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The Lawns Early Excellence & Childrens Centre POLICY FOR SPECIAL

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The Lawns Early Excellence & Childrens Centre POLICY FOR SPECIAL Powered By Docstoc
					                                                                                         CREATED: October 1998
                                                                                        RATIFIED: 16 March 2005
                                                                                     REVIEW DATE: February 2006
                                                                                         AMENDED: January 2005


                        The Lawns Early Excellence & Children’s Centre

                         POLICY FOR SPECIAL EDUCATIONAL NEEDS

The centre is committed to the integration of children with special needs.

All children have the right to be educated and develop their full potential alongside each
other. It is a positive experience to be able to share the same opportunities and
overcome any difficulties together.

The aims of this Centre within the context of its Special Needs policy are:
   1. to provide the greatest possible access for all children to provision which is broad,
      balanced and relevant and which meets their individual needs.
   2. to recognise that children with special educational needs have the same
      entitlement and access to the provision and facilities as all other children.
   3. to provide the differentiated support within the curriculum which special needs
      children require to progress.
   4. to liaise with colleagues and support services who have knowledge and expertise
      in the area of special needs.

These aims will be achieved by –

    a) observations of children
    b) discussions with parents and their involvement with their own child within the
       nursery when appropriate
    c) flexibility of attendance of child depending upon individual needs
    d) deployment of individual staff members to work, where possible and when
       appropriate, on a one-to-one basis with individuals
    e) staff and governor attendance on relevant courses and conferences for children
       with Special Needs


Education Provision

Most governing bodies appoint a governor or sub-committee to have specific oversight of
the centre’s arrangements and provision for meeting special educational needs. The
SEN governor for The Lawns Early Excellence Centre is Sue Blannin, Chair of
Governors. She has been appointed to have specific oversight of the centre’s
arrangements and provision for meeting special educational needs.

Governors play a major part in school self-review and should establish mechanisms to
ensure that they are fully informed about the school, including the systems for and the
outcomes of monitoring and evaluation. In relation to SEN, the governing body should
ensure that:

    •    they are fully involved in developing and monitoring the centre’s SEN policy.
    •    All governors, especially any SEN governors, are up to date and knowledgeable
         about the school’s SEN provision, including how funding, equipment and
         personnel resources are deployed.
    •    SEN provision is an integral part of the centre improvement plan.
    •    The quality of SEN provision is continually monitored.

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Named Staff
The Special Educational Needs Co-ordinator is Mrs Pauline Cotterell and she is
responsible for the day-to-day operation of the policy.

Arrangements for Co-ordinating Educational Provision for Children with SEN
Mrs Cotterell will liaise with the staff to identify children with SEN. She will discuss with
parents issues raised by our concerns and be responsible for contacting the appropriate
agencies or support services. She is also responsible for keeping a record of the
children identified by the staff for intervention through Early Years Action and Early Years
Action Plus (see Appendix A). When support staff are employed to work with children
with SEN it will be Mrs Cotterell’s responsibility to provide a job description and to liaise
with the Learning Support Services (Early Years).

Admission Arrangements
The admission arrangements for children with SEN who do not have a statement are
detailed in our admission policy and state that children may be given priority admittance
following recommendations from external agencies. These will normally be social
services, the doctor, health visitor, speech therapist, pre-school playgroup or any other
agency concerned with children under compulsory school age. Parents themselves may
occasionally request a priority placement. In all cases these requests are considered on
their own merits and the final decision lies with the Head of Centre and Governing Body.

All children will be given a full settling-in period when joining the Centre according to their
needs.

Centre’s Policy for Identification, Assessment and Provision for Pupils with SEN
See Appendix B for a definition of special needs.

Resources
The Centre is organised to enable children to have ease of access to resources to
develop independence and autonomy.

Identification
The staff are responsible for observing children on a regular basis and making their
analyses accordingly. Therefore, children who give cause for concern in any area of
their development can be identified and discussed with colleagues including the Head of
Centre.

Children may also be identified by previous records, referrals from other agencies and
parental concern.


Access Arrangements

Provision
We believe all children should have access to a broad, balanced and relevant curriculum.
We are prepared to give more support where possible to those children who require it to
enable them to make progress as individuals. Therefore, the provision of adults as a
resource will be key in providing access for all to our curriculum.

Accommodation
All doors are suitable for wheelchair access. The Centre is single-storey and spacious,
enabling children to have access to all the areas. If a child should need large special
equipment our provision is normally flexible enough to accommodate it.


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Assessment
Where children with special needs are concerned the provision of appropriate support
and intervention at this stage may enable a child to progress and learn normally during
the next phase of education (see Appendix C). If a child does not respond to provision in
the Nursery, an early start can be made in consideration of additional provision or
support. When a child is identified as having a special educational need he/she will be
assessed according to Early Years Action and/or Early Years Action Plus in the Code of
Practice for Special Educational Needs, 2001, which can be found in Appendix A.

Monitoring
Children identified as having particular needs are monitored by staff. Observations and
discussions result in detailed written records being maintained and these records will be
available for parents to see.

Review
When a child is identified as having a special need, parents will always be included in
any formal review of progress. These reviews will take place at least once a term, or at
intervals dictated by the child’s needs, and agreed by staff and parents.

