We believe that all children have a right to a broad and balanced curriculum. Padstow Pre-school/Club welcomes all children whatever their individual needs and we believe in providing an inclusive setting. In order to achieve this we work closely with parents/carers and outside agencies where necessary.
We aim to identify any difficulties a child may have and work with parents/carers to address those difficulties. When a parent/carer first makes contact with the Pre-school, we will try to ascertain if a child has any SEND, we will then work with them and any outside agencies they may have contact with to ensure that the child has a smooth transition in to pre-school, this may include staff making home visits and/or the child attending a taster session to get to know the staff and the environment. In certain circumstances children may require additional resources or additional support, if this is the case the designated SENCO should be able to help with this.
How we support children with Special educational needs or disabilities (SEND)
Our Special Educational Needs Co-ordinator (SENCO) is Julie Nicholls and she:
Outside agency involvement.
Our SENCO undertakes a three year SENCO refresher course or sooner if new legislation is coming into being. She attends training in relation to specific needs i.e. autism training or speech and language and attends regular cluster meetings to share approaches and ideas. She assists the key person of SEND children to access training to support any children they are caring for.
Identifying SEND and taking action.
With regard to the identification of all children’s strengths and weaknesses:
If with the resources normally available to us, we feel that a child is still experiencing difficulties and his or her needs are still not being adequately met, we can request further support and advice through our named support professionals.
Planning support for children with SEND
We endeavour to provide an inclusive environment by:
Transition of children with SEND
SEN support should include planning and preparing for a child’s transition to another school or setting. This may be a review of the support given to a child at the pre-school or an EHC plan. To support the transition, the pre-school will share information with the reception class teacher of the chosen school, with parents’ permission being sought before this will happen.
Monitoring our SEND policy
We monitor our policy by:
Our pre-school is a purpose built building on one level and suitable for wheel chair access and walking frames. We have a toilet for the disabled, nappy changing facilities and easy access to two garden areas.
Any complaints about SEND provision should be made to the SENCO initially, who will then report back within a week. If the matter has not been resolved a next point of contact will be given to the parent who will be the chairperson of the pre-school.
How we support Looked after Children
Our named co-coordinators for “Children in Care” are Julie Nicholls and Sarah Cox and they will liaise with the relevant authorities as required. See separate policy for more information.
Guidance and publications:
Early years: Guide to the 0 to 25 Send code of practice (DfE 2014)
Special Educational Needs and Disabilities Code of practice 0 – 25 years (DfE 2014)
Equality Act 2010
Children and Families Act 2014