The Governing Body and staff at Pastures Way Nursery School and Meadows Children’s Centre believe that all children have the right to have full and equal access to an appropriate Early Years Curriculum.  We are an inclusive setting and welcome all children whatever their needs.  We work closely with children, parents, carers and other agencies to ensure the best possible education for all children.

This Policy was written by the SENCo with contributions from the staff team.

 

Article I. Definition of Special Educational Needs

 The Equality Act 2010 defines a person with a disability as someone who has a physical or mental impairment that has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities. The definition of disability encompasses a broader range of impairment than might be commonly assumed.’ Reference from the Green Paper 2011.

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 a significantly greater difficulty in learning than the majority of children of the same age.

(b)       Have a disability, which prevents or hinders them 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 of (a) or (b) above or would do so if special educational provision was not made for them.

We aim to:

  • Identify any difficulties a child may have and to work with the child and their parents or carers to address those difficulties.
  • Offer a secure and positive environment that will promote the development of the whole child.
  • To provide a differentiated curriculum to meet the needs of all children.
  • Ensure that every child is given full and equal access to a broad and balanced curriculum appropriate to individual need.
  • To develop individual learning programmes to meet the specific requirements of children with special educational needs.

We will:

  • Maintain effective practices for identifying and assessing children’s progress by monitoring and updating each child’s Early Years Assessment Summary, Developmental Profile and the Wellbeing screening.
  • Use this information to plan for children with special educational needs, in the light of school policies and with regard to the Revised Code of  Practice and the Disability Discrimination Act (1995), Code of Practice for Schools (2002), Policy for Handling and Physical Intervention and the Manual Handling policy. The Equality Act 2010 and the Public Sector      Equality Duty 2011. Also The Children and Families Act (2014) and the Code of Practice (2014).
  • Develop and maintain effective relationships with parents to build a good working partnership.
  • To liaise with external agencies and build up good working relationships with other professional bodies.
  • To plan effective transitions both when the child starts and leaves nursery, working in conjunction with other provisions, parents and advice services.

 Our special needs Co-ordinator (SENCo) and Specialist Teacher is Helen Mumford.

Her role is to:

  • Liaise with the class teams about children who are not making the expected progress on the Assessment summary. SENCo to arrange to meet with parents and Key Person, following this meeting.
  • Following this discussion, SENCo to observe the child at different sessions during the day. Also to collate information from class observations, the child’s Learning Journey and any other information available. Then meet with parents and the Key Person to plan the next steps.
  • SENCo to ensure the next steps are implemented.
  • If the decision has been made to write an Individual Education Plan or a Behaviour Plan, this child will be discussed in the morning staff meeting led by the SENCo. Then the SENCo and Key Person to meet with parents to discuss the Individual Education Plan/Behaviour Plan and arrange a date to meet again to review progress.
  •  To change our current practice and write a Behaviour Plan, rather than an Individual Education Plan for children presenting with challenging behaviour.
  • Arrange reviews for Individual Education Plans, Behaviour Plans and also arrange meetings with parents and professionals.
  • Oversee the setting of weekly targets for children with special educational needs, ensuring the targets are clear and measurable.
  • Prepare reports for formal assessments, the Education, Health and Social Care Plans.
  • Continue to maintain good links with external support agencies.

 PasturesWayNursery School is one of six designated, resourced nursery schools in Luton. We are resourced to meet the needs of children with severe and complex special educational needs.

As a designated nursery school we are resourced to meet the needs of between 6-8 full time equivalent children.  The funding supports the employment of one Specialist Teacher and two experienced Early Years Workers. We do not receive additional educational needs funding.

Staff are experienced in the use of alternative forms of communication, such as PECS.

Admission Arrangements: We are an inclusive setting and welcome all children, whatever their individual need.  Children who are offered a resourced nursery place are usually referred to our setting by the Special Educational Needs Service and places are allocated by the Early Years Panel, which meets monthly.

We identify special educational needs through:

  • Initial assessment on all children on entry. These are then updated in October, February and May.
  • Regular observations of all children and an ongoing Learning Journey to ensure effective monitoring of each individual child’s progress.
  • If a child is having difficulties in any area of learning we will talk with parents initially and carry out more detailed observations.

