01217169200

Stuart Court, 73-75 Station Road, B23 6UG

01217169200

Stuart Court, 73-75 Station Road, B23 6UG

Special Education Needs

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We are committed to working in partnership with parents/carers and relevant professionals to raise aspirations and expectations for children with SEND by focusing on the holistic development of each child to ensure positive outcomes and to enable all children to fulfil their potential. To achieve this, we will:

Our S.E.N.D Commitment

    Provide a welcoming, receptive and responsive environment in which parents/carers work in partnership with staff to meet each child’s individual needs
    Ensure effective communication between staff ad children, staff and parents/carer, staff/parents/carers and outside agencies, and staff and other stakeholders
    Ensure that all children have access to a broad and balanced curriculum which is delivered to the highest quality and follows children’s own interests
    Plan for and regularly assess children’s individual needs following a “assess, plan, do, review” cycle involving parents/carers every step of the way
    Develop strong leadership and management team to support staff and stakeholders to identify needs and enable them to access training
    Meet with parents regularly allowing flexibility for meeting times and respecting them as their child’s first educator
    Ensure transition periods are well planned for and information is transferred promptly and confidentially
    Work collaboratively with the senior team to monitor progress and provision for children with SEND, and to monitor the accessibility of the physical learning environment, the curriculum and information for children with disabilities
    Ensure all policies are inclusive and are known, and accessible to all parents/carers and staff

A child is identified as having a special educational need and/or disability (SEND) ‘where their learning difficulty or disability calls for special educational provision, namely provision different from, or additional to, that normally available to children of the same age’ (Code of Practice 6.15).


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Our SEND policy complies with the statutory requirements laid out in the SEND Code of Practice 0-25 (July 2014), which is produced by the DfE and describes the way both education provisions and Local Authorities should identify and support all children with SEND, and with reference to the following guidance and documents:

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 The Children and Families Act 2014 The Equality Act 2010: advice for schools DfE Feb 2013 The Statutory Framework for Early Years Foundation Stage (EYFS) The Special Educational Needs and Disability Regulations 2014 Safeguarding Policy

If a child is identified as needing support to reach their full potential the child’s keyworker will make initial contact with the parents/cares to see if they also have any concerns. The child will be closely monitored by practitioners and all information will be brought together with the observations of the parents/carers and discussed with them fully. Practitioners will pay particular attention to the child’s development in the prime areas of the EYFS (personal, social and emotional development, communication and language development and physical development) when considering whether or not a child has SEN.

Another way a child may be identified as needing extra support is through concerns raised by parents/carers. Or the child may start the setting having been seen or had concerns identified by doctors, health visitors or a paediatrician before the child starts at nursery. Specialised agencies such as Speech and Language Therapy, Educational Psychology, Social Care etc. may therefore already be involved.


Importantly, the following needs/factors are NOT considered SEN, but may impact on progress and attainment:

 Disabilities (it is the duty of all provision to make “reasonable adjustments” to their setting to include children with disabilities as described in the Equality Act 2010—this alone does not constitute SEN). Health and Welfare. EAL (English as an Additional Language). Looked After Child (LAC). Behaviour- no longer a way of describing SEN but a sign that a child has an unmet need.

How we Support our children

Moonstones are grouped according to their colour; and different coloured stones all have different uses but no doubt are all equally invaluable. Likewise, our little ‘moonstones’ might be at different stages of their development but are equally invaluable.

  • Supporting Children & Their Families

    We put children and families at the centre of identifying, planning and supporting children with SEND. We recognise the importance of parents as their child’s first educator and views on their child’s development are sought and recorded as soon as they start nursery. Partnership with parents plays a key role in promoting a culture of co-operation between parents, the nursery, the Local Authority and others. This is important in enabling children with SEND to achieve their potential. Parents should be fully involved in decisions made about their child’s needs. Parents/carers are supported at every step to understand what they can expect from us within the nursery’s own resources by the staff team. This information is also available to current and prospective parents/carers via the nursery website.
    Parents/carers are encouraged to visit our local children’s centres to access services and support.

  • Settling In Procedure

    When we have a new child starting the setting then settling in sessions are booked. Settling in sessions are there to support a child in becoming used to the setting and become familiar with the staff.

    Settling in sessions are provided free of charge for a child and the amount provided are based on each child and how well they settle into the nursery. Settling in sessions are never going to stop a child from becoming upset but they will ease the separation process.

    The usual plan for settling in session are as follows:

    1st session is for 30 minutes where a parent stays to complete forms while allowing the child to explore the setting and meet the staff.

    2nd session is for 1 hour and allows for a parent to leave their child for the first time at the setting.

