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Policies & Procedures
Special Educational Needs Statement of Intent
We provide an environment in which children are supported to
reach their full potential
Aims
Country Mice Pre School has regard for the DfES Special Educational
Needs Code of Practice. We welcome all children in our provision
and ensure all children, including those with SEN, have access
to a broad, balanced and purposeful early years curriculum.
Our staff are trained 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 the Inclusion and Special
Needs Co-ordinator (INCO/SENCO/).
Sonia Parkes is the identified INCO/SENCO officer and is
responsible for the special educational needs provision in the nursery
(February 08).
We ensure that the provision for children with SEN/disabilities
is the responsibility of all members of the setting.
We provide in-service training for our Pre School staff.
We ensure that our physical environment is as far as possible
suitable for children with disabilities.
We are prepared for children of all needs to join our Pre School
and think ahead about the resources we may need to supply.
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 work closely with parents and share concerns maintaining confidentiality.
Parents are informed at all stages of the assessment, planning,
provision and review of their children’s education.
We work closely with parents of children with SEN/disabilities
to create a positive partnership.
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 a system of planning, implementing, monitoring, evaluating
and reviewing individual educational plans (IEP’s) for children
with SEN/disabilities.
We ensure that all children with SEN/disabilities are appropriately
involved, 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 (financial or extra support of a one-to –one
worker) to implement our SEN/disability policy.
We ensure privacy of children with SEN/disabilities when intimate
care is being provided.
We ensure the effectiveness of our SEN/disability provision by
collecting information from a range of sources eg. 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 or before if necessary.
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