Aims
• We have regards for the DfES Special Educational Needs Code of Practice.
• We include all children in our provision.
• We provide practitioners to help support parents and children with special educational needs (SEN)/disabilities.
• We identify the specific needs of children with SEN/disabilities and meet those needs through a range of strategies. • We work in partnership with parents and other agencies in meeting individual children’s needs.
• We monitor and review our practice and provision and, if necessary, make adjustments.
Methods
• We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents.
• We provide a statement showing how we provide for children with SEN/disabilities.
• We ensure that the provision for children with SEN/disabilities is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We ensure that our physical environment is as far as possible suitable for children with disabilities.
• We work closely with parents of children with SEN/disabilities to create and maintain a positive partnership.
• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education.
• We provide parents with information on sources of independent advice and support.
• We liaise with other professionals involved with children with SEN/disabilities and their families, including transfer arrangements to other settings and schools.
• We use the graduated response system for identifying, assessing and responding to children’s special educational needs.
• We provide a broad and balanced curriculum for all children with SEN/disabilities.
• We provide a differentiated curriculum to meet individual needs and abilities.
• We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with SEN/disabilities.
• We ensure that children with SEN/disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
• We use a system for keeping records of the assessment, planning, provision and review for children with SEN/disabilities.
• We provide resources (human and financial) to implement our SEN/disability policy.
• We ensure the privacy of children with SEN/disabilities when intimate care is being provided.
• We provide in-service training for practitioners and volunteers.
• We raise awareness of any specialism the setting has to offer, eg Makaton trained staff.
• We ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources eg IEP reviews, staff and management meetings, parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.
• We provide a complaints procedure.
• We monitor and review our policy annually.
• The SENCO has attended SEN1, 4 & 5. All training is kept up to date through use of the training monitor form.
SPECIAL EDUCATION NEEDS CO-ORDINATOR - Debbie Wiles
EYDCP/LEA Contacts Advisory Service for the Education of travellers 01865 428 089
Early Year SEN Inclusion Teachers (EYSENITs) - Pam Parsons 01993 706 460
Health Visitor - Andrea Summers 01993 850934