We have adopted a graduated approach of action and intervention as recommended by the revised Code of Practice (2002).  This is a 3-stage process:

  • Early Years Action when we plan strategies, interventions and concentrated support tailored to the child’s needs and we will write and Individual Education Plan, which sets clear targets. Parents are encouraged to take an active part in developing a profile of their child’s achievements and needs.
  • Early Years Action Plus, if children continue to have difficulties we will involve external agencies as appropriate. We will ensure we implement the advice given by other professionals through interventions planned on Individual Education and Behaviour Plans.
  • Education, Health and Social Care Plans, if a child continues to require a high level of support the SENCo will then submit a request to the Local Education Authority to carry out an assessment.
  • Children with a resourced nursery place sometimes have a Statement of Educational Needs before moving to their next school. Statements are reviewed every 6 months until a child reaches statutory school age (5 years) and yearly from then on. The children who currently have a Statement will have a new Education, Health and Social Care Plan written over the next three years. From September 2014 I will be requesting an Education, Health and Social Care Plan from the Local Authority for children who require a very high level of support.
  • Individual Education Plans and Behaviour Plans are reviewed every 6 – 8 weeks.  Progress is reviewed continually and Class Teams set weekly targets building on the strategies and targets set in the Individual Educational Plan.
  • We encourage parents to be active participants in their child’s education. Review meetings are arranged to give parents the opportunity to discuss their child’s progress, their Individual Education Plans and Behaviour Plan targets and any other concerns they may have.
  • We maintain links with outside agencies, such as Child Health Services, Social Care, Educational Psychology Service, Speech Therapists and Special Needs Support services as required.
  • Planning, linked to observations of the children, enables us to highlight specific areas of need and to plan additional interventions over and above the differentiation strategies planned as part of the curriculum of the nursery.
  • Transport will be requested for resourced children if they meet the required criteria.

Our building is single storey with ramps, which enable wheelchair access.  There are disabled toilet facilities for children and adults. One of the disabled toilets has shower facilities. The changing area and medical area are both equipped with hydraulic beds and nappy changing facilities.

There is a well-equipped sensory room, which is available for the use of all children.

Whilst we don’t know what special requirements will be needed for individuals we ensure we make appropriate adjustments, so that no child is disadvantaged in comparison to pupils who are not disabled.

A clean room is available for children with medical needs e.g. gastronomy/tracheotomy.

The organisation of the school is such that all children have access to a differentiated curriculum according to their individual needs.  Pupils with special educational needs engage in all activities alongside their peers.  Children with severe and complex needs will be given additional support, through adult interventions, the use of specialist equipment and the support of highly experienced staff to ensure they are able to access the curriculum appropriately.

We monitor this policy by:

  • Reviewing it with the Specialist Teacher and Special Educational Needs Governor each year.
  • Monitoring the progress of children with special educational needs.
  • Asking parents and staff how well they think we are meeting the needs of children with special educational needs in the nursery.

Complaints about our special educational needs provision:  If parents have a complaint about the way we are working with their child who has special educational needs, they should speak to the class teacher initially and if they are still not happy they should speak to the Specialist Teacher.  She will look into the problem and report within a week.  If parents are still dissatisfied she will refer the matter to the Headteacher to take further action as appropriate.

If parents are still not satisfied then the Governing Body will set up a separate committee to deal with the complaint independently.

Any complaint will be dealt with within ten working days.

Staff training is planned in conjunction with the School Plan.

  • All staff will receive appropriate special educational needs training.
  • Training for specific, individual requirements will be undertaken as the need arises.  It is the responsibility of the headteacher and Specialist Teacher to provide appropriate training.
  • Governors are offered the opportunity to attend relevant courses as and when they are available.
  • The Headteacher will ensure that the Specialist Teacher continues to develop her professional knowledge through further training and that she shares good practice with staff.

Working with parents and carers: We are happy to attend appointments with parents and their children, if they would like our support. We invite parents to take part in Individual Education Plans review meetings with the Key Person and Specialist Teacher. We are also happy to discuss any concerns parents may have at any time.

We will support parents so that they are empowered to play an active and valued part in their child’s education.

Parents are given information about meetings organised by the Autism Team, both CALM and FLAG. Also about Autism Beds, Families United and Parent Partnership.

Transition: For children with special educational needs, transition is planned as early as possible. For the transition meeting, parents or carers, the Early Years Advisory Teacher and the current and receiving schools are invited. Training for the next school is planned at this meeting so that there is a smooth transition from one establishment to another.  We aim for at least two visits from the receiving school to observe the child and discuss their needs. We aim for at least three visits to the receiving school and these will be supported initially by staff from the nursery.

The Specialist Teacher will forward all relevant documentation in advance of the transfer.

If we have a child receiving shared provision, i.e. being educated at special school and at nursery, staff will ensure continuity of progression.

Implementation Plan: 

This policy is effective immediately, once accepted by the Governing Body, as it reflects the good practice already in place.  Issues that need to be addressed this academic year are:

  1. To continue to develop the understanding and knowledge of staff about children’s capacity for learning by supporting children’s self-confidence, self awareness and ability to develop successful relationships.
  2. To continue to develop effective relationships with parents.
  3. To continue to develop staff knowledge and confidence through on-going training.

