Special Educational Needs

Special Educational Needs and Disability (SEND) Policy
SEN Report November 2016
SEN Report November 2015


January 2018

At Gill Blowers Nursery School we believe in achievement, ambition and progress for all children.

We aim to meet the needs of individual children through highly effective teaching and learning.

There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.

We work in a flexible way to develop effective partnerships with children and their parents/carers. The SENCO, specialist teaching staff both within the school and external professional such as speech and language therapists, occupational therapists and child and adolescent health service (CAMHS) to ensure that the school can meet a broad range of special educational needs.

We undertake a rigorous system of monitoring children’s progress, supporting academic achievement and personal achievement by removing barriers to learning and use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children.

1. How does the Nursery School identify and organise support for children with special educational needs?

  • Children are referred to us from the LA’s SEN Service (SEN).We are currently funded for up to twelve 3 year olds as well as 2 year olds that have been identified with severe and complex needs.
  • All children are observed and tracked within the first 6 weeks and if there are any developmental concerns these are referred to the SENCO in the first instance.

The SENCO and SEN Lead Practitioners will observe and spend time with the child to identify what support is required and discuss this with the parents.

2. Who are the key people in the school available to discuss parental/carer concerns about their child’s difficulties? (E.g. Class Teacher, SENCO, Inclusion Manager).

          SENCO – Jo Iddenden (both sites of the school)
          SEN Lead Practitioner – Clare Butler / Michelle Ongley (both sites of the school)
          SEN Practitioner – Leabank - Adam Vale
          Class Teacher – Leabank - Jenna Brooksby
          SEN Practitioner – Mossdale - Sarah Thomas
          Class Teacher – Mossdale - Launa Corin

We have an open door policy and are accessible to parent when needed.

We hold IEP meetings/reviews every 6-8 weeks with parents. Copies of report are given to parent.

Progress sharing meetings are held termly where all parents can discuss the progress of their child.

Parents can also request a meeting with the SENCO.

3. How will parents/carers be informed about a child/young person’s progress within the setting and how will his/her progress be measured?

  • Progress is recorded on the SEN tracker and on the developmental profile.
  • There is a home/school communication book for all children with severe and complex needs.
  • Verbal feedback is given to parents on a daily basis.
  • Parents also receive written invitation IEP meetings/reviews.
  • The SENCO and SEN Lead Practitioners oversee the educational plan with contributions from key workers, class teachers and other professionals.

4. What support will parents/carers receive if their child/young person has been identified as having special educational needs?

At Gill Blowers families who have a child identified with SEN receive comprehensive support throughout their time at the school. This process includes:

  • Home visits - when necessary
  • Advice and support on relevant training, information about the child’s special needs, observation of strategies in action.
  • Parents are informed of available support groups and if required the SENCO will attend with them e.g. CALMS, group are held at our Leabank site. Flyers are displayed in our reception are.
  • Parents/carers are fully involved in every area of their children’s learning and development.
  • Parents are supported to access relevant training.

5. What support is offered to ensure the wellbeing of children/young people with special educational needs and disabilities?

We have a Well Being Programme that screens children to highlight their levels of well-being which identifies the children who need extra support. Opportunities are planned to raise specific children’s self-confidence and self-esteem. Our staff are trained in Intensive Interaction techniques which are designed to promote their positive relationships and social interactions with children.

We have a Key Worker system which enables to children to develop a secure attachment.

The staff receive training as the need arises for administration of medication e.g. use of epi pens, stoma bag etc.

We have a “Promoting Positive Behaviour” policy that all staff follows. If a concern is raised over a child’s behaviour, senior staff will observe and advise on strategies and interventions.

By observing children’s interests we are able to reflect these within their IEP targets.

We use our Golden Rules to support children in making good choices and work together to resolves problems. Visual prompts and sign are used to support children’s understanding of these rules.

6. How will teaching be adapted to support the child/young person with special educational/needs?

All children with SEN have an IEP, as well as individual planning to support their holistic development. We offer a range of specific interventions:

  • PECS – Picture Exchange Communication System.
  • TEACHH – Structured learning programme for children with autism.
  • Shoe Box Tasks – structured tasks to enable a child to develop independence.
  • Intensive Interaction – to encourage interactions with non-verbal children.
  • Attention Autism activities – encourages shared attention through fun based activities.
  • Makaton – signing to support communication development.
  • Identiplay – develops imaginative play skills.
  • Sensory focussed curriculum. A variety of sensory based activities to support a child to engage with their environment.
  • Schedules – visual time table.

