SEND and Inclusion Policy

Special Educational Needs and Disability (SEND) and Inclusion Policy

Golborne and Maxilla Children’s Centre (hereafter referred to as “the Centre”) is committed to creating a friendly and warm environment that welcomes everyone equally, offering an inclusive curriculum in our educational provision, and to working together with parents to support their child’s learning. We recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. Statistics show that one in five children, at some time in their school career, may experience difficulties that affect their learning over the long or the short term. By receiving additional support at the appropriate time, most children make good progress and do not need long term help. We are committed to providing early support and intervention to remove barriers to learning. We are recognised and supported by the Local Authority as providers of an Enhanced Local Offer for SEN. This policy clarifies how we implement inclusive practice and procedures to support the children and families we work with. It has been written with regard to the Special Educational Needs and Disability Code of Practice (2014) and the Equality Act (2010).

Our objectives
We aim to ensure that our ethos and environment reflect the needs of all our children and families. We aim to ensure that all learners make the best possible progress, with full access to the Early Years Foundation Stage curriculum, and that parent and carers are actively involved in supporting their child’s learning. When additional support is required to enable a child to access the curriculum and achieve his or her full potential, we see it as our duty to make arrangements for this. We aim for children with special educational needs (SEN), disabilities, and those who are gifted and talented to be fully included in the life of the school.

Our responsibilities
Provision for children with additional needs is the responsibility of everyone in the centre. Veronica Hilliard is the Head Teacher of Golborne and Maxilla Children’s Centre. Melanie Coles is the SENCo at Golborne and Maxilla Children’s Centre. Faith Jenkins is the Governor with responsibility for children with SEND. Confidentiality is paramount. However, in the best interests of the children, appropriate professionals will share information on a “need to know” basis.

Admission arrangements
All children, regardless of additional need, are admitted in accordance with our published admission criteria (see Admissions Policy).

Inclusion and access to the curriculum
Full access to the Early Years Foundation Stage curriculum is provided for all children through differentiated planning by teaching staff. Pupils with special educational needs or disabilities are included in all activities, both on and off site.
Adult-led, focused activities are usually conducted in small groups for all children – the size and composition of groups may vary according to need, as well as the teaching methods employed. This ensures that all children can receive a personalised approach to learning, enabling them to achieve individual targets and to be extended in their learning as appropriate to their needs. Children also attend differentiated story groups to ensure the appropriate level of challenge or support. Some children may be supported to use a visual timetable to ensure they fully access the curriculum. Children with a Statement of SEN or an Education, Health and Care Plan (EHCP) usually have one-to-one support from an SEN Teaching Assistant, funded by the Local Authority.
We make reasonable adjustments to include children with disabilities. This may involve treating a child with disabilities more favourably than others in order to ensure they benefit from the same opportunities as others. This does not necessarily mean that the child has special educational needs.
Our planning for Personal, Social and Emotional development through the curriculum teaches children to be aware of and positively value the differences between people as well as the similarities, and to be sensitive to one another’s needs.

Identification, assessment and review
Some children are identified as having SEN before or on admission to nursery school. Some children’s needs are identified or emerge during their time at nursery. We are committed to the early identification of special educational needs, and to a graduated response. The same principle applies to children who are gifted and talented, and require additional provision.
• Local families are able to access a weekly Stay and Play session at the Centre, which may lead to early identification of additional needs.
• Children receive a home visit prior to their start date. Any concerns about additional needs are discussed and recorded on the home visit form.
• Parents are invited to an induction session, during which they have the opportunity to ask questions about the setting, including provision for SEN.
• The child’s designated key-worker is the initial contact for parents, and is available to discuss any concerns parents or carers may have. Progress meetings are held termly between key-workers and parents, and additional meetings may be arranged as appropriate.
• During the settling-in period, tracking observations and baseline assessments are completed for each child, and any concerns raised are discussed with parents during the settling review meeting.
• During daily overview evaluations and weekly “Children’s meetings”, teaching staff have the opportunity to raise concerns about children’s progress, identify barriers to learning, or share evidence of exceptional progress.
• If the evidence collected (as above) suggests that a child is experiencing barriers to their learning, their progress will be more closely monitored.
• If concerns persist, we work closely with the child’s parents, and use additional strategies and resources available within the school to support the child’s learning. This stage is known as Early Concern. If a child is identified as having SEN and special educational provision is being made for them, their parents must be informed.
• If a child’s progress continues to be limited, we may request advice or intervention from professionals outside of school, with the permission and involvement of the parents. This stage is known as Early Intervention. Following consultation with the child’s parents, the staff team, and the child where possible, a Learning Support Plan may be written, usually by the SENCo and the child’s key-worker. Progress towards Plan targets is continually monitored, and targets are formally reviewed each term. Strategies and advice from outside professionals will be incorporated into the Plan.
• In the few instances where the support provided through Early Intervention is insufficient to enable the child to make adequate progress, we support parents to request an Education, Health and Care Assessment from the Local Authority. The LA may then decide to issue the child with an Education, Health and Care Plan. This usually leads to the allocation of funding to provide additional support to meet the child’s needs.