Please refer to the following policies:

School Equality Scheme.

Accessibility Plan.

Manual  Handling – Policy Statement.

Policy for Physical Interventions.

Positive Behaviour Management  Plan.

Intimate Care policy.

 Responsibilities: The day-to-day implementation of this policy is the responsibility of all our staff. The Headteacher and the Specialist Teacher are responsible for monitoring the planned curriculum and ensuring the needs of the individual are met and that funding is available for resourcing as required.

It is the responsibility of the Specialist Teacher to maintain effective liaison with outside agencies, to identify training needs and ensure these needs are met appropriately.

The overall responsibility for ensuring the implementation of this policy rests with the Governing Body, although this is delegated, on a day to day basis, to the Headteacher.

 

Criteria for evaluating the success of the school’s SEN Policy

 

  • Children with specific needs are identified.
  • Children’s progress is regularly monitored.
  • Children have a good self-image and are not made to feel different because they have a special educational need.
  • Staff to develop an awareness of the Equality Act 2010, code of Practice for Schools, schools Accessibility Plan and The Children and Families Act (2014) and the Code of Practice (2014).
  • Staff to know which children have special educational needs and the type of difficulties they have.
  • All staff are involved in discussing and writing Individual Education Plans and Behaviour Plans.
  • These plans are used as ongoing documents that inform planning.
  • Staff  to receive appropriate training for specific special needs, as required.
  • Staff are consistent in meeting the needs of the children.
  • The Specialist Teacher keeps staff fully up-to-date on developments in children’s progress and reports from other Professionals.
  • Parents are aware that their child has special educational needs and whether they are at Early Action, Early Action Plus and whether an Education, Health and Social Care Plan is to be requested.
  • Parents are fully informed about and involved in the request for an Education, Health and Social Care Plan.
  • Parents take part in regular planning and review meetings.
  • Parents feel confident to participate in their child’s education and contribute their views.
  • Parents feel that the school is doing their best for their child as an individual.
  • Governors are given every opportunity to become familiar with the Special Educational Needs  Policy.
  • Governors are kept informed termly about the level of special educational needs in the school.
  • The SEN Committee will meet termly and report to the full Governing Body.
  • The Specialist Teacher will provide a written report to the SEN Committee.
  • The SEN Governor will undertake a focus visit yearly.
  • The Headteacher will provide a summary statement in her Head teacher’s Report to the Governors.

 

Support Services

Admin Manager (Senior)               Rosie Newbury                  Tel:  548130

Assessment Officer                     Davina Stubbs.                       Tel:  548132

Child Assessment Centre             RedgraveGardens               Tel:   700300

LutonCAMHMulti-Agency Liaison Team.                               Tel:   708140

Special Need Nurses                    Lyn Jackson                          Tel:  708173

Continence Service                        Charlotte Kerslake              Tel:  528820

Educational Psychologist              Rebecca Hancock              Tel: 548150

Physiotherapy                                                                               Tel.  346000

Parent Partnership Officer          Vicki Lloyd                          Tel:   719154

SALT                                                Katy Mullin                          Tel:   345999

Autism Team                                   Yvonne Simpson               Tel:    548105

SENS Team                                     Matthew Sims                     Tel:   548151

Visual Impairment Service            Kate Collins                        Tel:   548107

 Local Offer 01.09.14

At Pastures Way Nursery School we believe in achievement, ambition and progress for all children.

We aim to meet the needs of individual children through highly effective teaching and learning.

There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.

We work in a flexible way to develop effective partnerships with children and their parents/carers, the SENCO, (Special Educational Needs Coordinator) specialist teaching staff both within the school and external professionals such as speech and language therapists, occupational therapists and child and adolescent health services (CAMHS) to ensure that the school can meet a broad range of special educational needs.

We undertake a rigorous system of monitoring children’s progress, supporting academic achievement and person achievement by removing barriers to learning and use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children.

1. We identify and organise support for children with special needs through:

  • Initial assessment on all children within two weeks of starting. These assessments are updated at each half term, four times a year in total. In each of the 3-5 classes we have a Class Teacher and two Early Years workers.
  • Through regular observations of all children and an on-going learning journey which ensures the effective monitoring of all children’s progress.
  • If a child is having difficulties in any area of learning we will talk with parents initially. Then carry out more detailed observations and meet again with parents to decide on the next steps.

We have adopted a graduated approach of action and intervention. This is a 3 stage process.

