Special educational needs/disability policy

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Statement of intent

We provide an environment in which all children are supported to reach their full potential.

Aims

·         We have regard for the DfES Special Educational Needs Code of Practice.

·         We include all children in our provision.

·         We provide practitioners to help support parents and children with special educational needs (SEN)/disabilities.

·         We identify the specific needs of children with SEN/disabilities and meet those needs through a range of strategies.

·         We work in partnership with parents and other agencies in meeting individual children's needs.

·         We monitor and review our practice and provision and, if necessary, make adjustments.

Methods

·         We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO)      and give his/her name to parents..

·         We ensure that the provision for children with SEN/disabilities is the responsibility of all members of the setting.

·         We ensure that our inclusive admissions practice ensures equality of access and opportunity.

·         We ensure that our physical environment is as far as possible suitable for children with disabilities.

·         We work closely with parents of children with SEN/disabilities to create and maintain a           positive partnership.

·         We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.

·         We provide parents with information on sources of independent advice and support.

·         We liaise with other professionals involved with children with SEN/disabilities and their families, including transfer arrangements to other settings and schools.

·         We use the graduated response system for identifying, assessing and responding to children's special educational needs.

·         We provide a broad and balanced curriculum for all children with SEN/disabilities.

·         We provide a differentiated curriculum to meet individual needs and abilities.

·         We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with SEN/disabilities.

·         We ensure that children with SEN/disabilities are appropriately involved at all stages of           the graduated response, taking into account their levels of ability.

·         We use a system for keeping records of the assessment, planning, provision and review for children with SEN/disabilities.

·         We provide resources (human and financial) to implement our SEN/disability policy.

·         We ensure the privacy of children with SEN/disabilities when intimate care is being provided.

·         We provide in-service training for practitioners and volunteers.

·         We raise awareness of any specialism the setting has to offer.

·         We ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, parental and external agencies views, inspections and complaints.  This information is collated, evaluated and reviewed annually.

·         We provide a complaints procedure.

·         We monitor and review our policy annually.

This policy was adopted at a meeting of Easington Playgroup