Special educational needs and disabilities SEND Policy

I welcome children with special educational needs or disabilities (SEND). I am always looking to improve my knowledge and will work with children’s parents and other settings children attend and professionals who are involved in their lives to ensure all children are cared for appropriately. All children are unique, and I plan for each child every session to ensure their individual needs are met. I aim to ensure that all children including those who have special educational needs or disabilities are valued and supported.

I have a copy of the SEND Code of Practice on my computer and I comply with the requirements of the Equality Act (2010) and any further requirements from my Local Authority.

SEND observation procedure

If I think a child might have a special educational need I will -

·         Carry out regular observations, assessments, individual planning, and tracking for the child;

·         Complete a Care Plan if parents inform me about any special educational needs or disabilities;

·         Share tracking information with parents and speak to parents about my concerns;

·         Discuss what support is available for the child in the provision and locally;

·         Ask permission from parents to speak to other agencies or professionals to request advice for the child – see Permission Form for more information.

I share the Local Authority SEND Local Offer with parents.

The EYFS seeks to provide: equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported

I am aware that inclusion includes girls, boys, men, women, minority ethnic and faith groups, travellers, asylum seekers, and refugees, children with special educational needs, gifted and talented children, Local authorities looked after children, sick children, young carers, and disabled children and adults.

I aim to be fully inclusive and ensure no child is disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. I will meet the individual needs of each child who attends the provision. The environment is tailored to the needs of all children and adapted as required.

I aim to treat all children as individuals and encourage them to respect themselves and others. I aim to include all children in activities and celebrate their family’s special days. I demonstrate equality of opportunity and diversity in my books, posters, music and movement sessions, displays, and other resources throughout my provision. I help children learn about the multicultural and diverse society in which they live through planned outings in the local community and further afield.

Working with parents and other settings and professionals

I aim to work with parents, children, and other settings where appropriate to ensure children’s individual needs are met. I ask parents to provide information about their child during induction so I can ensure my routines meet their needs. I inform parents about my inclusive ethos so they know that I value and respect the different racial origins, religions, cultures, and languages in my multi-ethnic society and challenge stereotypes and inappropriate comments. I ensure documentation acknowledges the uniqueness of every child and I am happy to consider making reasonable adjustments should they be requested by parents.

SEND funding

If a child is eligible for and a parent completes the documentation to apply for Early Years Pupil Premium (EYPP) for their child I will use the funding to promote the best learning and development outcomes for the child, after consultation with parents.

If I believe a child is eligible for any other funding related to their special educational needs and/or disabilities I will speak to parents and discuss how this can be claimed, to help me better support their child in the provision.

If you have any questions about my Policy/Procedures or would like to make any comments, please ask.