SEND & Inclusion Policy

How we support children with additional needs and ensure every child can participate.

At Wildflowers Preschool, we are committed to providing an inclusive, welcoming and supportive environment where every child can learn, develop, participate and thrive, including children with Special Educational Needs and Disabilities (SEND).

We recognise that every child is an individual and that children develop at different rates and in different ways. We aim to identify additional needs as early as possible and work in partnership with parents/carers, practitioners and relevant professionals to provide appropriate support.

Our approach is based on the principles of:

• Early identification and intervention.
• Inclusion and equality of opportunity.
• Removing barriers to learning and participation.
• Working in partnership with children and their families.
• Appropriate reasonable adjustments.
• High expectations for every child.
• The graduated approach of Assess, Plan, Do and Review.
• Working collaboratively with relevant professionals and agencies.
• Supporting children to develop confidence, independence and a positive sense of self.

We recognise and value the strengths, interests, abilities and individual needs of every child.

This policy should be read alongside our Equality and Inclusion, Safeguarding, Health and Safety, Behaviour, Key Person, Admissions and Transition Policies.

2. Legal & Statutory Framework

This policy has been developed with reference to:

• Special Educational Needs and Disability (SEND) Code of Practice: 0 to 25 years.
• Children and Families Act 2014.
• Equality Act 2010.
• Early Years Foundation Stage (EYFS) Statutory Framework for group and school-based providers.
• Relevant Department for Education guidance on SEND and early years provision.
• Relevant Norfolk County Council SEND guidance and funding arrangements.

The current SEND Code of Practice applies to England and provides statutory guidance for certain early years providers and local authorities.

Current SEND Code of Practice: 0 to 25 years – GOV.UK

The EYFS requires early years providers to have arrangements in place to support children with SEND. Providers delivering local-authority-funded early education places must have regard to the SEND Code of Practice.

Early Years Foundation Stage Statutory Framework – GOV.UK

3. What Do We Mean by SEND?

A child has Special Educational Needs (SEN) if they have a learning difficulty or disability which requires special educational provision to be made for them.

A child may have SEND if they:

• Have significantly greater difficulty in learning than most children of the same age; or
• Have a disability which prevents or hinders them from making use of educational facilities generally provided for children of the same age.

A child does not need to have a formal diagnosis in order to receive appropriate support.

We recognise the four broad areas of need identified within the SEND Code of Practice:

Communication and Interaction

This may include difficulties with speech, language and communication, social communication or interaction.

Cognition and Learning

This may include difficulties with learning, understanding or acquiring skills.

Social, Emotional and Mental Health

This may include difficulties with emotional regulation, relationships, behaviour, anxiety or mental health.

Sensory and/or Physical Needs

This may include hearing or visual impairment, physical disabilities or other sensory or physical needs.

These areas are not intended to label or categorise children. A child may have needs across more than one area, and our approach will always consider the whole child and their individual strengths and needs.

4. English as an Additional Language (EAL)

We recognise that children who speak English as an additional language may require additional support to access learning and communicate effectively.

However, having English as an additional language does not in itself mean that a child has SEND.

Where a child has EAL alongside an identified or suspected special educational need or disability, we will consider both aspects when planning appropriate support.

We will work with families to understand the child’s home language, cultural background, communication and previous experiences.

5. Our SEND Coordinator (SENCO)

The SENCO will:

• Coordinate the setting’s SEND provision.
• Support the identification of children who may have additional needs.
• Work closely with children, parents/carers, Key Persons and other practitioners.
• Support practitioners to understand and meet individual children’s needs.
• Coordinate the Assess, Plan, Do, Review process.
• Monitor and review SEND support and individual plans.
• Support staff to make appropriate adaptations and reasonable adjustments.
• Liaise with relevant external professionals and agencies.
• Support families to understand the SEND process and available services.
• Maintain appropriate SEND records and registers.
• Coordinate applications for relevant SEND funding where appropriate.
• Identify training and development needs within the staff team.
• Help ensure the environment, routines, activities and learning opportunities are accessible and inclusive.
• Support effective transitions between settings and schools.
• Work with the Preschool leadership team and Committee to identify and obtain appropriate resources where required.

The SENCO will not work alone. All practitioners are responsible for supporting inclusion and meeting children’s individual needs, with guidance and support from the SENCO.

6. Identifying Additional Needs

A child may arrive at Preschool with SEND already identified by their family or by other professionals.

In other circumstances, practitioners may notice that a child is experiencing difficulties or barriers to learning, development, communication, participation or wellbeing.

We encourage parents/carers to talk openly with their child’s Key Person or the SENCO about any concerns they may have.