(The new Health and Education Care Plans do not identify new stages in this process, so we will continue to use the system currently in place.)

  • Early Years Action, when we plan strategies, interventions and concentrated support tailored to the child’s needs. We will write an Individual Education Plan (I.E.P.), which sets clear targets. Parents are encouraged to take an active part in developing a profile of their child’s achievements and needs.
  • Early Years Action Plus, if children continue to have difficulties we will involve external agencies as appropriate. We will ensure we implement the advice given by other professionals through interventions planned on Individual Education and Behaviour Plans.
  • If a child continues to require a significant level of support the SENCO will then submit a request to the Local Education Authority for an Education, Health and Care Plan.
  • Statements are reviewed every 6 months until a child reaches statutory school age (5 years) and yearly from then on, unless the child’s parents or the school decide the review needs to be held earlier.
  • We encourage parents to be active participants in their child’s education. Review meetings are arranged to give parents the opportunity to discuss their child’s progress, Individual Education Plans or Behaviour Plan targets and any other concerns they may have.

2. The key people in our school available to discuss parental/carers concerns about their child’s difficulties:

Before children start at nursery they are invited to attend a new parents meeting. We then have an open day, where parents are invited to come and play. We arrange a home visit for every child before they start. The staff attending this visit are two members of the class team, the Class Teacher and one of the Early Years Workers. However if we are already aware that the child has additional needs, the SENCo will attend the home visit, with a member of the class team.

When children start at nursery we ask parents/close friends or relatives to ensure they are able to stay for at least two weeks to settle their child at nursery, before the parents leave them here. If a child is still unsettled we will ask parents to stay for longer.

At the beginning and end of every session children and their parents are welcomed into nursery by a member of their class team. Parents are encouraged to share information about their child at this time. If parents need longer to discuss something they are worried about, my colleagues are happy to make an appointment for a convenient time.

For children who come to school on transport we have a home/school book, to make sure that important information is shared between parents and staff.

Within two weeks of a child starting at nursery their Key Person will complete a baseline assessment. If we are concerned about this assessment we will arrange to see parents, to find out more information about the child and their family.Together with the parents and Key Person we will decide on the next steps together.

The SENCo also liaises with class teams to identify children who are not making the expected progress in any curriculum area each time their assessment summary is updated.

Following a meeting with parents to discuss our concerns, the SENCo will come and observe the child on three different occasions to build up a good picture of the child. The SENCo will also collate information from the class team’s observations; the child’s learning journey and any other information that is available. The SENCo will arrange to meet with parents and the child’s Key Person to plan the next steps.

SENCo to ensure next steps are implemented.

The SENCo also arranges for other professionals to meet with parents and the child’s Key Person to suggest further strategies/suggestions to implement in school and at home. These professionals may include colleagues from the Autism Team, Physiotherapists or Speech Therapists; depending on the needs of the child.Our school is very well supported by many different professionals working in Luton.

3. Parents/carers will be informed about a child/young person’s progress within the setting in the following ways:

If the decision has been made to write an Individual Education Plan, then this child will be discussed in the morning staff meeting led by the SENCo. The SENCo and Key Person will then meet with parents to discuss the Individual Education Plan/Behaviour Plan and arrange a date to meet again to review progress. We aim to do this every 6-8 weeks.

The class team write weekly target sheets for children with an I.E.P. or a Behaviour Plan which records individual children’s progress. For children who have a Behaviour Plan we also write an ABC (Antecedent, the Behaviour and the Consequence) chart to record any possible triggers for the behaviour and the number and type of incidents. These are displayed in each room, inside the cupboards, so they are accessible, but the information remains confidential.

The SENCo will ensure the interventions on the I.E.P.’s are carried out and meetings are arranged with parents. When necessary the SENCo arranges to meet with parents and other professionals.

At the end of the school year all parents receive a report written by their Key Person and then an appointment to attend a parent’s consultation meeting to discuss their child’s progress.

All children’s progress is measured using their assessment summary. However for some children who are making small steps of progress, which is not always reflected in the assessment summary we also do a baseline assessment using the developmental profile. We also share this with parents and discuss the assessment so we can include parent’s observations.

4. The support we offer to parents/carers if their child has been identified as having special educational needs.

The Key Person and SENCo meet with parents every 6-8 weeks to discuss their child’s progress, but also to spend time discussing how parents are feeling. The SENCo works closely the Family Worker at Pastures Way and also with the Family Workers at Meadows Children’s Centre. This means that parents are offered the support of staff who are able to carry out home visits on a regular basis if they feel this would be helpful.

The SENCo is also able to refer parents to a range of other professionals when necessary.

