SEND Policy

At Daisy Dolls I am committed to providing an inclusive, welcoming and accessible environment in which every child can learn, develop, participate and achieve, regardless of their individual needs or disability. I recognise that children develop at different rates and that some children may require additional support to access the EYFS.

My approach is to view the child through an equality lens. Rather than giving all children the same resources, I strive to give them the resources they need to achieve an equal outcome by understanding the unique needs of the child in that moment in time. My setting is neurodivergent affirming. I see the child's strengths and focus on their positive attributes and make adaptions to suit their learning styles or cognitive development. I always aim to make my environment inclusive so events or play is accessible to all children, which fosters a sense of belonging and joy.

Inclusion means:

I include and involve

N never exclude

C consider each child's unique needs

L listen to the children and families

U understand their barriers

S seek support to break down the barriers

I include the whole team around the child-parent allyship

O offer adaptions and accommodations

N be neurodiversity affirming

Knowing the children and their home life, I quickly identify children's needs including any emerging or changing needs. I know when the children's lived experiences may be impacting their learning and their well-being, and respond quickly to support the children and their families to mitigate the impact. I seek to ensure that children with SEND can: paly alongside other children, access activities, communicate their needs, develop friendships, make choices, explore their environment, participate in outings where reasonably possible, develop independence, experience success and have their achievements recognised.

Get it right for vulnerable children and you get it right for everyone.

I adhere to the following legislation

Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years
EYFS statutory framework for childminders
Children and Family Act 2014
Working Together to Safeguard Children March 2026
The Children Act 2004
Equality Act 2010

The aims of this policy are to:

1. Identify children’s additional needs as early as possible.

2. Provide appropriate support for children with SEND.

3. Work closely with parents and carers.

4. Make reasonable adjustments for disabled children.

5. Remove or reduce barriers to participation and learning.

6. Provide an inclusive environment.

7. Monitor children’s progress and development.

8. Use a graduated approach to SEND support.

9. Work with relevant professionals when appropriate.

10. Ensure children and families are treated fairly and respectfully.

11. Support positive transitions.

12. Maintain appropriate records.

13. Review the effectiveness of SEND support.

14. Ensure that safeguarding remains central to all SEND practice.

WHAT DO WE MEAN BY SEND?

A child has special educational needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child may have SEND because they:

● have significantly greater difficulty learning than most children of the same age

● have a disability which prevents or hinders them from making use of facilities generally provided for children of the same age

● require additional or different provision to support their learning and development.

SEND may affect one or more areas of development.

These can include:

Communication and interaction difficulties, for example: speech and language difficulties, difficulties understanding language, difficulties expressing themselves, social communication difficulties, difficulties with interaction.

Cognition and learning difficulties, for example: developmental delay, difficulties with attention, difficulties with memory, difficulties acquiring particular skills.

Social, emotional and mental health difficulties, for example: difficulties regulating emotions, anxiety, difficulties forming relationships, difficulties managing behaviour or responding to change.

Sensory and/or physical needs, for example: hearing impairment, visual impairment, physical disability, sensory processing differences, medical conditions affecting access to learning.

A child does not need a formal diagnosis before I can identify that they may need additional support.

EQUALITY AND NON-DISCRIMINATION

I recognise my legal responsibilities under the Equality Act 2010. I will not discriminate against a child because of disability or another protected characteristic. Where a child is disabled, I will consider reasonable adjustments to prevent them from being placed at a substantial disadvantage. Adjustments may include: adapting activities, changing the environment, modifying routines, providing additional visual support, providing alternative ways of communicating, changing equipment, allowing additional time, reducing sensory distractions, using specialist equipment where appropriate. I will consider each child individually.

THE ROLE OF THE SENCO

I am the SENCO at Daisy Dolls responsible for: coordinating SEND provision, developing my knowledge of SEND, maintaining appropriate SEND records, monitoring children’s progress, working with parents and carers, identifying when additional support may be required, seeking advice from relevant professionals, coordinating referrals where appropriate, supporting the implementation of individual strategies, reviewing the effectiveness of interventions, maintaining awareness of local SEND services, supporting effective transitions, ensuring SEND information is handled appropriately. professionals, coordinating referrals where appropriate, supporting the implementation of individual strategies, reviewing the effectiveness of interventions, maintaining awareness of local SEND services, supporting effective transitions, ensuring SEND information is handled appropriately.

Where appropriate, I may work with another childminder, childminder agency, early years SENCO or local authority SEND professional for advice and support.

IDENTIFICATION OF SEND

I recognise that early identification is important. I will use our knowledge of the child, observations, assessment and information from parents to identify possible additional needs. I may notice: slower progress in particular areas, difficulty communicating, difficulty understanding instructions, difficulties with social interaction, difficulties regulating emotions, difficulties with attention, sensory differences, physical difficulties, persistent difficulties accessing activities, developmental differences. I will not automatically regard a difference in development as a special educational need.

