Rainbow Pre-School aims to have regard to the DFEE code of practice on the Identification and Assessment of Special Educational Needs, and to provide a welcome and appropriate learning opportunities, for all children.

·         All children have an equal right to education, including those with special educational needs.

·         The entitlement for children with special education needs to access a broad, balanced, relevant and differentiated curriculum.

·         The necessity of developing a partnership with parents (see equal opps policy)

·         We make food use of available support service and work in liaison with other professionals for example health visitors, psychologists, social workers, paediatricians and speech and language therapists.

·         We monitor, record and evaluate children’s progress.

·          We have a commitment to shared responsibility between staff and parents.

·         We regularly review the S E N policy and procedures.

·         If it is felt that a child needs can not be met in Rainbow Pre-School without the support of a one to one worker, funding will be sought to employ one.

·         Rainbow Staff will attend, whenever possible, in-service training on special needs arranged by the Pre-School Learning Alliance and other professional bodies.

 

ADMISSIONS

  • Children with S E N like all other children, are admitted to pre-school after consultation between parents, Rainbow Pre-School leader and any relevant support service.
  • The child’s needs will be identified prior to admission, following discussion between parents and the professionals mentioned above.
  • S E N to be considered will include physical access to the building, any outdoor play/activities.  Also access to curriculum – adult support and any necessary equipment (see admissions policy).

 

PARENTAL INVOLVEMENT

  • All staff will work towards developing a partnership with parents.  Staff and key worker will work with parents through a graduated response to a child’s S E N as identified in the Code of Practice.
  • Staff and parents work together through all S E N Stages.
  • Staff and parents regularly share information about a child with S E N and are given copies of all reports.
  • Individual education plans are written and reviewed in consultant with parents and relevant support professionals.
  • Information and services are made available to parents via notice board and SENCO.
  • Information and support will be accessed and provide for parents in community language if and when necessary (see parental involvement policy).

 

RESOURCES

  • These will be allocated according to a child’s individual S E N.
  • Where it is identified that the child will benefit from a one to one worker, one will be employed.
  • Toys and specialist equipment will be provided (loan or bought) where necessary (see equipment policy).
  • Planning of floor space needed by staff.
  • Staff will when possible undertake specialist of further training if needed, to meet the individual needs of a child.
  • Staff can obtain relevant information via SENCO and support professionals
  • Staff will communicate with respective/relevant support agencies via meetings, written correspondence and visits to Rainbow etc.
  • Relevant documentation will be transferred when necessary to the next setting or school.
  • To ensure that all staff through experience and training have a good knowledge of the Code of Practice and are all aware of the practice and procedure to facilitate the early identification of children’s S E N and in monitoring, assessing and reviewing.

 

AVAILABLE SUPPORT SERVICES

Early Years Inclusion Officer        Early Years Support Service          Health Visitor      

Speech and Language                                     Therapist                                             Social Services

 

  • All staff have a copy of this policy and are committed to the implementation of it.  (see Staffing and Employment Policy).
  • The policy is monitored by reviewing annually.  More often if necessary after a OFSTED visit.
  • All staff will be involved in reviewing and discussing the contents of this policy and practice reviewed regularly to ensure implementation.
  • The SENCO in this setting is Pip Taylor.
  • All staff will attend various in-service training and support on S E N issues.
  • All staff to be aware of the need to keep up to date with relevant training.
  • The SENCO has attended three mandatory training days.