- Not to treat a disabled child less favourably for a reason related to their disability
- To make reasonable adjustments for disabled children
Through understanding the Dfes Special Educational Needs code of practice we ensure that procedures are in place to recognize, support and guide early signs of any additional needs.
Aim
To ensure we are adhering to these duties at all times and:
- To provide a welcome and appropriate learning environment for all children.
- To ensure staff is trained to help support parents and children with special educational needs (SEN)/ disabilities.
- To identify the specific needs of children with SEN/ disabilities and meet those need through a range of strategies.
- We work in partnership with parents and other agencies in meeting individual children’s needs.
- We monitor and review our practice and provision and, if necessary, make adjustments.
Procedure
- A Special Educational Needs Coordinator SENCO (name) is responsible for the setting.
- All staff will refer issues to the SENCO.
- The manager will be informed of all concerns.
- All concerns should be documented and discussed with parents by the Key person. The SENCO will offer further support.
- Close observations will be made and appropriately recorded.
- All assessment, planning, provision and reviews will be documented.
- SENCO, key persons and parents will liaise to discuss and explore ways to meet the needs of the individual child.
- Parents are provided with information on sources of independent advice and support.
- SENCO should liaise with area SENCO or other professionals and these may become involved.
- Individual education plans may be planned, implemented, monitored, evaluated and reviewed.
- The child may be added to the Special Educational Needs register.
- The child will be supported through Early years action or Early Years Action plus.
- All parents are able to view their child’s developmental records, IEPs and are welcomed to attend review meetings
- Children’s views and opinions will be sought and encouraged; their likes and dislikes will be taken into account, when planning their learning.
- We will seek funding and support for those requiring 1-1 or additional resources.
Early year’s action
An individual education plan identifying the interventions that are additional to or different from those provided as part of our usual curriculum, will be completed by the SENCO, parents and the Key person. The views and preferences of the child will be taken into account.
The SENCO will make arrangements to review the child’s progress with the parent and the key person.
Any additional information will be gathered.
Early years action plus
SENCO, parents and Key persons will agree a more detailed IEP detailing advice from external agencies, the views and preferences of the child. The IEP will detail intervention which is additional or different from those provided at Early Years Action.
The SENCO will make arrangements to review the child’s progress
If the child’s progress is a concern at EYA+ it may be necessary to consider discussing statutory multi disciplinary assessment with the LEA.