Special Educational Needs Policy

 Statement of intent

We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.

Aim

• We have regard for the DfES Special Educational Needs Code of Practice (2001).

• We ensure our provision is inclusive to all children with special educational needs.

• We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies.

• We work in partnership with parents and other agencies in meeting individual children’s needs.

• We monitor and review our policy, practice and provision and, if necessary, make adjustments.

Method

• We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and give her name to parents.

• We ensure that our inclusive admissions practice ensures equality of access and opportunity.

• We make every reasonable attempt to to provide access for children with special educational needs including adapting our facilities as far as we are able.

• We use the graduated response system for identifying, assessing and responding to children’s special educational needs.

• We work closely with parents of children with special educational needs to create and maintain a positive partnership.

• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education.

• We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.

• We provide a broad, balanced and differentiated curriculum for all children with special educational needs.

• We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs.

• We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

• We have systems in place for supporting children during Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing process.

• We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.

• Apply for funding to employ a one to one support worker if it is necessary.

• We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.

This policy was adopted at a meeting of Larksmead Pre-school

Held on: 3^rd July 2008

This policy was reviewed on