SEND- Special Educational Needs & Disability
The SEND Code of Practice 2016 defines a child under compulsory school age as having a special need when he or she “has a significantly greater difficulty in learning than the majority of others of the same age or has a disability in which prevents or hingers him or her from making use of facilities of a kind generally provided for others at the same age in mainstream schools”
Our team of staff are experienced in supporting children with SEN. We liaise regularly with the Brent SEND department which allows us to help put children and families in touch with the appropriate lines of support. The Nursery also has string links with the school SENCO who is available for consultation if required.
The graduated response system within the school setting…
In identifying a child as needing SEN support, the key person, the SENCO and you as the parent, will have carried out an analysis of your child’s needs. This initial assessment will be reviewed regularly to ensure that support is matched to need. Where there is little or no improvement in your child’s progress, the more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond our setting. Where professionals are not already working with the setting, the SENCO will contact them, with your agreement.
After formally notifying you of a decision to provide SEN support, the key person and the SENCO will agree outcomes we are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. The plans take into account the views of the child too. For example, we would identify your child’s interest and incorporate them into invididual plans. You as parents will always be involved in the setting up and planning of support throughout your child’s stay in the nursery.
Your child’s key worker and the Head of EYFS will remain responsible for working with your child on a daily basis. With support from the SENCO, we would oversee the implementation of the interventions or programmes agreed as part of SEN support. The SENCO will also provide support to the keyworker in assessing the child’s response to the action taken, in problem-solving and advising on the effective implementation of support.
The effectiveness of the support and its impact on progress and attainment is reviewed on an agreeable date for our team and parents, The impact and quality of the support are evaluated by the practitioner and the SENCO. During our meetings, changes to the outcomes and support for your child in light of the child’s progress and development are agreed upon and new targets are created.
At each stage of the cycle described above, you as parents will be engaged with the nursery, contributing to assessment and planning. Intended outcomes will be shared with you and reviewed along with actions taken by the setting, at agreed times.
This graduated approach is led and co-ordinated by our SENCO working with and supporting the team. The approach is informed by the EYFS materials, the Early Years Outcomes guidance and Early Support resources.
“Pupils demonstrate an outstanding appreciation of diversity and a keen awareness of the concept of different groups having rights”. ISI Inspection 2019