    The next sessions and all following sessions will be booked dependant on how well the child is settling in.

    Please be assured that your child will receive lots of cuddles and attention if they are upset and we will do our utmost to ensure they settle in easily and as quickly as possible. All children are individuals and some may take longer than others. Please feel free to telephone us as often as you like during the day to see how your child is progressing and to discuss anything else relating to the nursery.

    We do not encourage children to bring toys into the nursery. However, if your child has a special comfort toy or blanket, etc, which you think would help them to settle better and feel more secure, they are welcome to bring it into the nursery.

  • Parents/Carers As Partners

    The staff working at Moonstone Day Care recognise that parents and carers are the first educators of their children. In recognising the role of parents and carers, nursery staff acknowledge the benefits of working in partnership with families, to ensure care and learning for the children.

    On occasion, children attend other registered provisions as well as the nursery and good communication between staff and other relevant providers will contribute towards the child’s time at nursery being happy settled and productive.

    This policy identifies to parents and carers the commitment to the nursery staff in involving them and any other registered provision their child attends fully in their child’s development, learning and experiences. This will be achieved by ensuring that families are always kept fully informed of events and activities in the nursery, by sharing information with them, answering questions and addressing any concerns fully, and by encouraging families to participate in the life of the nursery.

    Other registered providers will be invited to share and exchange information relating to the child’s interests and development and learning, if families are in agreement.

    All staff working in the nursery will:

    *Recognise that at all times they are accountable to the parents and carers of the children in their care and encourage parents to trust their judgement regarding their own child.

    *Gather from parents and carers information which will aid their child settling at nursery.

    *Share with the child’s family, information about children’s daily routines, the activities being planned and carried out.

    *Inform parents and carers regularly of their child’s progress and development, through parent’s evenings and encouraging them to be a part of their child’s learning journey.

    The staff working at Moonstone Day Care recognise that parents and carers are the first educators of their children. In recognising the role of parents and carers, nursery staff acknowledge the benefits of working in partnership with families, to ensure care and learning for the children.

    On occasion, children attend other registered provisions as well as the nursery and good communication between staff and other relevant providers will contribute towards the child’s time at nursery being happy settled and productive.

    This policy identifies to parents and carers the commitment to the nursery staff in involving them and any other registered provision their child attends fully in their child’s development, learning and experiences. This will be achieved by ensuring that families are always kept fully informed of events and activities in the nursery, by sharing information with them, answering questions and addressing any concerns fully, and by encouraging families to participate in the life of the nursery.

    Other registered providers will be invited to share and exchange information relating to the child’s interests and development and learning, if families are in agreement.

    All staff working in the nursery will:

    *Recognise that at all times they are accountable to the parents and carers of the children in their care and encourage parents to trust their judgement regarding their own child.

    *Gather from parents and carers information which will aid their child settling at nursery.

    *Share with the child’s family, information about children’s daily routines, the activities being planned and carried out.

    *Inform parents and carers regularly of their child’s progress and development, through parent’s evenings and encouraging them to be a part of their child’s learning journey.

  • Practitioners Skill & Training

    The setting’s SENDCO has participated in specialist special education needs training. If Specialist training is needed for practitioners to support children with additional needs this will be sought. Every month practitioners are given a refresher regarding any children with Special Educational Needs, any changes to those policies or updates. Moonstone also have an Equality & Diversity Officer who has received specialised training in that subject, they then cascade any information to the practitioners once a month. In addition, all our practitioners have the relevant training such as safeguarding, first aid and food hygiene.

  • We Promise to be Accessible and Inclusive

    The nursery recognises its responsibility in line with the Equality Act (2010) to identify and remove barriers to learning for all children. This includes:

    *Increasing and promoting access for disabled children to the curriculum and wider school activities such as trips out.

    *Improving access to the physical environment of the nursery by, for example, providing physical aids to facilitate a child’s access to education.

    *Improving the delivery of written information to disabled children and their families.

    Moonstone is a very accessible building with a large front door that creates wheel chair and pedestrian access.

  • From Nursery To School

    If a child is on the ‘Record of SEN Support’, the SENCo will inform the primary school they will be attending. Before transfer to primary school the receiving SENCo is contacted to ensure that the transition to the reception or nursery class is successful. Arrangements are made for visits for staff to share information and look for ways to support the transfer process. Whenever possible, preliminary visits will be made with the children to the receiving school or nursery. In some cases, a transition meeting will be arranged including parents/carers, Key Person, SENCo, all involved agencies and the receiving school’s SENCo will be invited. On transfer, the child’s records will be passed on to the receiving school or nursery. It is recognised that some children may need detailed transition plans.