ABC DAY NURSERY SEND INFORMATION REPORT
ABC Day Nursery is committed to providing an inclusive caring happy learning environment where all children can develop to their full potential
We know that children develop different skills at different rates, and some may require extra support to reach their learning goals.
We have written this information report to explain how we identify and support children with Special Educational Needs and Disabilities (SEND), how we work with other outside professionals and in partnership with the families to offer high quality supportive provision for every child.
Our aim is to ensure all children feel secure and valued, listened to and given the support to enable them to thrive. Parents are always included throughout giving them the chance to express their thoughts and feelings.
We work within the guidelines of the statutory guidance, as set out in the SEND Code Of Practice (2015) as follows:
To recognise and support early identification of emerging needs Inclusive teaching Child centred planning Open Partnership with parent/carers Working in partnership with other professionals, eg health/education/care To ensure that children feel safe, secure and included in all areas of the setting
The above is based on the SEND – assess/plan/do/review cycle and the SEND graduated approach.
How do we identify childrens needs?
There are four areas of need set out within the SEND code of practice, which are used as a basis for understanding and supporting a childs individual needs.
The four areas of need are:
Communication and interaction, which may include difficulties in speaking and understanding Cognition and learning which may include mild or severe difficulties Social emotion and mental health which may include anxiety, depression, eating disorders, behaviours which may be challenging and ADHD Sensory and physical needs, which may include physical disability, visual impairment or hearing difficulties
We will identify specific needs by
Observations by the key person and other practitioners Regular discussions with team Discussions with parents Monitoring speech and language using the monitoring tool kit Progress reviews Refer to external professionals if appropriate for help/advice
How do we support children with SEND
To work as a team to give consistent high quality care and teaching To work in small groups and enable 1:1 support when needed Use various visual aids, visual timetables, now and next boards, communication tools, Makaton signing Procedures and strategies to regulate and support emotional and behavioural outbursts Regular reviews of the environment, resources and routines, including risk assessments Monitoring the Assess/Plan/Do/Reviews cycle and the graduated approach Refer to information and advice from outside professionals To use one page profiles, individual plans, action plans for all practitioners to work with To promote self care, healthy eating, teeth cleaning and giving emotional support. Parents are encouraged to work in partnership with us in supporting their childs learning, and information is always shared.
We work with various outside professionals and follow any advice and strategies they suggest in supporting a childs learning, they are welcome at any time to visit.
Training
All staff have childcare qualifications and receive ongoing training to keep up to date. The SENCO for the setting continually keeps up to date with new legislation and best practice and holds a Level 3 award for SENCO in the early years.
Accessibility
The setting provides various adapted resources and sensory equipment. Easy accessible toilets and ramps to the outside areas. If a child needs specialist equipment this will be sourced where possible
Supporting transitions
Transitions from the setting to a childs next educational setting are planned with parents, the school and external agencies to ensure a smooth transition for all concerned.
Reviewing Support
A childs action plan for inclusion is regularly reviewed in discussions with parent/carers. Each child will have a One Page Profile or Individual Plan and if required a risk assessment which are updated regularly
Complaints Procedure
We request if there are any concerns to talk to the key person, SENCo or Manager. Formal complaints can be logged as found in the settings policy and procedure folder.
Further information
If any further information is required contact the setting or refer to the West Sussex Local Offer
ABC DAY NURSERY SEND INFORMATION REPORT
ABC Day Nursery is committed to providing an inclusive caring happy learning environment where all children can develop to their full potential
We know that children develop different skills at different rates, and some may require extra support to reach their learning goals.
We have written this information report to explain how we identify and support children with Special Educational Needs and Disabilities (SEND), how we work with other outside professionals and in partnership with the families to offer high quality supportive provision for every child.
Our aim is to ensure all children feel secure and valued, listened to and given the support to enable them to thrive. Parents are always included throughout giving them the chance to express their thoughts and feelings.
We work within the guidelines of the statutory guidance, as set out in the SEND Code Of Practice (2015) as follows:
To recognise and support early identification of emerging needs Inclusive teaching Child centred planning Open Partnership with parent/carers Working in partnership with other professionals, eg health/education/care To ensure that children feel safe, secure and included in all areas of the setting
The above is based on the SEND – assess/plan/do/review cycle and the SEND graduated approach.
How do we identify childrens needs?
There are four areas of need set out within the SEND code of practice, which are used as a basis for understanding and supporting a childs individual needs.
The four areas of need are:
Communication and interaction, which may include difficulties in speaking and understanding Cognition and learning which may include mild or severe difficulties Social emotion and mental health which may include anxiety, depression, eating disorders, behaviours which may be challenging and ADHD Sensory and physical needs, which may include physical disability, visual impairment or hearing difficulties
We will identify specific needs by
Observations by the key person and other practitioners Regular discussions with team Discussions with parents Monitoring speech and language using the monitoring tool kit Progress reviews Refer to external professionals if appropriate for help/advice
How do we support children with SEND
To work as a team to give consistent high quality care and teaching To work in small groups and enable 1:1 support when needed Use various visual aids, visual timetables, now and next boards, communication tools, Makaton signing Procedures and strategies to regulate and support emotional and behavioural outbursts Regular reviews of the environment, resources and routines, including risk assessments Monitoring the Assess/Plan/Do/Reviews cycle and the graduated approach Refer to information and advice from outside professionals To use one page profiles, individual plans, action plans for all practitioners to work with To promote self care, healthy eating, teeth cleaning and giving emotional support. Parents are encouraged to work in partnership with us in supporting their childs learning, and information is always shared.
We work with various outside professionals and follow any advice and strategies they suggest in supporting a childs learning, they are welcome at any time to visit.
Training
All staff have childcare qualifications and receive ongoing training to keep up to date. The SENCO for the setting continually keeps up to date with new legislation and best practice and holds a Level 3 award for SENCO in the early years.
Accessibility
The setting provides various adapted resources and sensory equipment. Easy accessible toilets and ramps to the outside areas. If a child needs specialist equipment this will be sourced where possible
Supporting transitions
Transitions from the setting to a childs next educational setting are planned with parents, the school and external agencies to ensure a smooth transition for all concerned.
Reviewing Support
A childs action plan for inclusion is regularly reviewed in discussions with parent/carers. Each child will have a One Page Profile or Individual Plan and if required a risk assessment which are updated regularly
Complaints Procedure
We request if there are any concerns to talk to the key person, SENCo or Manager. Formal complaints can be logged as found in the settings policy and procedure folder.
Further information
If any further information is required contact the setting or refer to the West Sussex Local Offer