In each class there are staff that are trained in the different activities. This is overseen by the SENCO and other professionals. Progress is measured through observation and recorded in an individual profile using a variety of formats e.g. video, photos, evaluations and written descriptions. Developmental profile and tracker data are analysed and used to inform the next targets. This is shared with parents at the IEP reviews.

7. What different types of support can the child/young person receive in school? (e.g. small group or individual)

The School are supported and advised by:

  • SENS (Special Educational Needs Service)
  • Early Years Specialist Teacher
  • ASD Advisor (Autistic Spectrum Disorder)
  • Educational Psychologist
  • School Nurse – Service
  • Visual Impairment Service
  • Occupational Health
  • Hearing Impairment Service

At Gill Blowers we provide a skilled member of staff in each class whose role is to work with children with SEN either individually or in small groups throughout their nursery session. All our Early Years Workers are qualified to NVQ Level 3 or equivalent. Relevant staff are given additional training in specific strategies.

8. How will the school support your child/young person in unstructured times such as lunchtimes and playtimes and enable him/her to have access to after school clubs, school trips an journeys?

If a child with SEN stays for lunches, they are supported by the SEN practitioner in the class. They are always invited to attend school trips and will be supported by the SEN practitioner. Parents are fully consulted re any trips or activities/events.

9. How does the (school) involve children/young people in decisions that affect them?

Through a process of observation we are able to reflect children’s interests in the planning and provision in the nursery.

10.  How are the school resources allocated to support children/young people with SEN?

The LA provides the nursery with additional funding enabling us to offer specialist support for twelve children. Application can be made for additional funding for two year olds that meet the criteria set by the LA.

This additional funding is allocated to provide specialised support in every class as well as training and resources. The SENCO is responsible for deciding the most effective use of staff and resources. This is reviewed termly.

The SENCO evaluates the effectiveness of the SEN provision and this is reported to the Head Teacher and Governing Body.

11.  What services external to the school can provide support to children with SEN?

  • The SENCO refers children and families to relevant services such as The Edwin Lobo Centre, SENS, Ed Psych, CAMH and Speech and Language.
  • The SENCO attends appointments with parents e.g. Multi-disciplinary Assessments at The Edwin Lobo Centre.
  • Specialist staff from outside agencies come into observe, meet parents, write reports and offer advice and strategies.
  • The SENCO regularly meets with external advisors to discuss individual children’s progress and next steps.

12.  How are staff in the school supported to work with children/young people with special educational needs and what training do they have?

SEN practitioners have received external training on

  • PECS
  • Makaton
  • IEP’s
  • Autism
  • Intensive Interaction
  • Attention Autism
  • Downs Syndrome

Whole school training has been delivered by the speech therapist, Ed Psych, School Nurse and SENCO.

13.  How will the setting support the child/young person in moving on to another school or college or to the next key stage in their education or life?

All children are fully supported in their transition to their next school.

  • The SENCO accompanies parents to visit prospective mainstream and Special schools.
  • Once a school has been agreed the SENCO will arrange a transition meeting.
  • The SEN practitioners will support the children to visit the receiving school.
  • On the first day at the new school the children will be supported by the SEN practitioner if necessary.
  • The SENCO will arrange the handover of all relevant information.

14.  How accessible is the school environment?

  • Both sites are fully accessible for wheelchair users.
  • Where appropriate symbols, signs, PECS, Makaton are employed to facilitate communication.

Disabled changing and toilet facilities are also available on both sites.

Where possible translation advice is sought to meet the needs of parents/carers whose first language is not English.

15.  Who can parents/carers contact for further information at the school?

The first point of contact may be the Key Worker or class teacher who will refer to the SENCO or Lead Practitioners if needed.

Children are also supported by SENS and the Educational Phycology Service.

Parents/carers should contact Gill Blowers directly and ask to speak to the SENCO.




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