Supporting children with special educational needs

9.2 Supporting children with special educational needs

Policy statement

LGMS provide an environment in which all children with special educational needs (SEN) are supported to reach their full potential.

• LGMS have regard for the Special Educational Needs and Disability Code of Practice (2014).
• LGMS have in place a clear approach for identifying, responding to, and meeting children’s SEN.
• LGMS support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
• LGMS work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEN and their families.
• LGMS regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.

Procedures

• We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give her name to parents. Our SENCO is: 

Lydia Whalley

]

• The SENCO works closely with our manager and other colleagues and has responsibility for the day-to-day operation of Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN.
• LGMS ensure that the provision for children with SEN is the responsibility of all members of the setting.
• LGMS ensure that our inclusive admissions practice ensures equality of access and opportunity.
• LGMS provide a broad, balanced and differentiated curriculum for all children.
• LGMS] apply SEN support to ensure early identification of children with SEN.
• LGMS use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress. 
• LGMS ensure that parents are involved at all stages of the assessment, planning, provision and review of their children’s special education including all decision making processes 
• LGMS where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level understanding. 
• LGMS provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
• LGMS liaise and work with other external agencies to help improve outcomes for children with SEN. 
• LGMS have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Health and Care (EHC) assessment.
• LGMS LGMS provide resources (human and financial) to implement [our/my] Supporting Children with Special Educational Needs Policy.
• LGMS ensure that all [our/my] staff are aware of [our/my] Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. LGMS provide in-service training for parents[, practitioners] and volunteers.
• LGMS raise awareness of our special education provision via our website and or promotional materials.
• LGMS ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, [staff and management meetings,] parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.
• LGMS provide a complaints procedure.
• LGMS monitor and review our policy annually.

Further guidance

• Early Years Foundation Stage Statutory Framework (DfE 2017)
• Working Together to Safeguard Children (DfE 2015)
• Special Educational Needs and Disability Code of Practice (DfE & DoH 2014)

Other useful Pre-school Learning Alliance publications 

• Guide to the Equality Act and Good Practice (2015)
• SEND Code of Practice for the Early Years (2014)