Outcome 2 2-4
My setting believes that all children have a right to a broad, balanced and relevant curriculum accessible in a supportive structured learning environment. We aim to provide opportunities for all children including children with special educational needs to develop fully. Children are supported in their learning and development through systematic, monitoring, assessing, reviewing and recording progress and we adapt and extend this procedure for children who have been identified as have special educational needs or a disability. We know that all children may at some point have some form of special educational need and we aim to address this issue. Emphasis is placed an early identification in order that we can provide the most appropriate provision to benefit the child. We support the value and importance of communication and positive relationships between staff and parents, in order to promote the best interests of the child. We commit to cooperation with parents, the L.E.A, health and social services and all other relevant outside agencies in matters relating to special educational needs and disabilities and attempt to make appropriate beneficial links.
In my setting we recognise the need to develop and nurture a strong relationship with parents and always consult them primarily over any concerns with their child. The Staff work within the framework of the EYFS and take all necessary steps to safeguarding and promote the welfare of children as set out in the statutory framework for the early years foundation stage. Children’s individual progress is observed, monitored and recorded appropriately. Following consultation with parents of children placed on the SEND record/register, key workers liaise closely with the co-ordinator to enable appropriate targets to be set and progress tracked. The special educational needs co-ordinator takes responsibility for liaising with other professionals, speech and language therapists, health
visitors, outreach support teams to ensure that ant specialist services are accessed and that my setting continues to offer effective provision.
The special educational needs coordinator has a big role to establish and maintain the SEND record, promote and effective relationship with parents and children with SEN and disabilities, she has to liaise with outside agencies and professionals and has to help promote staff development with regards to SEN and disabilities, she also has to contribute to any written reports to parents.
We ask parents to help by providing the necessary information about their child at an early age in order that consideration may be given to their needs and that any appropriate adaptations can be identified and accommodated were possible. This information enables us to help parents with any professionals involved. Individual children are planned for using information form parents’ knowledge of their child, advice from other professionals and observations of children as they explore. Each child’s learning journey highlights their individual preferences and future planning and therefore is unique to each child. These observations include any comments that the child has made about the observation or their play.
We value a strong relationship with parents and carers and see them as the most knowledgeable source of information about their child. In nurturing this vital link and speaking with parents and carers daily, there are many opportunities to share information, particularly important when a child is having difficulties. Parental consent is always sought before any contact is made with any other professionals and outside agencies, and they are actively encouraged to contribute to any decisions made in relation to meeting their child’s needs. The child’s progress is shared verbally at the end of any session and by sharing written records on which parents are able to contribute to.
My setting works closely with all other settings and welcomes feedback and opportunities for dialogue to support learning and progress. We liaise with primary schools to prepare children for transition and a structured process
is in place for children continuing from our nursery into the reception class.
We work closely with the SEND Inclusion Team who supports us in identifying strategies and targets for individual children. In the early years a ‘Request for Guidance’ with parents written permission permits the setting to deploy a professional who will observe a child, giving advice with regard to any further specialists support that he or she may need. Speech and language therapists visit my setting to play alongside children whilst sharing advice on how best to support communication difficulties. Educational psychologists visit to carry out specific observations of individual children during their usual routines.
We provide a range of differentiated resources and equipment to meet a range of individual needs; we liaise with parents and other professionals to find if there is a need for additional specialist equipment. Appropriate staff/child ratios are maintained to enable all children to access the environment and learning opportunities effectively.
Early years action
Observations of children during play are routine to ensure that the appropriate action to meet a child’s needs is put in to place. If through observation over a period of time, a child is appearing to have difficulties then the child’s name may be placed on the SEN record after consultation with parents. Advice may be then sought from health visitors, SEN inclusion teachers and evidence is then gathered from all concerned. Key workers will continue to observe concerns which will be shared with and supported by the SENCO and parents. The SENCO, in agreement with parents, will then decide on the action to be taken, eg further observations or differentiation of the curriculum and a review meeting will be arranged. The review meeting will consider whether the action taken has enabled the child to meet targets set, in which case monitoring may continue or the child’s name will be removed from the record. If the child has not made progress, with the agreement of parents, other agencies may be involved and the child moved to Action Plus.
