How does the early year's provision identify and assess children with special educational needs and disabilities?

How does the early year's provision identify and assess children with special educational needs and disabilities?

Each child is allocated a 'Key person'. If a Key person has any concerns they will observe and assess the child to collect any evidence to identify the need. Any concerns will be shared with the child's parents and the setting SENCO.  Any relevant support will be put in place to create an education plan which will ensure that the right support is in place for each child. 

We work very closely with parents/carers and any other professionals involved. Training will be given to staff to ensure the child is getting the best support possible.

How will the curriculum be matched to meet children's developmental needs?

How will the curriculum be matched to meet children's developmental needs?

The child's 'Key person' will create a support plan around the child's needs, interests and next steps.  They will then choose activities to help promote the skills identified. Work in small groups may be used to allow the child to explore and enhance their own learning.

Staff will support and observe, and these observations will then be used to help build skills and knowledge which will be shared with parents and any outside specialist agencies.

What specialist services and expertise are available at or accessed by the early years setting?

What specialist services and expertise are available at or accessed by the early years setting?

We welcome any involvement and help from outside agencies and parents alike. SEND services are used to get expert advice and reassurance that the planning is challenging and effective.

Our SENCO attends the SEND business meetings regularly to ensure they are up to date with the latest training.

What training have the staff supporting children with SEND had, or are having?

What training have the staff supporting children with SEND had, or are having?

Staff receive any specific training that they need for the children they care for. They also work with parents and any professionals who are already involved.

All staff have undertaken some in-house training on Speech and Language.

How accessible is the early years setting environment? (indoors/outdoors)

How accessible is the early years setting environment? (indoors/outdoors)

All aspects of Pre-school are accessible. We are on the ground floor with ramps up to the main building. The outdoor area is also accessible.

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

All transitions are handled sensitively and with a great deal of support given before the child leaves for their new setting. Pre-school works closely with parents/carers and staff from their new setting.

The Key Person will arrange meetings and visits, and a plan will be in place for staff from the new setting to visit Pre-school and also for the child to visit the new setting with their Key Person. If needed, the child's Key Person will attend these visits with the child, usually at the request of the child or child's parents.