SEND Policy

‘A child is like a butterfly in the wind

Some can fly higher than others.

But each one flies the best it can

Why compare one against the other?

Each one is different,

Each one is special

Each one is beautiful’.

 

My ethos is ‘learning knows no bounds’ when the foundations of learning and development are sensitively and individually tailored for each child.

I adhere to the following legislation

  • Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years.  Statutory Guidance January 2015

  • Children and Family Act 2014

  • Working Together to Safeguard Children July 2018

  • The Children Act 1989

  • Equality Act 2010

 

The term SEND ‘special educational needs and disabilities’ has a legal definition.  Children with special educational needs all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. The law says that children do not have learning difficulties just because their first language is not English.  Of course, some of these children may have learning difficulties as well.

I pay full regard to the SEND Code of Practice.  I work to support the child and the child’s parents, in order to facilitate the development of the child and to help them achieve ‘the best possible educational and other outcomes, preparing them effectively for adulthood’.  I make sure the child’s voice and parent’s voice are heard and they can participate as fully as possible in decisions by providing information and the necessary support.  I have an up to date copy of the Code of Practice that I can email to any parent on request.  It is formatted in large print as a word document.  Parents can also download the document from www.foundationyears.org.uk

I use ‘The Graduated Approach’ to support the 4 areas of SEND - Communication and Interaction, Social, Emotional and Mental Health, Cognitive and Learning, and Sensory and/or Physical Needs.                                              

I work closely with parents to listen to their views so as to build on children’s previous experiences, knowledge, understanding and skills and provide opportunities to develop in the seven areas of learning:

  • Personal, social and emotional development

  • Communication and language

  • Physical development

  • Literacy

  • Mathematics

  • Understanding the World

  • Expressive Arts and Design

Through my observations, I monitor individual children’s progress throughout the Early Years Foundation Stage (EYFS) and provide individualized early years educational experiences. 

Where a child doesn't appear to be making progress, either generally or in a specific aspect of learning, I work with parents to devise interventions that are additional too/different from those provided as part of my setting's usual educational program and strategies (Differentiated Curriculum). 

When an ‘Assess’, ‘Plan’, ‘Do’, ‘Review’ approach suggests a child needs further help, SEN support is provided, which is ‘Targeted Support by Setting’ whereby I work in conjunction with a child's family and external support services who can provide more specialist assessments, give advice on the use of new or specialist strategies or materials and help with an Individual Plan (IP) or a ‘Healthcare Plan for Children with Complex Medical Needs’ and help set targets to support a child.  Support services at this stage may include the child’s Health Visitor and the Children’s Centre.  The IP will take into account the views of the child and will record information about the short-term targets set for the child, the teaching strategies and the provision to be put in place, when the plan will be reviewed and the outcome of the action taken. I continually review the IPs and seek the parents’ views on the child’s progress.  I make each child’s targets ‘SMART’.  That is: Specific, Measurable, Achievable, Relevant, Timed.  If after 2 terms the child has not made measurable progress, I use the ‘Graduated Approach’ and move to ‘Targeted Support by Setting and Other Professionals’ and ‘Educational & Health Care Plan (EHC) needs Assessment’.

I discuss my observations and any proposed plans with the parents in a way that encourages them to contribute their knowledge and understanding of their child and allows them to raise any concerns they may have about their child’s needs and the provision that is being made for them.

I seek support from my BCP EY Quality Development Officer Jo Mursell 01202 456176/07789 272049, the BCP SEND Early Learning and Team Inclusion Manager Lesley Tasan 01202 261935 and the Statutory SEND services team 01202 456162. I will continue to develop my knowledge of special educational needs by attending training where possible and by reading literature provided to me by my Quality Development Officer.  Recent training includes: SEND Reform (May 2020), Intermediate Skills and Knowledge for working with Autism (May 2020), Safeguarding Children who are Disabled (April 2020), Learning Disability Awareness (April 2020), SENco Refresher (May 2017), Mental Health Awareness (May 2017), Common Assessment Framework (February 2017, November 2015), Basic Autism Awareness (February 2017), SLCF – speech, language, communication framework - Foundation Level (February 2017), SLCF Universal Level (February 2017), Practical Inclusion (January 2017, March 2014, February 2010), ENCO (March 2010) , The Role of the SENco (June 2014, November 2011), Working with Children Diagnosed with Autism Spectrum Disorder (May 2014), Equalities Act & Vulnerable Groups (May 2012); I hold a Level 3 Award in Children and Young People's Speech, Language and Communication Skills 0-25 years and have completed 4 more training courses specializing in Speech, Language and Communication Needs.

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