SEN CODE OF PRACTICE: LOCAL OFFER
As from September 2014 all childcare facilities are required to publish information for parents/carers about the support and provision available in the setting for children with special educational needs and disabilities.
The statements below have been written collectively and represent our common values and practices.
1. How do the Early Years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
Our setting is committed in recognising children who may need additional support in the setting, and we will respond to this in line with the SEN Code of Practice 2002. Observations and assessments are collectively used to support your child’s learning in the setting. If these suggest that your child is not achieving their full potential the key-person will consult with parent/carers, and may also involve the setting’s SENCO (Special Educational Needs co-ordinator). This will enable the setting to decide whether additional support is to be put in place.
If you have any concerns about your child’s progress or believe they have additional needs, this should be discussed with your key-worker in the first instance. The role of the key-worker is to develop a respectful, trusting relationship with a child and their parents/carers, and to share information relating to the child to ensure a child reaches their full potential.
2. How will Early Years Practitioners support my child?
The SENCO of the setting will work closely with the Child’s Key-worker and parent/carer in discussing and planning the educational plan, and this will be reviewed regularly.
If you have any concerns about your child’s progress or believe they may have a special education need, this can be discussed in a informal manner with the key-worker, or the setting’s SENCO
3. How will the curriculum be matched to my child’s needs?
Our setting strives to provide fun and interesting activities for all children who attend. The curriculum is planned in advance, but is flexible to accommodate the children’s needs, interests and activities.
Children who have additional needs may be provided with different resources to support their individual abilities.
4. How will both you and I know how my child is doing and how will you help support my child’s learning?
Regular meetings will be arranged between your child’s key-worker and yourselves to keep you informed of your child’s achievements and progress on a daily basis (In the under 3’s this takes the form of a communication book). In addition to this your child will a have learning journal containing photographs, observations and pieces of creative work your child has completed. Progress will be monitored, 6 weekly, in the form of Next Steps, which you will be asked to comment on and discuss before signing.
5. What support will there be for my child’s overall well being?
Our aim is to support and develop children’s emotional development and well being. We will work with parent/carers to provide this through different means of communication.
All practitioners promote an inclusive, sensitive and positive approach to all children who attend the setting.
Our routine is flexible and provides a positive happy environment.
Staff have experience in giving children inhalers and medication on a regular basis.
Training will be given and a personal health plan will be adopted for children when needed.
Parents of children who require regular prescribed medication, will be required to complete a medication permission form and asked to sign on arrival and leaving the setting, as stated in our Medication policy.
All staff have attended First Aid training.
All staff have attended Child Protection training and hold CRB certificates.
All staff have rigorous checks when recruited.
(The above are available for parents/carers to read in Policy and Procedures folder)
Practitioners in the setting are aware that some kinds of undesirable behaviour may arise from a Child’s additional needs. With this understanding behaviour management strategies will be put into place in agreement with parent/carers, and all practitioners will refer to these strategies to ensure consistency.
Further details of our behaviour management is available in the settings policy folder
6. What specialist services and expertise are available at or accessed by the Early Years setting?
In West Sussex we have a great team of outside agencies who are available to ensure we have the right team of people behind us to support children and their families.
These include:-
Speech and Language therapist
Local child and adolescent mental health service (CAMHS)
Multi agency meetings (known as the children and young person planning forum or CYPPF)
Early Support team
Family link worker service
Advisory telephone service
7. What training have the staff, supporting children with SEND (special educational needs and disabilities), had or are having?
Staff attended various training throughout the year. Particular support is in place for new staff members to attend in-house and outside training, to address specific needs of children in the setting.
The SENCO meets with key-workers to revise play plans and individual education plans for children, and offer support where needed.
The SENCO attends regularly SEN network meetings to share good practice with other settings.
8. How will my child be included in activities outside the Early Years setting including trips?
Risk assessments are carried out for outings, and equipment is taken to support children whilst out of the building.
9. How accessible is the Early Years setting environment? (Indoors and outdoors)
The building is set on one floor and can cater for children confined to a wheel chair, with easy access to the outdoor areas via ramps. It is also accessible for children with physical and sensory needs. The ground floor area is open plan and the furniture layout can be changed accordingly.