Outcome 3 1-5
Examples of ‘H’
Within my setting there is a child with Downsyndrome, outside agencies such as speech and language, physio therapists and portage workers visit ‘H’ every week, they set targets for this little boy to meet every week and they review them every month. Every three to five months ‘H’ has an episode plan made, an episode is like a learning plan, outside agencies sets him small achievable goals to achieve every week within the three months before he is reviewed. Within his episode plan he has 4 sub goals to meet, within each goal he will for 2-4 actions to try and meet for example: Subgoal 1
1. Use some small world dolls and furniture to demonstrate daily activities 2. Play with a dolls house with ‘H’ acting out actions eg putting a dolly to bed 3. Ask ‘H’ to find items of furniture which you name
Referrals to other agencies are important for the child to get the best possible outcomes and by practitioners doing observations and recording evidence this is made possible for the child to be referred to the correct professional, for example; a child with hearing difficulties may need to be referred to a support service for deaf children or children who have impaired hearing. Panels are usually made up of different agencies and these panels look at and decide the best possible decision that will benefit the child. These panels have been set up to aim towards a target to ensure a child’s needs are identified and assessed quickly and referred to the appropriate setting, coordinate provision through the development of partnership with parents, settings and different agencies and support inclusion in mainstream early years settings. The earlier the Childs needs are identified means the child will get the best possible support. If children do not get the help they need at the right time, this could have an effect on the child’s well-being. Parent’s permission is vital in order for their child to be referred and they must be kept well informed at all times. Early intervention teams have been set up in England to work with children with additional needs from birth to the end of EYFS. The early year’s intervention team will be part of the multi-agency panel enabling referrals
to be made between settings. Early year’s intervention team promote inclusive practice, provides advice support and training in settings, supports transitions into schools, ensures that parents are fully aware of and involved in any referral process and they liaise with parents, carers and multi-agency professionals. A range of professionals can be called upon to help and support families and children whose development is delayed. Some work independently but the majority works in a multi-agency partnership so that the child receives the best holistic care possible. Social workers are there to help vulnerable children, young people and their families this might include children on the child protection register or disabled children. Speech and language therapists assess and treat children and adults who have difficulties with speech and language. Psychologist is a professional who helps support children who have learning or behavioral difficulties. They provide teachers and practitioners with aimed support for that child once they have identified the child’s needs. Youth justice this is based on children with behavioral problems. These people will work with social workers to help the children. Physiotherapists help children with their movement especially those who have little or no movement. They are trained to get the maximum movement and skill level. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people such as teaching assistants to provide support. Outcome 4 1-2 – covered
Outcome 5 5.1 5.2
Within my setting caring for and educating our children from 3 months to 11 years there are many opportunities to support pupils through periods of transitions such as: Initially settling in when leaving parents.
Moving to a different area/group.
Transfer from nursery to reception class.
Transfer from infants to junior department.
Moving children to other settings, nurseries, schools and high school. Family
At all these times the importance of children’s well-being remains the first of our priorities. Staff are trained to observe children closely and are sensitive to changes in their behavior and personality. We respectfully ask parents to inform us of any changed at home that may have an impact on their child’s changes in order that staff may be aware of the reasons behind the change in the child. We believe that smooth transitions not only ensure children feel safe and secure but have a significant impact on their development. When children are to move into a new class within our setting we endeavor to move children with others they are familiar with:- Parents are informed in person and in writing in advance of any changes or class move. Visits to the new class are made with children’s keyworkers. If a child requires more support this will be discussed between the key person, parents, manager and room leader. Parents are also taken and introduced to their children’s new key staff. Records and profiles are passed on and discussed with the new team. The senior management team monitors children’s progress and keep parents informed and updated on their child’s progress. When children move into their final year of nursery, parents are invited to an evening meeting and written details ‘welcome to preschool’ are issued to all families. When children are transferring from the nursery department into our reception class we:- Ensure our head of early years and reception teacher liaise together Pass on records and profiles
Implement a transition plan which welcomes children to 2 formal moving up days and in addition children visit the reception class with their nursery teacher for stories, activities throughout the summer. We hold a welcome to school meeting for parents
We issue a information packs relating to school
When children are leaving our school to move into another nursery or to the reception class or another school, were possible in agreement with parents we:- Liaise directly with future setting
Pass on records, profiles and learning journeys
Invite future reception class teachers to visit children in our setting.
Support the children by talking them through the changes and preparing them through activities and role play. Where there are changes in family circumstances we will:-
Support the child to talk openly about any worries or concerns and feed this back to parents to enable support to be given at home and nursery. Provide information on the child’s progress within nursery to parents with legal parental responsibility. Ensure that members of staff treat all involved equally and with respect. Ensure confidentiality.
Comply with any court order, where it applies to nursery.
Where children are moving home or have new siblings we would ask parents to inform us beforehand so that we can support the child appropriately. In addition children complete questionnaires and evaluations which support and inform the development. Parents are also asked to complete questionnaires when children leave our nursery or school in order that we may gain feedback relating to our provision,