Children develop at different rates, and I will consider the whole child, including: their age, developmental stage, individual circumstances, experiences, home environment, health, language background, opportunities for learning.

NO DIAGNOSIS IS REQUIRED

A child does not need to have a medical diagnosis before additional support can be provided. If I identify that a child may need additional support, I will: gather information, discuss my observations with parents, consider the child’s strengths and needs, adapt my provision, monitor progress, seek advice where appropriate, review the support provided. I will never attempt to diagnose a child.

PARTNERSHIP WITH PARENTS

Parents and carers are central to our SEND practice. I recognise that parents know their child best. I will: listen to parents’ concerns, share observations sensitively, ask parents about their child’s strengths and interests, discuss strategies used successfully at home, involve parents in decision-making, agree appropriate outcomes, review progress together, provide information about relevant services, seek parental views when making referrals, wherever appropriate. Parents will not be excluded from discussions about their child’s additional needs.

THE CHILD’S VOICE

Where developmentally appropriate, I will listen to and consider the child’s views. Children may communicate their views through: speech, gestures, facial expressions, behaviour, play, drawings, choices, communication aids.

I will consider what the child enjoys, what they find difficult and what helps them to feel safe and successful.

THE GRADUATED APPROACH

Through my observations, I monitor individual children’s progress throughout the 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).

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. This will normally follow: Assess → Plan → Do → Review. The approach will be flexible and proportionate to the child’s needs.

ASSESS

I will gather information from: parents and carers, my own observations, assessment of learning and development, previous childcare settings, health professionals where appropriate, other relevant professionals. I will consider: the child’s strengths, areas of difficulty, barriers to participation, developmental progress, communication, physical needs, emotional wellbeing, social development, sensory needs. I will avoid relying on a single observation or assessment.

PLAN

Where additional support is required, I will develop an appropriate support plan. This may identify: the child’s strengths, identified needs, desired outcomes, strategies to be used, adjustments to the environment, resources required, responsibilities, timescales, review arrangements. I will involve parents in developing the plan. Where appropriate, the child’s views will also be included.

The agreed strategies will be incorporated into everyday practice. Support may include: smaller steps within activities, visual timetables, visual prompts, first/then language, repetition, modelling, sensory adaptations, simplified instructions, communication aids, additional opportunities for practice, adapted resources, additional preparation for transitions, structured routines, additional support with social interaction. Support will be delivered through play and everyday experiences wherever possible.

REVIEW

Support will be reviewed regularly. I will consider: has the child made progress? Is the child more able to participate? Are the strategies effective? Does the child still need additional support? Do strategies need changing? Do I need specialist advice? Do parents have additional information? Are further referrals appropriate? The frequency of reviews will depend upon the child’s individual needs. Parents will be involved in reviews.

HIGH-QUALITY ORDINARY PROVISION

I recognise that high-quality early years provision is the foundation of effective SEND support. Before introducing specialist interventions, I will consider whether changes to my everyday provision could remove barriers. This may include: improving communication, adapting activities, changing the physical environment, providing predictable routines, increasing opportunities for repetition, using children's interests, providing additional adult interaction, adapting expectations appropriately.

I will use inclusive practice as part of everyday provision rather than automatically treating SEND support as a separate activity.

COMMUNICATION AND LANGUAGE SUPPORT

Where a child has communication or language difficulties, I may: use short, clear sentences, allow additional processing time, use gestures, use visual prompts, model language, repeat and extend children’s words, use songs and rhymes, use objects and photographs, provide opportunities for turn-taking, follow the child’s interests, use communication aids where recommended. I will work with parents and relevant professionals to ensure consistency.

SENSORY NEEDS

Where a child has sensory needs, I will consider: lighting, noise, textures, smells, crowded spaces, transitions, clothing, access to quiet spaces, sensory resources. I will work with parents and professionals to identify strategies that support the child.

PHYSICAL ACCESS

I will consider whether the physical environment allows the child to participate safely. Where necessary, I may adapt: furniture, resources, room layout, access arrangements, outdoor activities, equipment. Reasonable adjustments will be considered in accordance with my legal duties.

BEHAVIOUR AND SEND

I recognise that behaviour can be a form of communication. Where a child displays behaviour that is difficult to understand or manage, I will consider whether an unmet need may be contributing. I will consider: communication difficulties, sensory needs, emotional regulation, anxiety, tiredness, changes in routine, difficulties understanding expectations, developmental needs. I will not use a child’s SEND as a reason to lower expectations unfairly or exclude them from activities.

