Catering for Special Needs
Special Educational Needs Policy
Moor House aims are to have regard to the DFES Code of Practice on the Identification and Assessment of Special Educational Needs. We welcome, and provide appropriate learning opportunities for all children.
- Children with Special Needs, like all other children, will be admitted to the nursery
- For all staff to promote a positive image of the children who are identified on the Special Needs Register
- For management committee to be informed of their responsibilities to meet Special Educational Needs of the children at Moor House Nurseries
- For the Special Educational Needs Co-ordinator (SENCO) to liaise effectively with outside agencies to reflect the nurseries collaborative approach to addressing Special Educational Needs
- For staff to attend wherever possible training on special needs arranged by the EYDCP and other professional bodies
- To identify early signs of special educational needs
- To work in partnership with parents and other professionals helping the child
- To ensure that all children have access to education, and that their special needs are met
Identification and Assessment Arrangements, and Review Procedures
Stage 1: The child’s key person identifies a child’s learning need and consults with the manager and with parents and collects and records information. With the parents consent curriculum work is planned to match the child’s level of ability, and their progress is monitored and reviewed regularly. The key person informs the SENCO who identifies the child on the SEN register.
Stage 2: Recognise the need for further support, and make specific plans to meet the child’s need. SENCO to ensure that an individual educational plan is prepared, and discusses learning targets and strategies for implementing the programme, as appropriate; ensures parental involvement in the plan.
Stage 3: The SENCO may seek a wider picture to plan and provide for a child’s need. The key person or parent may still be very concerned about some aspects of a child’s learning, despite the implementation of an Individual Educational Plan (IEP) at stage 2, and may wish for specialist advice to assess the child’s need. The SENCO would always consult with the parent before proceeding with a referral to the Educational Psychologist, Speech Therapist, etc, and their permission is sought. Professionals are invited to contribute to the information of the IEP as appropriate.
Stage 4: It is agreed that a full statutory assessment of the child’s special educational needs should be initiated, and the Local Educational Authority (LEA) become involved. We may be visited by the Educational Psychologist, and should be invited to submit a report outlining our view of the child’s strengths and needs, and an account of what we have done to support the child’s at stages 1-3. Continue to work with parents to adapt a plan to take account of any advice given. Monitor, and review.
Stage 5: The child receives a statement of her/his special educational needs, setting out the provision that should be made for them and a named support worker is involved with the setting and this the LEA should fund. It should be stressed that it is not inevitable that a child will move progressively through the stages. She/he may remain on Stage 1 or 2 for a term, and then progress by leaps and bounds, so as not to need any further special intervention. Also, it is possible for a full assessment to be requested, and for the LEA to consider the request and, after consulting all those involved, decide that isn’t necessary, so that the child might remain at Stage 3, and receive a ‘note in lieu of a statement’ setting out what a child needs, without the legal power of a statement. Children may move forwards or backwards between stages, as long as the process is marked by a review meeting where the parties involved agree.