The setting is inclusive and is open to all children in the surrounding community. Children with English as an additional language will be supported and included in all aspects of the setting.
Staff have attended basic Makaton training
A visual timetable is used to show setting’s daily routine.
Parent/carers with English as a second language will be offered help in translating paperwork.
10. How will the Early Years setting prepare and support my child to join the Early Years setting, transfer to a new setting?
When you apply for a place at the setting, once confirmed, visits will be arranged for you and child to come in. During these visits you will be introduced to the key-worker, and have the opportunity to discuss your child’s needs. These visits will enable us to get to know you both, and share any information concerning other agencies involved.
We offer a flexible settling in period, should your child have difficulties settling.
When transferring to your chosen school the SENCO/key-worker will arrange a meeting with the new teacher to discuss your child’s strengths and needs, to ensure transition from the setting to school is smooth.
If the FIRST team have been involved with your child they will remain involved until the end of the first term at school.
11. How are the Early Years setting’s resources allocated and matched to children’s special educational needs?
Inclusion funding can be applied for to support your child in the setting, if required.
A reserved budget is available for equipment and training, of which will be revise to accommodate your child’s needs as far as possible.
The local children’s centre offers us a lending library of specialist and sensory toys throughout the year.
Additional specialist equipment can be obtained through our links with the West Sussex Childhood Service.
12. How is the decision made about what type and how much support my child will receive?
The settings observation and assessment process linked to the EYFS ages and stages of development, information from parent/carers, discussion with the key-worker and SENCO, will identify if support is required. This support will be put in place as soon as recognised. Regular meetings will be held with the parent/carers to continually monitor the child’s progress, and whether support needs to be increased or revised.
13. How are parents involved in the Early Years setting? How can I be involved?
Parent/carers are involved in identifying needs, information sharing, identifying targets and next steps/play plans.
Parent/carers permission will be sought before involving any outside agencies.
Parent/carers are welcome to come in and help at any time,
14. Who can I contact for further information?
Parent/carers can contact the SENCO (namely Sue Watson/Sarah Daymond) by telephone or pop in to discuss their child’s needs, development progress, or just for a chat. If preferred can speak to the key-worker if already attend the setting. .
As from September 2014 all childcare facilities are required to publish information for parents/carers about the support and provision available in the setting for children with special educational needs and disabilities.
The statements below have been written collectively and represent our common values and practices.
1. How do the Early Years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
Our setting is committed in recognising children who may need additional support in the setting, and we will respond to this in line with the SEN Code of Practice 2002. Observations and assessments are collectively used to support your child’s learning in the setting. If these suggest that your child is not achieving their full potential the key-person will consult with parent/carers, and may also involve the setting’s SENCO (Special Educational Needs co-ordinator). This will enable the setting to decide whether additional support is to be put in place.
If you have any concerns about your child’s progress or believe they have additional needs, this should be discussed with your key-worker in the first instance. The role of the key-worker is to develop a respectful, trusting relationship with a child and their parents/carers, and to share information relating to the child to ensure a child reaches their full potential.
2. How will Early Years Practitioners support my child?
The SENCO of the setting will work closely with the Child’s Key-worker and parent/carer in discussing and planning the educational plan, and this will be reviewed regularly.
If you have any concerns about your child’s progress or believe they may have a special education need, this can be discussed in a informal manner with the key-worker, or the setting’s SENCO
3. How will the curriculum be matched to my child’s needs?
Our setting strives to provide fun and interesting activities for all children who attend. The curriculum is planned in advance, but is flexible to accommodate the children’s needs, interests and activities.
Children who have additional needs may be provided with different resources to support their individual abilities.
4. How will both you and I know how my child is doing and how will you help support my child’s learning?
Regular meetings will be arranged between your child’s key-worker and yourselves to keep you informed of your child’s achievements and progress on a daily basis (In the under 3’s this takes the form of a communication book). In addition to this your child will a have learning journal containing photographs, observations and pieces of creative work your child has completed. Progress will be monitored, 6 weekly, in the form of Next Steps, which you will be asked to comment on and discuss before signing.
5. What support will there be for my child’s overall well being?
Our aim is to support and develop children’s emotional development and well being. We will work with parent/carers to provide this through different means of communication.
