SPecial Eduactional Needs and Disabilities (SEND)

Samantha Adams - Level 4 SENDCO (Special Educational Needs and Disabilities Support Coordinator)

Support

Parents’ early observations of their child are crucial

[SEND Code of Practice 5.14]

Care

The benefits of early identification are widely recognized – identifying need at the earliest point, and then making effective provision, improves long term outcomes for children’ [SEND Code of practice Paragraph 5.4]

Make a difference

Special Educational needs and disability is ‘when a child or young person has special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for them’ [Children and Families Act 2014]

My role in the setting is to work closely with colleagues, children and their families to support any special educational needs or disabilities. To do this I must have regard for; • Special Educational needs and disabilities code of Practice. • Equality Act 2010 • Children and Families Act 2014 • The special Educational needs and disability regulations 2014 • The SEND code of practice 2015 • Early year’s foundation stage statutory framework

We follow the graduated approach and consider how best to be inclusive, respectful and have high aspirations for children’s outcomes.

Assess

Use the information from your assessments, the child’s voice, and family concerns

Plan

If the child needs additional resources or support an action plan with targets that are achievable and show progress using SMART targets

Do and Review

Key person, SENCO and any other staff should implement the targets set in the plan.

Regularly meeting with parents, SENCO, professionals and the Key person will help to assess the targets set and progress made, feeding into the next cycle.

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Staff role

Through regular monitoring of your child….

When a child starts in the setting you will begin to build a picture of the child’s likes and abilities to access the provisions and our Preschool curriculum. Using the EYFS 2025 curriculum guidance and Birth to 5 matters you will be able to see if there are any barriers to learning. You will be able to see when a child is not making expected progress. Completing a 2 year old check when the child starts will give a good baseline, if the child is over 3 check with the parents that it has been completed and make your own assessments with input from the family.

This may lead to an Early Help, Early support with an ADPR (target sheet), or an EHCP.

All Key staff to be trained.

Parents role

Parent support…

Parents know their children best, they should be informed and fully engaged on all concerns from the beginning. Some families may find the process upsetting and may not have recognized their child has SEN or have been waiting for validation from staff. Sensitivity, respect and awareness to the needs of the family is very important.

Sensitivity to cultural, social, and economical factors should be used and building up a relationship of trust is vital in parents sharing things with the setting and therefore working towards better outcomes and support in place for the child.

6 week meetings are set up to follow the asses plan do review progress and record any changes at home. All parent can speak to their Key Person, Manager or SENDCO before any reviews and understand they have our support.

Sharing Information

Staff must get permission to share any information with outside agencies. Parents are informed of progress and have input throughout the process.

Early Help – Access to a range of professionals can be found through the Early Help system online, this is where information for the child and family can be accessed by professionals that are involved for a joined up response for the best outcomes. If you need support in more than one area this will often be used.

If your family or child is advised to use the Early Help we would guide you through each step.

Speech and language

High incidence of needs in our setting are often concerns such as Speech and language difficulties. This could be a delay or a disorder, the child will need support in the setting and at home with the parents, often led by a Speech and Language therapists targets. We can identify the needs through conversations with parents and using tools within the setting such as the Sound wheel, 100 word list, Teddy Bear Kit, Big Mouth and ECAT. If progress is not being made we use the Peterborough SALT website which allows parents to self-refer and offers games and tips on how to support their child.

Speech and Language Therapy Toolkit | CPFT NHS Trust

· Use a wealth of language

· Listen, comment and ask open ended questions

· Never correct – Role model