In this area there are a number of very good parent support groups, which we invite parents to attend, such as Autism Beds, FUN and a variety of groups are run regularly by the Autism Team.

The SENCo ensures parents are given information on any useful courses that are available.

Parents are regularly updated by the SENCo with information about a variety of activities which are available locally.

When we meet with parents to discuss their child’s progress, it is very much a discussion as we believe in working in close partnership with parents.

5. The support we offer to ensure the wellbeing of children with special educational needs and disabilities.

When the initial baseline is completed for each child, the class team also complete a well-being and involvement assessment. (This is to identify each child’s emotional development and to observe how they are able to concentrate on a variety of activities.) This is then updated each half term. The overview sheet for each class is then given to our Family Worker. She arranges a meeting once each week to discuss individual children. Prior to this meeting the Key Person will have arranged a meeting with parents to discuss their concerns and ask the parents to sign the well-being referral. Following the staff meeting the Key Person will arrange to meet with parents to discuss the interventions, if appropriate either with the SENCo or the Family Worker will also join the meeting.

If appropriate parents are invited to join a variety of activities in school or to access the range of services offered by the Children’s Centre.

Medication.

The SENCo is responsible for liaising with parents of children who need to be given medication in school.

Parents are asked to fill in a medicine form, which is then kept in the Medical Room. This medicine is administered by the Key Person, who records this on the medicine form.

However if it is a more complicated health concern, the SENCo will write a Pastures Way Care Plan with parents, to ensure we have all the necessary information. This plan is then shared with the class team and if necessary with the whole staff.

If the child has more serious health issues then the SENCo will meet with parents and complete a referral form for the school nursing service. This would be necessary for example if the child has an epi-pen. The school nurse will then contact the parents and write a health care plan. The SENCo is responsible for ensuring the plan is implemented and that all staff are aware. We are a large nursery so the SENCo is responsible for putting up a photo of the child with a brief outline of their needs in each area. The information is also displayed in the medical room as all members of staff use this area.

Support for children with behaviour difficulties.

As soon as concerns are raised either by a class team or by a parent we discuss this in the I.E.P. meetings or in the well-being meetings, whichever is more appropriate. We then meet with parents to discuss the next steps. If appropriate the SENCo will write a behaviour plan and an ABC chart so incidences can be recorded and triggers identified. (A chart which identifies the trigger for the behaviour, the behaviour and the consequences) The SENCo will also ensure this information is shared with the Headteacher and Deputyheadteacher at Senior Leadership Team meetings.

If necessary the SENCo will suggest the Family Worker supports parents at home. She will also if appropriate, write referrals to other agencies such as CAMHS (Children and Adolescent Mental Health Service.)

If necessary, following discussions with the Headteacher and parents 1:1 support will be provided for individual children to ensure the safety of the individual child or the safety of the other children.

If appropriate we will introduce a ‘special time’ for individual children with their Key Person. This is a time to talk with a trusted adult and often have a snack. This is to develop children’s self-esteem and also to prevent children being hungry, which sometimes is a trigger for being angry.

This year our staff  will be undergoing further training on teaching all our children to use sign language as well as speech to express ‘big’ emotions.

We also review each child’s learning journey each half term and this is also an opportunity for each child to talk about all their achievements with their Key Person. The children’s comments are added to their learning journeys.

Our Family Worker and Office Manager are responsible for monitoring attendance. Our Office Manager also informs the Family Worker and SENCo if parents are getting behind on paying for care. We have found in the past that this is an indicator of a family getting into difficulty.We can then offer support to the family in a variety of ways.

Throughout the nursery all staff follow our ‘Positive Behaviour Policy.’

We also use the SEAL resources and cover a different topic each term. SEAL stands for – Social and emotional aspects of learning. This is a comprehensive whole school approach to promote the social and emotional skills that underpin effective learning, positive behaviour and the emotional health and wellbeing of all the children attending our setting. We have a wide range of resources to teach the children about emotions. Also over the last two years we have have had a number of Inset days and staff meetings about adapt this subject. We have worked closely with Chloe Ansell a Child Psychotherapist.

6. This is how we will our teaching to support the children with special educational needs:

We follow the Early Years Outcomes in all our planning. On the planning sheets we use the headings Early Years Outcome/Success Criteria, what will the children learn? We then identify the Curriculum Area/Strand of learning. We ensure this is differentiated by identifying three ‘I can’ statements. The planning sheets are then evaluated at the end of each day and then possible next steps are then planned for the following day.

As well as differentiating on the planning sheets we also use daily individual target sheets to plan and record children’s achievements towards achieving their I.E.P. targets.

