Statement of Intent
We provide an environment in which all children are supported to reach their full potential.
- To have regard for the DFE 0-25 SEND code of practice.
- To include all children in our provision
- All practitioners help support parents and children with special educational needs (SEND)/Disabilities.
- To identify the specific needs of children with SEND/disabilities and meet those needs through a range of strategies.
- To work in partnership with parents and other agencies in meeting individual children’s needs.
- To monitor and review our practice and provision regularly and, if necessary, make adjustments.
- To regularly monitor progress of all children to identify any possible areas of need.
- To attend all relevant training and incorporate into policy and practice.
- We have a member of staff designated as special educational needs and Disability Co-ordinators (SENDCo) and give their name to parents.
- The SENDCo of this setting are Claire Whyers and Andrea Pearce.
- The provision for children with SEND/ disabilities is the responsibility of ALL staff members in the setting.
- It is the responsibility of the SENDCo to complete referrals to outside agencies; parental permission will always be gained prior to referral.
- We will ensure that our inclusive admissions practice ensures equality of access and opportunity.
- We will ensure that our physical environment is as far as possible suitable for children with disabilities
- We work closely with parents of children with SEND/disabilities to create and maintain a positive partnership and ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. We invite parents to attend review meetings to discuss children’s progress and plan next steps.
- We provide parents with information with sources of independent advice and support such as the Local Offer.
- We liaise with other professionals involved with children with SEND/disabilities and their families, including transition into other rooms, settings and schools. We provide schools and other settings with appropriate information to ensure a smooth transition.
- We use the graduated response system for identifying, assessing and responding to children’s special educational needs. We will use this to identify any significant need as evidence towards any referral, such as for an Educational Health Care Plan (EHCP).
- We provide a broad, balanced and differentiated curriculum for all children with SEND/disabilities to meet individual needs and abilities.
- We use a system of planning, implementing, monitoring, evaluating and reviewing individual plans (IEPs) for children with SEND/disabilities.
- We ensure that children with SEN/disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
- All records will incorporate the assess, plan, do and review system for children with SEND/ Disabilities.
- All practitioners are responsible for carrying out their key children’s individual plans and reviewing and evaluating progress with support from the SENDCo. Practitioners will receive support from the SENDCo. SENDCO is responsible for updating IEP’s and sharing the new IEP with the relevant keyworker.
- All practitioners are responsible for passing on relevant information and concerns regarding key children to the SENDCo.
- Practitioners are to gather evidence of concern for key children prior to the referral process.
- To inform SENDCO of any concerns regarding children’s development.