SAFEGUARDING AND SEND

Children with SEND can be particularly vulnerable to abuse and neglect. I will ensure that SEND does not prevent me from recognising safeguarding concerns. I will consider whether: a child may communicate differently, behaviour may indicate distress, a child requires additional support to understand safety, communication difficulties could affect disclosure, physical or sensory needs could increase vulnerability.

All safeguarding concerns will be dealt with under my Safeguarding and Welfare Policy.

WORKING WITH OTHER PROFESSIONALS

Where appropriate, I will work with professionals including: health visitors, speech and language therapists, paediatricians, occupational therapists, educational psychologists, educational physiotherapists, specialist teachers, local authority SEND teams, early years inclusion teams, SENCOs, Best Start Family Hubs, social care professionals, the child's school or receiving setting.

REFERRALS

Where I believe specialist advice may be beneficial, I will discuss this with the child’s parents. Depending on the child’s needs, this may involve: discussing concerns with parents, agreeing appropriate strategies, monitoring progress, seeking advice from the local authority or relevant professional, making a referral where appropriate, implementing professional recommendations, reviewing progress. Parents will normally be involved in referrals. However, safeguarding concerns will always be managed according to safeguarding procedures and may require information to be shared without parental consent where legally permitted or required.

EDUCATION, HEALTH AND CARE (EHC) NEEDS ASSESSMENT

Where a child may require support beyond that which can reasonably be provided through ordinarily available early years provision and SEN support, I will discuss with parents whether an EHC needs assessment may be appropriate. I will: provide parents with information about the process, contribute relevant evidence, provide observations and information about the child’s needs, work with the local authority where appropriate, contribute to planning and reviews. The decision to issue an EHC plan is made by BCP local authority.

EDUCATION, HEALTH AND CARE PLANS

Where a child already has an EHC plan, I will work with parents and relevant professionals to support the outcomes identified in the plan. I will: understand the child’s identified needs, implement relevant provision within our setting, maintain appropriate records, contribute to reviews, communicate with parents, work with relevant professionals.

I will ensure that the child’s needs are considered within everyday activities and routines.

LOCAL AUTHORITY SUPPORT

I will maintain information about relevant local SEND services. These may include: BCP local authority SEND team, Early Help Family Hubs in BCP, portage service, the health visiting team, speech and language services, SEND information, advice and support service (SENDIASS), Best Start Family Hubs, local early years SEND professionals. Parents will be signposted to appropriate services where this may help them. I will seek support from my BCP EY Quality Development Officer Julie Welch 01202 127781 or the SEND Statutory Services Team - BCP council 01202 128880 (SENDso@bcpcouncil.gov.uk).

TRANSITIONS

I recognise that transitions can be particularly difficult for some children with SEND. Where a child is transitioning to school, I will work with parents and the receiving school and complete a detailed transition report for the receiving school.

ADMISSIONS

I will consider applications from children with SEND fairly and individually. I will discuss: the child’s needs, the support required, the environment, equipment, reasonable adjustments, any specialist advice required. I will not refuse a child solely because they have SEND. However, I must ensure that I can safely meet the child’s needs within the legal and practical limits of my provision. Where I believe I cannot safely meet a child’s needs, I will discuss this openly with parents and seek advice from the relevant local authority or specialist service rather than making assumptions about the child’s needs.

SPECIALIST EQUIPMENT

Where specialist equipment is recommended, I will consider how it can be incorporated safely into the setting. I will: obtain appropriate advice, follow manufacturer’s instructions, ensure equipment is maintained, ensure I understand its use, assess risks, review whether it remains appropriate.

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: Embedding a Neurodiversity affirming culture in the early years (July 2026), Preparing children with SEND including neurodiversity and anxious children for school (April 2026), Neurodiversity and parent allyship (March 2026), Writing and setting neurodivergent affirming goals and targets (Feb 2026), Sensory support in the early years (Feb 2026), Play, connection, interaction and engagement with neurodivergent children (Jan 2026), Creating a safe sensory environment and understanding neurodivergent behaviours (Jan 2026), Sensory Support (Dec 2025), Understanding our Sensory Systems - Neurodiversity (Dec 2025), Selective Communicators (Nov 2025), Supporting Children's Communication (Nov 2025), Neurodiversity in the early years (Nov 2025), Wellcomm Assessment tool for SLC needs ( Sep 2025), Solution focused planning for children with social communication difficulties (June 2025), Using visuals next and now (June 2025), Supporting Children with Speech, language and communication in the early years (Dec 2024), Understanding and recognising speech, language and communication needs in the early years ( Dec 2024), An Introduction to Speech, language and communication in the early years (Dec 2024), BCP Wellcomm ( Feb 2022), An Introduction to supporting children wit SEND (Feb 2022), 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.