Children who have been identified as having additional needs are supported in a range of ways depending on their needs. Some children participate in activities planned for small groups, others work in a pair with an adult and other children requiring a significant level of support will work on a 1:1 basis.  Each area has two adults working; one adult is responsible for leading the adult modelled high level activity and the other adult supports child initiated play and children with additional needs. The ‘I can’ statements ensure that all adult led activities are differentiated. But we do have a small number of children who are working at an extremely low level. These children are supported to engage in activities, by the second person working in each area. Also their Key Person implements the interventions on their I.E.P. with additional support provided by the SENCo and her assistant.

The progress of all children is carefully monitored. Each child’s assessment summary is updated four times a year. It is updated each half term, after being assessed within two weeks of the child starting at nursery.Children with the additional assessment of the Developmental Profile also have these updated termly by their Key Person. We also use a range of further assessments depending on the needs of the individual child. Children’s achievements are also recorded on their individual target sheets, which are used to inform the I.E.P. review meetings.

We inform parents of their child’s progress at I.E.P. meetings. Parents also receive their child’s report at the end of the year and during parent consultation meetings.

We also meet with other professionals such as speech therapists as appropriate during the year. The SENCo ensures the strategies suggested are implemented on children’s I.E.P.’s.

7. The  different types of support  children receive in school:

1:1 support, either from the child’s Key Person, the SENCo or with the SENCo’s assistant. Interventions are planned across curriculum areas.

Small group work, as above.

Whole class support, usually from the SENCo or the SENCo’s assistant.

SENCo qualifications: Batchelor of Education degree.

I have attended a huge range of courses over the last 5 years about supporting children with special needs. For example:

PECS – Picture Exchange Communication System. Makaton.

Manual Handling. Intensive Interaction.

A year working regularly with Chloe Ansell – Child Psychotherapist.

Safeguarding level 1 and 2 training. Safeguarding in the work place.

SENCo’s assistant qualifications. NVQ Level 3.

Salma has now been doing this job for the past 18 months. She has worked closely with the SENCo and experienced early year’s workers. She is able to use a wide range of strategies to support children with special needs.

Early Years Workers: NVQ levels 3 and 4.

Courses attended over the last 5 years.

6 members of staff have attended the 2 day Picture Exchange Communication System training.

All staff have attended level 1 Safeguarding.

All staff have attended training on Domestic violence and Parental Mental Health.

All staff have attended a full day and 6 twilight meetings about children’s well being.

6 members of staff have attended Intensive Interaction training.

4 members of staff have recently attended courses run by the speech therapy department.

Next year all staff will be attending a Manual Handling course and Sensory Integration course.

2 members of staff a course about using Social Stories.have attended

8. This is how we will support your child in unstructured times such as lunchtimes and playtimes and enable her/him to have access to after school clubs, school trips and journeys.

Depending on the needs of our children the SENCo and her assistant give 1:1 support for children at lunch time.

A number of children with special needs have accessed our care before school, after school and in the school holidays.

All of our school trips are available for children with special needs. When it is a trip where parents are invited to come with their children, the SENCo will offer additional support for the parents on the trip. For example the SENCo will go on the trip to support parents. Parents are welcome to take a buggy for the child if this is helpful.

Risk assessments are always completed before a trip. The staff will consider any children with a variety of special needs and additional needs, including children with allergies and inhalers for asthma.

Parents are asked to complete evaluations following a school trip. These evaluations are used to inform the following years planning.

9. The early years setting involves children in decisions that affect them in the following ways:

The school ensures that we listen carefully to the childrens views:

Through the term we observe the children regularly, paying particular attention to what they say. When we record what the children say, we write exactly how the children have expressed themselves.

We also plan from the children’s interests on a daily basis.

At the end of each session we have a talking and thinking time, which is recorded on our group time planning sheets.

We also have ‘talking and thinking floor books’which staff use to record children’s comments.

10. This is how our setting’s resources  are allocated to support children with Special educational needs.

We are a resourced nursery and an amount of money is put into our school budget each April.

The Authority fund our school for 16 part-time places which are kept for children with Special educational needs. This is used to pay for the SENCo. Also to pay for two additional Early Years Workers who work as part of the class teams. One other Early Years Worker who works in all areas of the nursery. Currently we are also funding an additional member of staff who is supporting one child.

The SENCo is responsible for the Special Educational Needs provision mapping and this is reviewed termly. This is a system of recording the additional support some children are receiving.

Each term the Team Leaders input their data which shows the children’s progress. This system is able to produce reports for groups of children, for example to show the progress of children with special needs, highlighting any areas of concern.

This information is also used by the Coordinators to track the progress of all the children in each curriculum area. The SENCo also tracks the children’s progress on a termly basis.

