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Equality of opportunity

 

Supporting children with Special Educational Needs and Disability

 

Policy statement

 

We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.

 

  • We adhere to the Special Educational Needs and Disability (SEND) Code of Practice (2015) set out by the Department for Education.

  • We strive for our provision to be inclusive to all children with special educational needs and disabilities.

  • We support parents and children with special educational needs (SEN) and disabilities.

  • We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies.

  • We work in partnership with parents, professionals and other agencies in meeting individual children's needs.

  • We monitor and review our policy, practice and provision and, if necessary, make adjustments.

 

EYFS key themes and commitments

 

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

  1. Child development

  2. Inclusive practice

1.4 Health and well-being

2.1 Respecting each other

2.2 Parents as partners

2.3 Supporting learning

2.4 Key person

3.2 Supporting every child

3.3 The learning environment

3.4 The wider context

4.1 Play and exploration

4.2 Active learning

4.3 Creativity and critical thinking

 

Procedures

 

  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is:  Emma Clements.

  • We designate a member of staff to be the Equality needs coordinator (ENCO). Our ENCO is Emma Clements. The role of the ENCO is identify ways to promote equality and diversity within the setting.

  • The role of the SENCO is to support and advise all staff in identification and planning for individual children and their responsibility to individual children.

  • We ensure that the provision for children with special educational needs and disabilities is the responsibility of all members of the setting.

  • We ensure that our admissions procedure ensures equality of access and opportunity.

  • We use the observation and planning cycle to identify, assess and respond to children's special educational needs and disabilities, planning the next steps in partnership with parents.

  • We work closely with parents of children with special educational needs and disabilities to create and maintain a positive partnership.

  • We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children's education to agree progress and targets.

  • We provide parents with information regarding appropriate professionals and services that we work with and signpost them to Somerset choices website.

  • We work with other professionals involved with children and family, sharing information regarding progress, needs and agreeing targets, through meetings and phone conversations. We also attend meetings regarding transfer arrangements to other settings and schools.

  • We follow the Early Years Foundation Stage curriculum or Developmental Journal for all children with special educational needs and disabilities

  • We use a system for record keeping of planning, implementing, monitoring, evaluating and reviewing individual SEN support plans for children with special educational needs and disabilities.

  • Where applicable we follow the graduated response for SEND, the local authority offer for provision and Education Health Plans.

  • If required we provide in-service training for practitioners, volunteers and parents.

  • We review through on ongoing reflection the effectiveness of our special educational needs and disabilities provision.

  • We provide a complaints procedure.

  • We monitor and review our policy as required and on a rota system.

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