Special Educational Needs Policy
At YMCA Beacon Nursery we aim to have regards of the Department for Education & Skills Code of Practice on Special Educational Needs, and also to other guidelines supplied.
Special Education Needs (SEN)
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she
- has a significantly greater difficulty in learning than the majority of others the same age
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.
For children aged 2 or more special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post 16 institutions or by relevant early years providers. For a child under 2 years of age special educational provision means education provision of any kind.
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.
Aims and Objectives:
- Promote an inclusive environment where all children are encouraged to reach their
- true potential and build a firm basis for lifelong learning
- Provide a broad and balanced curriculum that is accessible to all children and recognises individual need.
- Work in partnership with parents and other professionals to monitor individual progress and plan future targets.
- Keep up to date with current initiatives and attend in-service training on Special
Educational Needs whenever possible.
The needs and progress of all children with Special Educational Needs (SEN) will be monitored by our SENCO.
Special Educational Needs Coordinator SENCO: Deputy Nursery Manager, Deputy SENCO: Nursery Manager
The SENCO’s role will be to:
- Be familiar with the code of practice
- Work in close partnership with parents and staff to identify and monitor plans for
- individual learning for those with special needs
- Attend regular training courses and be aware of the training needs of other adults (including parents where appropriate) working within the setting
- Liaise with and work alongside outside agencies and key professionals as necessary
- Ensure that up to date records of children with SEN are made and that these are monitored regularly
- Ensure that records are made accessible to parents, key staff and professionals working with the child
We recognise and value the needs of all children and ensure that all individuals have the opportunity to become an integral part of nursery life. All children are admitted following full consultation with parents/carers and any outside agencies who may be involved. In this way we aim to consider both staffing levels and the physical environment to ensure that we are able to support the child to the best of our ability. We will ensure the needs of the child are met and will endeavour to acquire specialist toys and equipment whenever possible. We will seek out training and support from St Helens Early Years.
We recognise that parents are the prime educators of their children. We are therefore keen to establish strong links to ensure successful transition and continued partnership. Parents are encouraged to share information and discuss their child’s progress regularly, both formally and informally. In this way we aim to promote continuity of care and support between the child, their key worker, the SENCO and parents.
Identification and Assessment of SEN:
Parents and carers are encouraged to share their knowledge and expertise about their child’s strengths and needs. This information is then shared formally with staff and an Individual Educational Plan (IEP) will be devised for those with particular educational needs, under the guidance of the SENCO. These plans will be monitored regularly in consultation with parents and staff and individual progress will be monitored continually.
Where there are concerns about the progress of an individual who has not previously been identified as having SEN, care will be taken to work closely with parents and staff to monitor and assess development. Under the guidance of the SENCO, support may then be requested from outside agencies and professionals where appropriate.
Arrangements for Reviewing the SEN Policy and Procedures:
We will review our policy our procedures for working with children with SEN on a regular basis.
If any parent/carer should have a complaint, they should follow our Complaints Procedure and Complaints Policy.