Arrangements for coordinating SEND provision
• The SENCo keeps a register and database of children with SEND, which is updated termly. She maintains the confidential SEND files and ensures that these are up to date with information on individual children with SEN.
• The SENCo ensures appropriate Learning Support Plans are in place and reviewed each term, in consultation with key-workers, parents and children where possible. Staff collaborate in setting new targets which are recorded by the SENCo.
• The SENCo is responsible for reviewing the effectiveness of interventions in enabling children to make progress.
• The SENCo acts as a link with external agencies. This includes making referrals for assessment and support for individual children, writing consultation requests for Educational Psychologist (EP) involvement, exchanging information with outside agencies, and ensuring that background information and therapy reports are disseminated to the appropriate staff.
• The SENCo supports and monitors practice with regards to interventions, and acquires and maintains resources for children with additional needs.
• The SENCo reports to the Head Teacher and SEND Governor on the progress of children with SEND, and works closely with the teaching staff and Head Teacher to ensure appropriate provision is in place.
• Teaching staff remain responsible for working with children on a daily basis and monitoring progress towards children’s targets.
• Key-workers, teachers and/or the SENCo meet with professionals from external agencies with regards to children with additional needs, and report back to the staff team.
• Key-workers maintain a close working relationship with parents and carers, ensuring that information between home and school are shared. The key-worker is responsible for sharing concerns raised by staff with parents; and for ensuring that concerns raised by parents are shared with the staff team.
• If a child is supported by an SEN Teaching Assistant funded by the borough, the SENCo and the child’s teacher and key-worker ensure that the TA fully understands and carries out their duties appropriately on a day-to-day basis.

Specialist provision
• Support for SEN is delivered by all teaching staff, through differentiated teaching methods.
• Our provision is frequently reviewed and adjusted in order to meet the additional and changing needs of our children. Our routine incorporates a number of small support groups, in addition to the differentiated provision normally available. This includes regular language support groups, with support for planning and implementation from the Speech and Language Therapy service.
• The SENCo consults with health and social care professionals to ensure that medical needs are effectively supported.
• The SENCo maintains and updates a stock of specialist teaching resources, for example to meet specific sensory needs or target specific skills.
• Children who require Early Intervention may be referred to a teacher with specialist knowledge from the RBKC Early Years Intervention Team (the teacher works with children in the classroom)
• All staff have basic knowledge of Makaton signs and access to Makaton guidance manuals. Some staff have attended intensive Makaton training.
• The Head Teacher, SENCo and the Higher Level Teaching Assistant at Golborne have been trained in TEACCH.
• The Higher Level Teaching Assistant at Golborne has been trained in Portage.
• All staff have attended Autism Awareness training provided by the Early Years Intervention Team.

External support services
• An Educational Psychologist makes three half-day visits per term to the Centre.
• A Speech and Language Therapist visits the Centre regularly, and supports planning and implementation of language groups.
• The Early Years Intervention Team make visits to support individual referrals
• Direct referrals can be made by the Centre to the RBKC Speech and Language Therapy Service; Early Help; Occupational Therapy; Physiotherapy; the Child and Adolescent Mental Health Service (CAMHS) and the Child Development Service (for multi-disciplinary assessments).
• Earlybird group sessions for parents of children with Autism take place on site and referrals can be made for these by the Centre.

Enhanced Early Years Local Offer
After a successful application to deliver the Early Years Enhanced Offer in September 2015, we have been able to provide additional services in a range of ways. Additional Speech and Language Therapy, Occupational Therapy and delivery of Art Therapy. We can offer support and guidance to other local early years settings and we have introduced a support group for parents of our children with additional needs.