This tracking system is also used by Senior Leadership Team to track children’s progress.

The progress of children with special needs is also discussed at the SENCo’s appraisal meetings which are held regularly throughout the year.

11. These are the services external to the setting which provides support to children with SEN.

Our school works very closely with a wide variety of external services.

All our staff have attended a number of Safeguarding training sessions, which have been delivered by Kathy Sears and Melanie Field, Childcare Advice and Support Officers.

The Family Worker, Headteacher and SENCo all work closely with parents, referring families to Social Care when concerns arise, but also regularly contacting Social care for advice.

The Family Worker and SENCo also complete and submit CAF (Common Assessment Framework) forms to offer further support to families when necessary. They then ensure that the aims on the form are implemented.

Both the Family Worker and SENCo arrange and chair TAF (Team around the Family) meetings and Professionals meetings when appropriate.

If we have concerns about a child’s hearing or eye sight we signpost them to their G.P. to ask for a referral. We have to do the same to access the Continence Service. We are unable to refer children to the Physiotherapy team, but when a child has been referred by another health professional we invite the Physiotherapist into school to ensure we are following their advice correctly.

However if we have concerns about a child’s speech, the SENCo can either sign post them to Speech Therapy Drop-Ins or write a referral to the SENS(Special Educational Needs) Team for the Speech and Language Advisory Teacher to come and observe them.

If the SENCo has concerns about a child’s progress, following a number of meetings with parents – the SENCo will then refer them to the Early Years Advisor for the under fives in the SENS Team.

The SENCo is able to write a referral to the Occupational Therapy Department.

If I am very concerned about a child’s progress, again following a number of meetings with their parents, I can refer a child to the Edwin Lobo Centre for a Multidisciplinary appointment. When we know the date of the appointment the SENCo will ensure that either the SENCo or the Key Person is able to attend the appointment with the parents and if appropriate attend review appointments as well.

The SENCo and Family Worker write referrals to CAMHS when appropriate.

THE SENCo refers children to the Educational Psychology service who then arrange to come and observe the child in school and meet with the SENCo, Key Person and parents following this observation.

The SENCo writes referrals to the School Nursing Service and the Special Needs Nursing Team. We also liaise when necessary with the Special Needs Nursing Team.

Following visits by other professionals we usually receive a report. The SENCo always photocopies reports as soon as they are received and gives a copy to the child’s Key Person. These strategies are then implemented at the next I.E.P. review or sooner if possible. These reports are also used as evidence to support reports written by the SENCo to request Statutory Assessment and Educational Advice. Reports are always shared with parents before being submitted.

12.The staff in the setting are  supported to work with children with special educational needs in the following ways:

The SENCo has worked closely with new members of staff and more experienced members of staff to ensure knowledge is shared and used by all members of staff. Colleagues are always willing to share ideas and resources with other experience of.members of staff. Relevant training will be organised for new staff or if we have a child with a special need we have little experience of.

Courses attended over the last 5 years.

6 members of staff have attended the 2 day PECS training.

All staff have attended level 1 Safeguarding training.

All staff have attended training on Domestic violence and Parental Mental Health.

All staff have attended a full day and 6 twilight meetings about children’s well being.This is a system we use to identify how each child is developing emotionally.

6 members of staff have attended Intensive Interaction training.

4 members of staff have recently attended courses run by the Speech Therapy department, for children who have a diagnosis of Autism.

2 members of staff have attended a course about Social Stories.

All staff attended a training course run by our Educational Psychologist about Bereavement.

All staff have attended a whole day training and twilight sessions about children’s emotional wellbeing.

All staff have attended 3 music sessions run by a variety of performers this year.

Next year all staff will be attending a Manual Handling course and a Sensory Integration course.

13. This is how our school supports the children in moving on to another school.

Parents of children who have a Resourced nursery place will meet with the SENCo at least two terms before they are due to leave. The SENCo will then arrange for parents to visit at least one mainstream school and their catchment school, if it is different. If appropriate the parents will also be invited to visit either just one or both of the special schools in Luton. Depending on the needs of the child parents can also visit one of the Provisions that are available in Luton. Following these visits the SENCo and sometimes an Advisory Teacher from the local authority will arrange to meet with parents. If it is helpful the SENCo is happy to arrange a second visit if the parents feel this would be useful. When the parents have made their decision and we know from admissions which school the children will be attending, the SENCo will arrange a transition plan meeting. Parents are asked to attend, also the child’s Key Person, staff from the receiving school, usually the Class Teacher and SENCo. Also if it will be helpful, either the Educational Psychologist or an Advisory Teacher from the local Authority will attend. At the transition meeting, information is shared, both about the child’s strengths and the areas in which they will need support. At this meeting, dates are then arranged for the receiving school to come and visit the child in their current school. Visits will be organised for the child to their new school, supported either by the Key Person or SENCo.

