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3.19 Special Educational Needs and Disability Policy

Our Aims

At My First Friends we value everyone equally and support them so we can meet the needs of all the children and their families where possible. We will liaise with both parents and outside agencies involved in the care of each individual child. We will follow the guidelines of the Code Of Practice 2014

Code of Practice 2014

This is to enable us to offer help at the earliest possible point, with children and young people with SEND and their parents or carers are fully involved in decisions about their support and what they want their child to achieve.

The children and families Act 2014 in relation to Sen promotes the participation of parent’s children and young people in decision making about SEND outcomes. Focuses on outcomes and improving progress for children and young people with SEND.

Named SEND

The setting has a designated Special Educational Needs Disability Co-Ordinator whose responsibilities are:

·         Liaising with parents/carers and any other outside agencies involved in that child’s care to ensure nursery is able to meet the needs of the child

·         Advising and supporting other practitioners in the setting

·         Ensuring that appropriate and individual action plans are in place and shared with parent/.careers and practitioners working with that child

·         Ensuring that relevant background information about individual children with special educational needs is collected, recorded and regularly updated.

Admission Arrangements

All children are welcome to attend our nursery regardless of their gender, race, culture or disability. We sit with parents/carers to explain the admission process and policies, if English is a second language we will offer them the opportunity to bring with them a friend or relative to support them.

After the child is registered an in depth key person interview is carried out with the parents/carers which involves a discussion on the child’s needs and how if possible we are required to meet these in the setting. If we are able to meet the child’s needs, taking into account environment, staffing and other children already in the setting, then support will be put into place, following the guideline of the Code Of Practice 2014

The child’s key person alongside the setting based Special Educational Needs Disability Co-Ordinator will then ensure the following

·         Ensure the Key Person is fully informed regarding the child’s needs, any medical information and the level of support already in place eg- Other outside agencies involved or referrals already been made

·         Admission records will be kept (as with all children attending My First Friends Day Nursery) and the Key Person will maintain detailed records of planning and tracking of the child’s progress

·         Reviews are made at regular intervals as appropriate to meet the children’s’ individual needs

·         Parent/Carers and practitioners work together to ensure they are providing the necessary support for the child both at home and in the nursery

Nursery records of the child’s level of development, success and difficulties will be shared with parents/carers permission (unless there is a child protection issue) with appropriate agencies should an Educational Health Care Plan assessment be necessary. My First Friends will co-operate with the local authority regarding information as noted on the code of practice.

Resources, Curriculum and Learning Environment.

The curriculum may need to be adapted to ensure that the development needs of all children are met and that they are provided every opportunity to achieve to their full potential. We liaise with the Early Years Teacher and Early Years consultants who support the setting to ensure the settings practices remain effective.

We promote independence in children by ensuring resources and equipment is at a level the children can reach where it is appropriate and safe to do so.

The planned activities and opportunities are flexible and practitioners will adapt activities to benefit the children that are taking part. These is known as increased differentiation which will be used through planning or an increased differentiation plan.

We use the children’s likes and dislikes, we observe and where possible where children tell us or show us during play what they enjoy and do not enjoy to develop effective and inviting opportunities to extend children’s’ development.

The child’s development is recorded in a learning journey which is a collection of all observations, are work, interaction and information from parents and photographs that highlight and reflect the children’s learning.

If staff member is concerned with a child’s development they will:

·         Discuss the concern with the team working in the child’s group

·         Carry out observations to evidence their concern

·         The Key Person will speak to the parent/Carer and enquire as to any concerns they may have and discuss these with them and what we can do to support their child’s learning and development

·         Where necessary Early Years Summary Profile forms will be completed and regular updated

·         Support the setting based special educational needs disability co-ordinator whilst they are working through the framework of graduated approach for a child with additional needs

·         Ensure there are specific review dates in place and these dates are met. This is an ongoing approach set out around an “assess, plan, do review approach. (Graduated Approach CoP 2014)

The role of the Special Educational Needs Disability Co-ordinator

·         To work alongside the Key Person and Parents/Carers in implementing Sen Support plans where we agree clear outcomes and monitor how the child is progressing.

·         To support the setting in any concerns they may have regarding children with additional needs.

·         Provide and direct setting based SEND-CO towards relevant training available to support their role.

·         To keep the setting informed of any changes to practice or legislation in the area of special needs.

·         To liaise with parents and other professionals.

·         To provide support for parents regarding sign posting eg my local offer or my care.

·         To make referrals when and if needed.

·         To review monitoring sheets with Key Person and review outcomes to ensure that the child is receiving the correct support and that the child is progressing

Partnership with parents and carers

For all children attending the setting there is a continuous process of assessment, recording and engaging with parents. Regular monitoring provides a structured framework for evaluating progress and planning future strategies to support and guide children in their development.

Any referrals or sharing of information to outside agencies for meeting the children’s needs are discussed with the parent/carers and consent required on all occasion with the exception of a child protection concern in which case the setting would follow their safeguarding procedures.


Transition to School/New Setting

When a child who is receiving additional support leaves our setting we ensure all necessary information is updated in the child’s learning journey and a transition form is completed to summarise the children’s current development level. This enables the new setting to plan effectively to meet the child’s needs in their first few weeks whilst they get to know the child. At My First Friends we are aware of how transition can be a difficult time for children and we will support the child and family as much as we can. We will invite the school to visit the child at nursery where they can observe them in an environment that the child is confident in. We will meet with any relevant professionals to ensure transition is as smooth as possible.

Accessibility to the nursery premises and facilities are equally accessible to all. We have disabled parking spaces available to close to the entrance of the nursery, flat pavement into the entrance where there are easily accessible double doors. The nursery is purpose built for children and is all on one level.

Child/adult ratios are maintained at all times and where required and supported by outside agencies one to one support is offered through referrals.

This policy is reviewed by the settings based Sen annually or subject to changes in legislation or practice.