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Special Educational Needs Provision

     In our eyes all children are the same therefore we cater for special needs children at the Alphabet House and below you will find policy information about our SEN provision.

Special Educational Needs Provision

     The Alphabet House Nursery School recognises the right of every individual child, including those children who may have a special educational need. Our team of trained, qualified and experienced staff are sensitive and responsive when it comes to recognising individual needs of all children and they would follow appropriate procedures to ensure that support and a plan is immediately in place for the child concerned. We aim to achieve this through the removal of barriers to learning and participation. We want all of our children to feel that they are a valued part of our nursery. Through appropriate curricular provision, we respect the fact that children:

i. Have different educational and behavioral needs and aspirations.

ii. Require different strategies for learning.

iii. Acquire, assimilate and communicate information at different rates.

iv. Need a range of different teaching approaches and experiences.

     Our nurseries follow the guidance of Special Educational Needs and Disability Code of Practice January 2015 which puts the child and parents at the heart of decision making and how we support and guide them in our best ability – the new Special Educational Needs and Disabilities code of practice plays a vital role in identifying these needs. Children with special Educational Needs have learning difficulties that call for special provisions to be made. Children have a learning difficulty if:

✿ They have significantly greater difficulty in learning than the majority of children of the same age.
✿ They have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age

     All children in our care are assessed when they join our nursery, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children. If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available resources. In liaison with the Special Educational Needs coordinator (SENCO), the child’s key person will offer interventions that are ‘different from’ or ‘additional to’ those provided as part of the nursery’s usual working practice. The key person will keep parents informed and draw upon them for additional information. If the SENCO, key person and parents feel that the child would benefit from further support, the SENCO will then take lead in further assessments of the child’s needs.

     We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will show the short term targets set for the child and the strategies used to support them in achieving these goals. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term. Parents will be involved in the writing and reviewing of each IEP. If the IEP review identifies that support is needed from outside services we will consult parents prior to any support being given. In most cases, children will be seen in the nursery by external support services. This may lead to ‘additional’ or ‘different’ strategies and external support outside of the nursery. External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible be implemented into the child’s daily routine at the setting. If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the AREA SENCO. The SENCO will start the procedures by having range of written evidence about the child will support the request.

     The Area SENCO will help make links between education, health and social care to facilitate the early provision for children with SEN. The AREA SENCO will provide advice and practical support to early year’s providers about approaches to help them identify and assessment within the Special Education Needs and Disabilities Code of Practice Jan 2015. They will also provide day to day support for setting based SENCO’s to ensure appropriate arrangements are in pace to support children with SEN. Our Special Educational Needs Procedure outlines the steps we take in relation to dealing with children who require additional support.