We also ensure resources that are being used successfully are shared/passed on to the next school.

For children who are not Resourced, but have special needs, the SENCo will also arrange transition meetings. It is important that we share as much information as possible. We usually also arrange visits to the new school. The new schools are welcome to contact the SENCo if they have any further queries when children have left.

The paperwork is prepared by the SENCo to be delivered by hand to the next school – so we are certain they have received it.

For children who have been identified as having special needs who are moving to a new class in nursery, the SENCo will  arrange a meeting to share information between class teams. Then a home visit is organised for them.

14.The accessibility of  the school’s environment?

Our building is single storey with a number of ramps, which enable wheelchair access.There are disabled toilet facilities for children and adults. One of the disabled toilets has shower facilities. The changing area and medical area are both equipped with hydraulic beds and nappy changing facilities.

There is a well equipped sensory room, which is available for the use of all the children. Whilst we don’t know what special requirements will be needed for individuals, we ensure we make appropriate adjustments – so that no child is disadvantaged in comparison to pupils who are not disabled.

A clean room is available for children with medical needs e.g. gastronomy/tracheotomy.

We recently had a little boy in our baby room who was severely visually impaired. We received excellent support from the Teacher for children with a visual impairment. Her advice was very helpful in ensuring the environment was both safe and appropriate.

We have a variety of visual symbols in all areas of the nursery. We also have posters in all of the areas demonstrating the Makaton signs.

We use a variety of startegies to communicate with parents/carers whose first language is not English. In June 2014, the data shows that 49.6% of our children are learning English as an additional language. Staff at Pastures Way are able to speak a variety of different languages and are always happy to interpret for parents. We have information about our school available in a variety of different languages for parents.

15. Parents/carers are welcome to contact the following members of staff for further information.

Initially a parent usually talks about their concerns to their child’s Key Person, sometimes on the home visit. The Key Person will discuss the parent’s concerns with their class team, complete an initial concerns form for the SENCo. Depending on the nature of the concern the SENCo will arrange a meeting with the parents, SENCo and Key Person. They will discuss at the meeting what the next steps will be. As all the staff work with the children, concerns are usually shared with staff at the beginning of an I.E.P. meeting. Just occasionally parents share concerns with our Office Manager when they are filling in the admission form. All of the office staff are perceptive in understanding when a parent is concerned about their child and ask the parents permission to share the information with the SENCo who will quickly contact them.

In Luton I feel as a SENCo, I am extremely well supported by other professionals working in the Authority. I regularly write referrals to the SENS Team, identifying on the form whether it is for the attention of: The Autism Team, The Speech and Language Advisor or the Under 5’s Advisory Teacher. The SENCo also refers children to the Educational Psychology team, the Occupational Therapy Team, School Nursing Service and the Specialist Nursing Team. If the SENCo has concerns about a child’s hearing, eye sight or continence then parents are asked to make an appointment at their Doctors, with a letter from the school if necessary. If the SENCo is concerned about a child’s speech, parents are asked to visit the speech therapy drop in’s, with the SENCo if parents are worried about this appointment or do not have transport.

If necessary the SENCo can also refer children to the CAMH (Luton Child and Adolescent Mental Health services) service. Or Complete a CAF (Common Assessment Framework) form, which is then submitted to the CAF team, to discuss what further support can be offered to the family.

If parents are concerned about their child’s progress before they start at our school, the SENCo is very happy to meet to discuss their concerns, but also to find out what their child enjoys doing and their strengths. If it is helpful, parents are welcome to visit the school with the SENCo and to stay and play with their child.

If a child already has a Statement, or an Education, Health and Care Plan the Statementing team are always happy to answer any queries, parents may have.

Parents are able to find the Luton Local authority Offer on the Luton Borough Council website and follow the link to the Local Offer. This can also be accessed on the Pastures Way Nursery website.

My name is Helen and I am SENCo at Pastures Way Nursery. I would be very happy to arrange a visit to our nursery so parents and children can come and have a look around our ‘happy’ and friendly’ school. My phone number is 01582 600691.

In March 2014 we had our Ofsted inspection.

The findings of the Ofsted report are as follows:

Achievement of pupils ~ Good

Quality of teaching ~ Good

Behaviour and safety of pupils ~ Outstanding

Leadership and management ~ Good

The Ofsted Inspector wrote in the report,

‘Children who have special educational needs make good progress because staff  involve them effectively in nursery activities.’

For further information please contact Helen Mumford, SenCo.