special needs and inclusion policy by f3j9He

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									                        RAINBOW PRESCHOOL

            SPECIAL NEEDS AND INCLUSION POLICY

Target group for this policy
Inclusion is meant in the widest sense. It incorporates children and young
people as well as the rights of parents/carers, students and all staff. It
includes individuals with special educational needs and/or a disability, as
well as those from minority ethnic groups; Travellers; and any other diverse
cultural groups.
It also includes those with English as an additional language and Children in
Public Care (Looked After Children), or those with specific medical needs. .
It also incorporates the rights of the child and equal opportunities.

Aims
   All children have a right of full access to Early Years Education through
       the Early Years Foundation Stage Curriculum.
   All children have a right to expect to learn in a caring and considerate
       environment where the staff and the children are all valued for their
       contribution to preschool life.
   The preschool is committed to the early identification of children with
       Special Educational Needs (SEN) and to adopting clear and open
       procedures which are outlined in this policy.
   The preschool is committed to working closely with parents who are fully
       involved in all decisions that affect their children’s education.
   The preschool will provide, within available resources, the highest
       possible quality support and inclusive education for children with SEN.
Purpose
   To meet the individual needs of children in our setting.
   To ensure that Inclusion and Equal Opportunities are put into practice.
   To raise quality and standards.
   To recognise the rights of the child.
   To encourage parent/carers to use the provision.
   To increase awareness.
The role of our Special Educational Needs Co-ordinator:
Since September 2001 it has been a requirement for all settings, who are
registered for the Nursery Education Grant, to appoint a named setting based
Special Educational Needs Co-ordinator (SENCO)
Each setting is also required to develop and implement a Special
Needs/Inclusion policy which reflects the aims and practice of the setting and
which supports inclusion.
Our setting based SENCO - Mrs Sally Bolton:
    Works with other staff to agree and implement the Inclusion Policy
    Co-ordinates the Special educational Needs provision within our
       setting
    Offers support for parents
    Supports staff development
    Liaises with other agencies
    Keeps appropriate records

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    Assists staff in making observations and assessments
     Assists staff in planning for children with Special Educational Needs
     Contacts our Area SENCO at an early stage for informal advice and
        support
Admission Arrangements
In general terms, the area served by the Preschool is that of the local area
preschool.
Priority will be determined according to the following criteria:
 In the event of two children being the same age, and wanting the same
    sessions, the child who was registered with preschool the earliest, will be
    given priority.
 The oldest child on the waiting list will be offered a place first.
 Children who have or have had an older sibling attend.

It may also be necessary for preschool to ensure that the correct equipment,
staffing needs and training is in place for a child’s specific needs prior to
admission
Waiting List
Parents can put their child’s name on the waiting list as early as they wish.
Parents are asked to complete a registration form and the details are then
transferred to the waiting list.
In the late spring term the year before a child is due to start preschool, the
sessions will be allocated and an offer for a child place for the next year.
Then the term prior to the child starting a home visit and information will be
given with a starting date.
When a child starts
When a child starts at preschool we encourage the parents to stay until they
feel happy to leave. . All parents are offered free access to the preschool’s
policies when their child starts.
Parents are asked to complete all official documents forms with child
information and permission slips.
A keyworker will welcome and help settle the child in to preschool, the key
worker also spends long periods with the child in small group activities and
is responsible for observing and planning child‘s developmental needs.
Towards the end of the child’s first term a settling in record is completed
with the parent and a member of staff.
Partnership with Parents and Carers
Parents are consulted at every level of intervention. Parents have a right to be
involved in discussions about their child. Procedures should be explained to
parents in order to develop a close working relationship and so parents can
be made aware of the targets being set for their child. Parents should be
offered advice about how they can work with their child at home if they so
wish. The effectiveness of any intervention will depend upon the level of
involvement of parents.
Consultation with parents is made informally on a daily basis as well as at
Parents’ Evening. Additional consultation is made at either the parents or the
preschools request at a mutually convenient time.
Meetings for parents of children at Early Years Action Plus will be organised
termly to review and write IEPs which parents will be required to sign and
receive copies of.


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Identification and Assessment of Special Educational Needs:
Definition of SEN (From the SEN Code of Practice)
A child has SEN if she or he has a learning difficulty that calls for special
educational provision to be made for her or him.
A child has a learning difficulty if she or he:
      Has a significantly greater difficulty in learning than the majority of
          children of the same age.
      Has a disability that either prevents or hinders the child from making
          use of the facilities of a kind provided for children of the same age in
          preschool.
A child must not be regarded as having a learning difficulty solely because
the language or form of language of the home is different from the language
in which she or he will be taught.
Identification, assessment and provision
The need for early identification is paramount. It is made either by the staff
or from information received from previous preschools, nursery provision or
from other external sources. Parental concern is also taken into
consideration. The preschool follows the Stages set out in the revised Code
of Practice. This identifies the stage the child is at, and clarifies who is
responsible for the additional provision that is needed to support the child’s
progress.
Our system of observation and record keeping, which operates in
conjunction with parents, enables us to monitor children’s needs and
progress on an individual basis.
Children with other needs are provided for through individual education
plans. There is a high level of adults to children enabling us to provide all
children with adult time and attention.
If it is felt that a child’s needs cannot be met through preschool without
additional support then advice will be sought to from either the Area SENCO
or Local Authority to seek extended funding.
The Staged Model of Special Educational Needs
Early Years Action: The staff in consultation with the SENCO needs to gather
information to assess the child’s learning difficulties. An Individual Education
Programme (IEP) is written and put into place. Provision for extra support is
made within the resources of the preschool.
Early Years Action Plus: As at Early Years Action with additional support
from specialists from outside the preschool.
Request for Statutory Assessment: The child is considered for Statutory
Assessment and the staff in consultation with the SENCO, parents and
outside specialists. The LEA considers the need for a statutory assessment
and, if appropriate, makes a multi-disciplinary assessment.
Statement of Special Educational Needs: If the LEA decides that there is
sufficient need for statutory assessment further evidence will need to be
collected by the preschool. The SENCO in consultation with the staff, parents
and outside specialists will write a full assessment. The LEA considers the
need for a statement of special educational needs and if appropriate, make a
statement and arrange, monitor and review provision.




