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
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:
● 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.