about us » supporting children with special educational needs

We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.

  1. We have regard for the DfES Special Educational Needs Code of Practice (2001).
  2. We ensure our provision is inclusive to all children with special educational needs.
  3. We support parents and children with special educational needs (SEN).
  4. We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies.
  5. We work in partnership with parents and other agencies in meeting individual children's needs.
  6. We monitor and review our policy, practice and provision and, if necessary, make adjustments.

EYFS key themes and commitments

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

1.1 Child development
1.2 Inclusive practice
1.3 Health and well-being

2.1 Respecting each other
2.2 Parents as partners
2.3 Supporting learning
2.4 Key person

3.2 Supporting every child
3.3 The learning environment
3.4 The wider context

4.1 Play and exploration
4.2 Active learning
4.3 Creativity and critical thinking

Following are observed to comply our Safeguarding Policy.

  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is the Nursery Manager.
  • We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We use the graduated response system for identifying, assessing and responding to children's special educational needs.
  • We work closely with parents of children with special educational needs 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 children's education.
  • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.
  • We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
  • We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs.
  • We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
  • We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.