HEAVITREE COMMUNITY PRE-SCHOOL
SPECIAL EDUCATIONAL NEEDS / DISABILITY POLICY
We provide an environment in which all children are supported to reach their full potential. We have regard to the DFES Special Educational Needs /Disability (SEND) Code of Practice.
SEND Code of Practice is effective from September 2014. It is compulsory for Heavitree Community Pre-school to adhere to it. Heavitree Community Pre-school will adhere to the code of practice by following the steps below.
SPECIAL EDUCATIONAL NEEDS / DISABILITY POLICY
We provide an environment in which all children are supported to reach their full potential. We have regard to the DFES Special Educational Needs /Disability (SEND) Code of Practice.
SEND Code of Practice is effective from September 2014. It is compulsory for Heavitree Community Pre-school to adhere to it. Heavitree Community Pre-school will adhere to the code of practice by following the steps below.
- We include all children in our provision.
- We provide practitioners to help support parents and children with special educational needs (SEN)/disabilities.
- We identify the specific needs of children with SEN/disabilities and meet those needs through a range of strategies.
- We work in partnership with parents and other agencies in meeting individual children’s needs.
- We monitor and review our practice and provision and, if necessary, make adjustments.
- We will offer a warm welcome and support to parents or carers of a child with special needs.
- We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and give her name* to parents.
- Our SENCO is Lydia Lord
- The SENCOs 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 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/ Disability 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 ensure that the provision for children with SEN/disabilities is the responsibility of all members of the setting.
- We ensure that our inclusive admissions practice ensures equality of access and opportunity.
- We work closely with parents of children with SEN/disabilities to create and maintain a positive partnership.
- We ensure that parents are informed at all stages of the assessment, planning, provision and review of their child/ren’s education.
- We liaise with other professionals involved with children with SEN/disabilities and their families, including transfer arrangements to other settings and schools.
- We provide a broad and balanced curriculum for all children with SEN/disabilities.
- We provide a differentiated curriculum to meet individual needs and abilities.
- We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with SEN/disabilities.
- We use a system for keeping records of the assessment, planning, provision and review for children with SEN/disabilities.
- We provide a complaints procedure.
- We monitor and review our policy annually.
- Staff, parents, carers and visitors who have special needs will be welcomed and supported by the group in keeping with the Equal Opportunities Policy. The group’s responsibility to ensure the needs of the children remain paramount, at all times.
