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Special Educational Needs

Objective: to support the child and their family to raise achievement and feel confident, whilst developing good working practice with outside agencies to be more pro-active and preventative in early identification of the child’s need and begin working with relevant services as quickly as possible.

Fundamental principles of the Code of Practice on the identification and assessment of any child who has or may have Special Educational Needs

         •   The needs of all children who have special educational needs must be addressed. The code recognises that there is a continuum of needs and provision which may be made in a variety of different ways .
         •   Children with special educational needs require the greatest possible access to a broad and balanced education, including the National Curriculum.
         •   The needs of most children will be met in the mainstream. Children with special educational needs should where appropriate and taking into account parents/carers wishes, be educated alongside their peers.
         •   Even before they reach compulsory school age, a child may have special educational needs requiring the intervention of the LEA and/or health services.
         •   The knowledge, views and experience of parents/carers are vital. Effective assessment and provision will be secured where there is the greatest degree of partnership between parents/carers and all agencies.

DfE Code of Practice on identifying and dealing with SEN (5 Steps):

        1. Teachers identify or register a child’s SEN and consulting the SEN coordination, take initial action

        2. SEN coordinator takes lead responsibility for gathering information and for coordinating the child’s SEN provision

        3. Nursery staff and SEN coordinator are supported by specialist external agencies

        4. LEA considers the need for a statutory assessment and if appropriate makes a multi-disciplinary assessment

       5. LEA considers the need for a statement of SEN and if appropriate, makes a statement and arranges to monitor and review provision

Each child’s needs are different and may require 0, 1 or all 5 steps.

Dragonfly Day Nursery must keep a record of children who have been identified as having special educational needs. This record should include:

        • Child’s details
        • Nature of the difficulty
        • Level of support being provided (action/action plus)
        • Dates of reviews

The SEN code of practice uses four broad areas of need:

        • Cognitive and learning
        • Behavioural, emotional and social development
        • Communication and interaction
        • Sensory and or Physical needs

We will work as part of a multi disciplinary team and call on specialists to aid us to meet the needs of the child within the nursery.

Roles and responsibilities

Every key person has a duty to support and encourage the children to develop and achieve. Some key persons may work with a child whom they suspect has special educational needs and will work with the named SENCO and Nursery Manager in collating evidence to identify the needs of the child.

Dragonfly Day Nursery has a named SENCO: Seye Spence (training is renewed yearly) Kirat Sangha (Nursery Manager’s training is renewed yearly) .

The role of the SENCO is very important to the organisation, the children, their parents and the staff. The Seno’s main duties are:

        • To liaise with the staff, parent and carers
        • To liaise with professional or outside agencies
        • Advises and supports other practitioners
        • Ensures that the child has IEPs (individual education plans) in place
        • Ensure the key person has all background information on the child and the situation, its recorded and updated/reviewed regularly
        • Takes the lead in monitoring and reviewing any actions taken to support the child
        • Ensuring appropriate records are kept for these children

Training

The staff here at Dragonfly Day Nursery need specific knowledge and positive attitudes to include children with SEN successfully. The local authority offers many free training courses these are listed below:

        • Making sense of multi sensory learning
        • Messy play
        • Building on every child a talker
        • EAL in the EYFS
        • Early identification of special educational needs in EYFS
        • Early language development programme
        • Inclusion Development Programme: behaviour co-ordinator training
        • Inclusion Development Programme: Supporting children with Speech, language and communication needs
        • Safeguarding disabled children from abuse
        • SEN level 2
        • Supporting children on the autistic spectrum

Additional training may be available and some staff may have attended more specialists training such as:

        • Makaton
        • Sign language
        • PECS
        • Intensive interactions
        • Communication table

Dragonfly Day Nursery is committed to supporting staff development within all areas including SEN. We operate a system whereby Named officers will have priority to attend all relevant training for the subject which they require specialist knowledge and training within. We also like to share this knowledge and good practice with our whole team and do this regularly through staff meetings.

During all staff inductions, staff are made aware of the nursery’s policies and procedures this include SEN. All relevant documentation is also shown to the staff, where this information can be found and how to use them.

Identification and assessment

All children who attend Dragonfly Day Nursery are monitored through their development through the EYFS. This is done by firstly getting to know the child through observations and discussions with the parents or carers. When the staff feel confident they know this child well, they then begin to set termly targets based on the child’s interests and direction in development through the EYFS. This is then assessed through various ways such as observations, artwork, carpet times, planned and unplanned activities. The nursery assesses all children on a termly basis this is then put into a development report and shared with parents at the end of the term. Parents are then given the opportunity to discuss their child’s development, highlight to the key person any concerns which they have about the child or thing which they wish to share such as suggesting the next target for the child. Once a term (usually half way through) the key person must arrange a evening when they meet with their parents to informally discuss their child’s progress and share information.

All children’s profiles are in the children’s room and parents can have access to this as often as they wish to.

Children with SEN

If a child is suspected to have SEN or has confirmed SEN the nursery will also in addition to the above create these children with IEP’s (individual educational plans

The IEP can be based on recommendations from an outside agency (whom may be involved with the child) or if its suspected SEN then a meeting will take place between the key person the SENCO and the child’s parents. The IEP targets are not usually EYFS based targets but will be specific development staged targets in relation to the area of need or concern.

All IEP are observed monthly and then reviewed termly. As often as possible we like to involve the named outside agency however this is not always possible, in this instance all reviews will involve the Key person, SENCO and the child’s parents.

Record keeping

When a child has SEN a SEN profile is then created specifically for all the relevant paperwork, documentation, and reports. All blank copies of the nursery’s paperwork are available in the Office in the SEN folder or on the staff computer.

This record is to only be viewed by the Key person, SENCO, Nursery Manager and the child’s parents. Although the staff may collectively be working with the child to obtain evidence this is to be handed to the key person and it is their responsibility to maintain, and update this profile along with the profile which is used to track their development through the EYFS.

When a child is due to move setting for whatever reason whether this is to another nursery or a school, Dragonfly Day Nursery staff must create a ‘Passport’. The ‘Passport’ contains important information such as:

        • All about me
        • You need to know
        • How I communicate
        • You can help me communicate
        • Fun things I like to do
        • Places I like going
        • Things I don’t like
        • Sensory
        • I’m working on this...
        • Eating and drinking

Making a referral

If we suspect a child may have additional needs you must ensure that you have worked closely with the child, their parents / carers and the SENCO. Once good working practice has been established the nursery must obtain consent from the parents / carers in order to make a referral or sign post them to relevant service. Please see the SENCO or the Nursery Manager for more information. A consent form is available in the office.