is Angela Maddocks and she is responsible for coordinating special educational needs planning, liaison and supervision with the support of the pre-school leader, Jenny Stone.
• The Special Educational Needs Policy will be reviewed and updated annually.
• We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time. Any complaints, however, would be taken seriously and dealt with fairly and confidentially (see our Complaints Procedures and Confidentiality Policy).