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Links with support services and other agencies
The preschool recognises that to provide a fully inclusive and supportive
environment there is a need when considering SEN to work closely with the
full range of support services and external agencies. Agencies are called
upon when support is required for a specific need. The preschool also works
closely with agencies when information is requested to support a child.
Agencies presently used by the pre-school:
     Speech and Language Therapy
     Educational Psychologist
     Behaviour Support Service
     Health Visitors
     Preschool Advisory Teacher
     Area SENCO
Facilities, Staffing and Training:
Facilities:
The preschool is set in a community family centre building . It is a self-
contained and has its own entrance and doorbell. It has good disabled access
to the front. There is a small entrance lobby and displays with information
for parents and carer about what is happening in the preschool. There are
toilet and changing facilities off the entrance lobby. There is a kitchen for
staff use that is locked at all times when not in use by an adult. There are
two rooms used for activities. The nature of the activities in these rooms
changes in accordance with the planning. There is a small fully accessible
outside area that is used daily throughout the session.
Staffing:
The preschool fully complies with the Ofsted requirements in terms of
staffing and generally have a greater ratio of staff to children than the
minimum require.
If there is a need for an increase in staff due to issues surrounding inclusion
resources will be met initially within the preschool’s budget and then
depending on need additional funding will be sought.
Training:
The preschool provides SEN training in line with the preschool development
plan and staff appraisal. The SENCO will participate in the training on
inclusion provided by the Leicestershire County Council as well as other
training needed to provide a high quality of provision for the preschool. The
SENCO will attend the training provided by the Area SENCO team and will
keep up-to-date in changes in legislation. All staff attend at least 4 days
training a year.
Curriculum, Resources and the Learning Environment:
Curriculum:
We aim to: -
     Ensure total coverage of the Early Years Foundation Stage
     Ensure that the activities provide many opportunities for play and for
        children to learn through play.
     Provide stimulating and interesting work.
     Build on knowledge and skills already acquired and making sure that
        each child is being stretched and able to reach their own potential.
     Produce plans so that pupils can work at their own level and pace
        through a range of activities.

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The preschool aims to provide a differentiated curriculum, relating learning
targets, tasks, resources and learning support to individual children’s needs
in order to maximise their achievement and progress. The preschool plans
using the Eary Years Foundation Stage.
As well as a differentiated curriculum, children with SEN at Early Years Action
and above will have an Individual Education Programme (IEP) drawn up.
At Early Years Action Plus support will be provided from the outside agencies
involved in writing IEPs.
At the preschool we feel it is essential that the children with SEN are taught
in a fully inclusive classroom and their needs are met within the curriculum
being planned. We recognise however the need for additional resources that
may mean the child is sometimes taken from the class for extra activities.
These may include Speech and Language therapy sessions and work
specifically related to IEPs. As far as possible the IEP will help the child be
included into the planned curriculum within the session.
Resources:
There are a wide range of high quality resources that reflect not only the
immediate community but also give opportunities for the children to explore
to the wider world around them.
The learning environment:
The preschool is divided into 2 main areas. These are called The Playroom,
and the back room. The back room is mostly used for quieter activities
including computer use and table top activities, the playroom is used for
messier activities for large physical activities such as climbing and a variety
of floor or table top activities. All activities in these rooms are planned and
all rooms are supervised at all times.
The outside area surrounds the preschool building and is seen as an
extension of the work being implemented inside. The activities are planned
and the aim is to use the outside area on a daily basis. This area is also
always supervised.
Transition into school:
Preschool also endeavours to work closely with local primary school or
specialist schools. Meetings are arranged prior to when children transfer. The
Reception class teacher is requested to visit the preschool and a programme
of visits is organised prior to transfer to school. Where a child has been
identified as needing additional visits these are arranged in consultation with
the parents and the primary school.
Monitoring this policy / Complaints procedure:
Criteria for Measuring the Success of the Policy
The criteria for measuring the success of the policy should be specific,
attainable, realistic and time constrained. They should indicate the extent to
which the preschool has been successful in meeting the needs of its SEN
children.
The SEN co-ordinator through process of moderation will help measure the
success of the policy.
Arrangements for complaint
These are defined in the preschool policy document that is available for
parents and other interested persons to read.


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