Inclusion Policy

 

PONTEFRACT HAREWOOD CENTRE NURSERY SCHOOL

Inclusion policy, Special Educational Needs

Information

The Special Educational Needs co-ordinator is the headteacher, Mrs Becky Cook.

The Governor for SEND is decided at the first Governors Meeting at the beginning of each academic year when our new parent governors usually begin their term of office. The present governor for SEND is Mrs Sarah Conway (chair of governors).

Please also refer to the SEND policy for under 5s produced by Wakefield LA.

Fundamental Principles

a)    children with SEND should have their needs met
b)    the SEND will normally be met at Harewood Centre Nursery School
c)    the views of the child should be sought and taken into account
d)    parents have a vital role to play in supporting their child’s education
e)    children with SEND will be offered full access to a broad and balanced curriculum for the Early Years Foundation Stage (EYFS).

Admission Arrangements

This school follows the LA recommendations on Admissions to Early Years Settings.

Childrens names are taken onto the schools waiting list after their second birthday.

Harewood Centre Nursery School provides early years education for the pupils who will attend the primary schools in Pontefract that do not have a nursery class, i.e.

Holy Family & St Michaels Primary School
Larks Hill Primary School
Carleton Park Primary School
Rookeries Primary School

Children with special educational needs who attend our Playgroup, are identified by our staff.  Action is taken to ensure that appropriate provision is available when the children start nursery school.

Other professionals, usually Health Visitors, inform the nursery about any child who may have special needs.  Early information is essential in order to ensure appropriate provision is available.

Children with special educational needs may be admitted at any time following the term after their third birthday and will be fully integrated into all nursery activities, wherever practicable.

Special Needs Definition

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

(a)  have significantly greater difficulty in learning than the majority of children of the same age; or

(b)  have disability, which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local  authority

(c)  are under compulsory school age and fall within the definition at (a) and (b) above or would so do if special educational provision was not made for them

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from language in which they will be taught.

Special educational provision means:

(a)  for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area

(b)           for children under two, educational provision of any kind.

Identification

Sometimes the nursery staff may be the first people to identify a childs special educational need.

By asking the same questions of each childs parent or carer on visits we are able to make an initial screening for special educational needs.  Questions are asked about:

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  • Speech development
  • Sensory impairment
  • Mobility
  • Sleep problems
  • Toileting
  • Regular medication
  • Special diets
  • Allergies
  • Any other concerns
  • We are also able to identify children with SEND when they attend our other groups before they reach the age of three years.

    Monitoring and Assessing

    The nursery practitioners make close observations of all the children particularly during the initial settling-in period.  During this time any difficulties should become apparent and noted so that appropriate action can be taken.

    Nursery  practitioners carry out baseline assessment during the childrens first half-term as well as the J2SL Assessment Record throughout their time at Harewood Centre Nursery School.

    Each half-term one staff meeting is designated to discuss any SEND issues and identify any training needs.

    The SEND policy is reviewed on an annual basis and the revised policy is presented to the Governing Body for their approval.

    Once needs have been recognised then these will be recorded and staff will work in partnership with parents.

    If necessary other professionals, such as Educational Psychologist, Speech and Language Therapists, Health Visitors, will be consulted and become involved in the assessment of the child.

    An Individual Education Programme (IEP) will be formulated.  Targets will be set and the child’s progress monitored.

    If a child does not progress as expected then, in consultation with the parents, the LA will be asked to make a statutory assessment.

    Allocation of Resources

    Priority will be given to the needs of children with special education needs in the planning provision of resources and any modifications necessary to the layout of the nursery.

    The LA may provide additional provision and staffing to support children with statements/ Education, Health and Care plans, including help with writing IEPs.

    Practitioners at Harewood have attended a range of courses covering different aspects of special needs including the Portage Programme, hearing impaired, autism, behavioural difficulties, speech and language difficulties.  As other courses become available staff will attend whenever possible.

    Partnership with Parents and Carers

    Parents and carers give information to the school during the home/school visit and on admission.  Informal contact will be maintained with parents to ensure their active involvement.

    If a child is recognised as having special educational needs then discussions will take place between the parents and the child’s key worker who will inform the head teacher.  The head teacher will discuss these issues with the educational psychologist at their planning meetings.

    Parents and carers will be offered regular support sessions for sharing information on progress and for making future plans.

    Parents will be informed of the Wakefield Parent Partnership Service (tel:01924 305926), and any complaints need to be addressed to WMDC,  Children and Young People, Complaints Officer, County Hall, Wakefield, WF1 2QL(tel:01924 302840) Any complaints regarding childcare services need to be addressed to Ofsted, Piccadilly Gate, Store Street, Manchester M1 2WD  (tel: 03001231231).

    Where a childs needs can best be met in a special school, arrangements will be made for the family to visit the school supported by a member of staff.

    Staff from the special school will visit the child at Harewood and meet staff to discuss the childs special educational needs.

    Liaison with the LA and receiving schools will be made to ensure a smooth transition to the next phase of education for all children with special educational needs.

    Speech therapists are contacted for information and referrals are made as necessary.  Speech therapists work with statemented children in nursery sessions/ or in clinics, and advise the Special Needs Assistant and contribute to the IEPs.

    Links exist with the Health Visitors and the School Paediatrician.

    Social Services may be involved with a child and in these will be invited to share information and practitioners will attend case conferences and core group meetings where appropriate.

    Various organisations or association for specific difficulties will be approached for help and information and their services will be utilised.

    July 2014/CAH/LS/AA