The learning environment
We ensure all families and their children are welcomed into the Centre, through invitations to attend drop-ins, workshops and coffee mornings. We consider the characteristics of our communities when we purchase and create resources, to ensure the learning environment reflects our diversity with positive images. Where we can, we recruit local staff and governors from our ethnic communities, and especially staff who are able to speak community languages.

Special facilities and access arrangements

There is ramped access to the Centre with entrance through wide doors. The 2-3s and 3-5s rooms are on the ground floor. The parents room, the white room and the sensory soft play room are situated on the first floor, with a lift for those with reduced mobility. The white room is a quiet area available for language groups or Earlybird sessions. There are two hydraulic changing tables within the centre, and two adult toilets suitable for wheelchair users. There is ramped access to the garden from the 3-5s room. There is good lighting for children with visual impairments. Golborne and Maxilla is currently employing a Speech and Language Therapist who attends weekly to work with groups and individual children. This is funded through Golborne Maxilla Early Years Enhanced Offer funding.

Allocation of resources
• The SENCo has regular non-contact sessions to carry out SEND related duties
• The SENCo regularly attends training organised by the borough, and at other establishments as appropriate.
• The use of funding from the borough for staff supporting children with additional needs is planned and reviewed regularly by the Head Teacher and SENCo to reflect current pupil needs. This is recorded on a school provision map.

Links with other schools / arrangements for transition
Transfer reports are written for all children leaving to attend primary school. The transfer report includes information about a child’s additional or special educational needs. If we consider that a child will continue to need support, their SEN records are sent to the receiving primary school. Transfer meetings are arranged, usually involving the SENCo, the child’s teacher or key-worker, the parents and the receiving teacher or SENCo. Arrangements are also made, wherever possible, for the child and their key-worker or one-to-one support worker to visit the receiving school together prior to transition.

Arrangements for complaints

Complaints regarding special educational needs, disabilities or inclusion should be made initially to the Head Teacher. These will be recorded and addressed in accordance with our complaints procedure (see Complaints Policy).

Evaluating the success of the SEND and Inclusion Policy
SEN is a standing agenda item at governing body meetings each term. The SENCo reports to the Head Teacher and SEND governor each term, providing information such as the number of children on the SEND register and the provision being made for them. The progress and attainment of all learners, including those with additional needs, is monitored regularly and reviewed by the Curriculum Committee termly. Our SEN policy is successful in identifying children who need support and addressing concerns. The majority of children will make progress against their Learning Support Plan targets.

Definitions
A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. Children’s SEN are generally thought of in the following four broad areas of need: Communication and interaction; Cognition and learning; Social, emotional and mental health; Sensory and/or physical needs.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she – has a significantly greater difficulty in learning than the majority of others of the same age, or – has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014)
A disability is ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’ (Equality Act 2010) ‘Long term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial.’ This definition includes sensory impairments such as those affecting sight or hearing and long term health conditions such as asthma, diabetes, epilepsy and cancer. Children with such conditions do not necessarily have SEN. Where a disabled child requires special educational provision they will also be covered by the SEN definition.
Special educational provision is provision different from or additional to that normally available to children of the same age.

(Definitions drawn from the Special educational needs and disability code of practice: 0-25 years, 2014)

Adopted and agreed by the Federated Governing Body

Date: 29th November 2016

Term dates


Autumn Term 2017

  • term starts Wednesday 6th September
  • half term break occurs – Monday 23rd October to Friday 27th October 2017
  • back to school from half term Tuesday 31st October 2017
  • last day of term Wednesday 20th December 2017




Spring Term 2018

  • term starts – Thursday 4th January 2018
  • half term break occurs – Monday 12th February to Friday 16th February 2018
  • back to school from half term – Monday 19th February
  • last day of term – Thursday 29th March 2018



Summer Term 2018

  • term starts – Tuesday 17th April 2018
  • half term break occurs – Monday 28th May to Friday 1st June 2018
  • back to school from half term – Monday 4th June 2018
  • last day of term Thursday 19th July 2018



Autumn Term 2018

  • term starts – Wednesday 5th September 2018
  • half term break occurs – Monday 22nd October to Friday 26th October 2018
  • back to school from half term – Monday 29th October
  • last day of term – Wednesday 19th December