Curriculum
The nursery curriculum encompasses Birth to Three Matters and the Foundation Stage.
Children are encouraged to access provision and resources in the Nursery and to extend
their knowledge and understanding with support from staff. Extra support will be given
where possible to those children with special needs to ensure that they have equal
access to all areas of learning.


Staffing Policies and Partnership with Parents and Other Agencies

In-service Training
Staff attend in-service courses linked to all aspects of the curriculum. When special
needs courses are offered they will be considered in relation to their content, the school’s
Training Budget and the other commitments of the staff. We do, however, consider
special needs to be a priority and will take advantage of appropriate in-service whenever
possible. All staff, including teachers, nursery nurses, appropriate ancillary staff and
governors will be given access to in-service courses.

Parents
This Centre places great importance on working in partnership with parents to provide
what is best for their child. Parents will always be involved when their child is giving
cause for concern whether it is related to social, emotional, intellectual or physical
development. We are fortunate to have very close links with all our parents resulting
form the initial home visits and the availability of staff to meet parents at the beginning
and end of every session. We realise that parents are not always aware of their child’s
developing need, and we aim to use tact and discretion and offer the family all the
support we can in what may be a difficult time for them. See Appendix D.

Outside Agencies
The school works closely with the local health visitors, the audiologist, the speech
therapy service, social services and other agencies which give support to the immediate
community. The Child Development Centre (Early Years) is the referral point for all
children identified as having particular learning or physical needs and the school would
seek to use this service when appropriate.




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Links with other schools
Most children transfer to Lawnside Lower School. All records are sent on to the school
and staff are available for joint discussions at the end of each term or when required.

Evaluation and Review of the Policy

The policy will be reviewed on a yearly basis by the staff, the Special Needs Governor
and the Headteacher.

Criteria for success will include:
    1. Observed progress of children with SEN
    2. Effective liaison with the appropriate agencies
    3. Suitability of the provision for those children (resources and staffing)
    4. Manageability of the policy
    5. Comments made by parents and the support services



Appendix A

Triggers for Early Years Action

    •    Makes little or no progress even when teaching approaches are targeted to
         improve the child’s identified area of weakness.
    •    Continues working at levels significantly below those expected for children of a
         similar age in certain areas.
    •    Presents persistent emotional or behavioural difficulties which are not helped by
         the behaviour management techniques usually employed in the setting.
    •    Has sensory or physical problems and continues to make little or no progress
         despite the provision of personal aids and equipment.
    •    Has communication and/or interaction difficulties, and requires specific individual
         interventions in order to access learning.

Triggers for Early Years Action Plus

    •    Continues to make little or no progress in specific areas over a long period.
    •    Continues working at an early years curriculum level substantially below that
         expected of children of a similar age.
    •    Has emotional or behavioural difficulties which regularly interfere with the child’s
         own learning or that of the group despite having an individualised behaviour
         management programme.
    •    Has sensory or physical needs and requires additional specialist equipment or
         regular advice or visits by a specialist service.
    •    Has on-going communication or interaction difficulties that impede the
         development of social relationships and cause substantial barriers to learning.




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Appendix B
Education Act 1993

Definition of Special Needs

A child has special educational needs if he or she has a learning difficulty which calls for
special educational provision to be made for him or her.

A child has a learning difficulty is he or she:

    a) Has a significantly greater difficulty in learning than the majority of children of the
       same age
    b) Has a disability which either prevents or hinders the child from making use of
       educational facilities of a kind provided for children of the same age in schools
       within the area of the local education authority
    c) Is under compulsory school age and falls within the definition at (a) or (b) above
       or would do if special educational provision was not made for the child

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 he or she is or
will be taught.

Special educational provision means:

    a) For a child of two or over, educational provision which is additional to, or
       otherwise different from, the educational provision made generally for children of
       the child’s age in maintained schools, other than special schools, in the area;
    b) For a child under two, educational provision of any kind.

A child is a person who is under the age of nineteen and is a registered pupil at a school.


Appendix C

Adequate progress might be progress that:

    •    Closes the attainment gap between the child and their peers
    •    Prevents the gap from growing wider
    •    Is similar to that of peers starting from the same attainment baseline, but less
         than the majority of peers
    •    Matches or betters the child’s previous rate of progress
    •    Ensures access to the full curriculum
    •    Demonstrates an improvement in self-help, social or personal skills
    •    Demonstrates improvements in the child’s behaviour




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Appendix D

Partnership with Parents

Schools should:

    •    Acknowledge and draw on parental knowledge and expertise in relation to their
         child
    •    Focus on the child’s strengths as well as areas of additional need
    •    Recognise the personal and emotional investment of parents and be aware of
         their feelings
    •    Ensure that parents understand procedures, are aware of how to access support
         in preparing their contributions, and are given documents to be discussed well
         before meetings
    •    Respect the validity of differing perspectives and seek constructive ways of
         reconciling different viewpoints
    •    Respect the differing needs parents themselves may have, for example a
         disability or communication or linguistic barriers
    •    Recognise the need for flexibility in the timing and structure of meetings

Parents should:

    •    Communicate regularly with their child’s school/early education provider, and alert
         them to any concerns they have about their child’s learning or provision
    •    Fulfil their obligations under home-school agreements which set out expectations
         of both parties.




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