All practitioners promote an inclusive, sensitive and positive approach to all children who attend the setting.
Our routine is flexible and provides a positive happy environment.
Staff have experience in giving children inhalers and medication on a regular basis.
Training will be given and a personal health plan will be adopted for children when needed.
Parents of children who require regular prescribed medication, will be required to complete a medication permission form and asked to sign on arrival and leaving the setting, as stated in our Medication policy.
All staff have attended First Aid training.
All staff have attended Child Protection training and hold CRB certificates.
All staff have rigorous checks when recruited.
(The above are available for parents/carers to read in Policy and Procedures folder)
Practitioners in the setting are aware that some kinds of undesirable behaviour may arise from a Child’s additional needs. With this understanding behaviour management strategies will be put into place in agreement with parent/carers, and all practitioners will refer to these strategies to ensure consistency.
Further details of our behaviour management is available in the settings policy folder
6. What specialist services and expertise are available at or accessed by the Early Years setting?
In West Sussex we have a great team of outside agencies who are available to ensure we have the right team of people behind us to support children and their families.
These include:-
Speech and Language therapist
Local child and adolescent mental health service (CAMHS)
Multi agency meetings (known as the children and young person planning forum or CYPPF)
Early Support team
Family link worker service
Advisory telephone service
7. What training have the staff, supporting children with SEND (special educational needs and disabilities), had or are having?
Staff attended various training throughout the year. Particular support is in place for new staff members to attend in-house and outside training, to address specific needs of children in the setting.
The SENCO meets with key-workers to revise play plans and individual education plans for children, and offer support where needed.
The SENCO attends regularly SEN network meetings to share good practice with other settings.
8. How will my child be included in activities outside the Early Years setting including trips?
Risk assessments are carried out for outings, and equipment is taken to support children whilst out of the building.
9. How accessible is the Early Years setting environment? (Indoors and outdoors)
The building is set on one floor and can cater for children confined to a wheel chair, with easy access to the outdoor areas via ramps. It is also accessible for children with physical and sensory needs. The ground floor area is open plan and the furniture layout can be changed accordingly.
The setting is inclusive and is open to all children in the surrounding community. Children with English as an additional language will be supported and included in all aspects of the setting.
Staff have attended basic Makaton training
A visual timetable is used to show setting’s daily routine.
Parent/carers with English as a second language will be offered help in translating paperwork.
10. How will the Early Years setting prepare and support my child to join the Early Years setting, transfer to a new setting?
When you apply for a place at the setting, once confirmed, visits will be arranged for you and child to come in. During these visits you will be introduced to the key-worker, and have the opportunity to discuss your child’s needs. These visits will enable us to get to know you both, and share any information concerning other agencies involved.
We offer a flexible settling in period, should your child have difficulties settling.
When transferring to your chosen school the SENCO/key-worker will arrange a meeting with the new teacher to discuss your child’s strengths and needs, to ensure transition from the setting to school is smooth.
If the FIRST team have been involved with your child they will remain involved until the end of the first term at school.
11. How are the Early Years setting’s resources allocated and matched to children’s special educational needs?
Inclusion funding can be applied for to support your child in the setting, if required.
A reserved budget is available for equipment and training, of which will be revise to accommodate your child’s needs as far as possible.
The local children’s centre offers us a lending library of specialist and sensory toys throughout the year.
Additional specialist equipment can be obtained through our links with the West Sussex Childhood Service.
12. How is the decision made about what type and how much support my child will receive?
The settings observation and assessment process linked to the EYFS ages and stages of development, information from parent/carers, discussion with the key-worker and SENCO, will identify if support is required. This support will be put in place as soon as recognised. Regular meetings will be held with the parent/carers to continually monitor the child’s progress, and whether support needs to be increased or revised.
13. How are parents involved in the Early Years setting? How can I be involved?
Parent/carers are involved in identifying needs, information sharing, identifying targets and next steps/play plans.
Parent/carers permission will be sought before involving any outside agencies.
Parent/carers are welcome to come in and help at any time,
14. Who can I contact for further information?
Parent/carers can contact the SENCO (namely Sue Watson/Sarah Daymond) by telephone or pop in to discuss their child’s needs, development progress, or just for a chat. If preferred can speak to the key-worker if already attend the setting. .