Where concerns arise, practitioners will:

• Talk with the child’s parent/carer.
• Gather information about the child’s strengths, interests, development and experiences.
• Observe the child in their normal Preschool environment.
• Consider the child’s progress and development.
• Consider whether there may be barriers affecting the child’s participation or learning.
• Seek advice from the SENCO.
• Consider appropriate adaptations and support.
• Review the effectiveness of the support provided.

Practitioners should not attempt to diagnose SEND. Where appropriate, the SENCO will support the setting in seeking advice from relevant professionals.

7. Assessment & Monitoring

We use a range of information to understand each child’s development and identify emerging needs.

This may include:

• Information provided by parents/carers.
• Registration and All About Me information.
• Observations and professional knowledge of the child.
• The EYFS progress check at age two.
• Developmental assessments.
• Communication and language assessments where appropriate.
• Information from health visitors and other professionals.
• The child’s own interests, views and responses.
• Ongoing observations of learning and development.
• Individual planning and support records.
• Information shared during transition.

When a child is aged between two and three, practitioners must complete the EYFS progress check and provide parents/carers with a written summary of development in the three prime areas.

We will not rely on a single assessment or screening tool to determine whether a child has SEND.

Our assessment will consider the whole child, including their strengths, interests, communication, relationships, development, wellbeing and the environment in which they are learning.

8. The Graduated Approach – Assess, Plan, Do, Review

Where a child is identified as requiring additional support, Wildflowers Preschool will use the graduated approach:

Assess

We will gather information from:

• The child.
• Parents/carers.
• The Key Person and other practitioners.
• Previous settings where appropriate.
• Relevant health or education professionals.

We will consider the child’s strengths, needs, development and the barriers that may be affecting their learning or participation.

Plan

Where additional support is required, the child’s parent/carer, Key Person and SENCO will agree appropriate outcomes and strategies.

The plan will identify:

• The child’s strengths and needs.
• The intended outcomes.
• Strategies and adaptations.
• Any additional resources required.
• Who will be responsible for implementing the support.
• How progress will be monitored.
• A review date.

Do

The agreed support will be implemented as part of the child’s everyday experience at Preschool wherever possible.

Support may include:

• Visual timetables.
• Visual communication resources.
• Adapted activities.
• Additional modelling and repetition.
• Small-group or individual support.
• Communication strategies.
• Sensory strategies.
• Quiet or calm spaces.
• Adapted routines.
• Additional adult support where appropriate.
• Environmental adaptations.
• Reasonable adjustments.

Review

The impact of the support will be reviewed with parents/carers and relevant practitioners.

We will consider:

• What has worked well.
• What progress the child has made.
• Whether the intended outcomes have been achieved.
• Whether further support is required.
• Whether strategies should be changed.
• Whether advice from another professional may be beneficial.

The review period will be determined according to the individual child’s needs rather than automatically applying the same timescale to every child.

The Assess, Plan, Do, Review approach is the recognised graduated approach for supporting children with SEND.

9. Working With Parents & Carers

We believe parents and carers are central to understanding and supporting their child.

We will:

• Listen to parents’ views, concerns and knowledge of their child.
• Share relevant information about their child’s development and support.
• Involve parents in planning and reviewing support.
• Explain the reasons for any additional support.
• Seek parental views before involving external professionals wherever appropriate.
• Provide information about relevant services and sources of support.
• Work together to support consistent strategies between home and Preschool where appropriate.

Parents and carers will be encouraged to contact the SENCO or Manager whenever they have questions or concerns about their child’s development or additional needs.

10. Involving Other Professionals

Where a child continues to experience difficulties despite appropriate support, we may consider seeking advice from relevant professionals.

Depending on the child’s individual needs, this may include:

• Speech and Language Therapy.
• Health Visitors.
• Paediatricians.
• Occupational Therapists.
• Physiotherapists.
• Educational Psychology.
• Specialist Teachers.
• Early Years SEND Advisory Services.
• Other appropriate health, education or social care professionals.

We will normally discuss this with parents/carers and seek their involvement and agreement before making a referral or sharing information, unless information sharing is required to protect a child or another person.

We will work collaboratively with professionals and use their advice to inform the child’s provision.

11. Education, Health & Care Plans (EHCPs)

Some children with SEND may require support that is greater than can reasonably be provided through ordinarily available provision and SEN Support.

Where appropriate, an Education, Health and Care (EHC) needs assessment may be considered.

The SENCO will work with parents/carers and relevant professionals to gather appropriate evidence and support any request for an EHC needs assessment.

Parents/carers can also request an EHC needs assessment directly from their Local Authority.

The Local Authority is responsible for deciding whether an EHC needs assessment should take place and whether an EHCP is required.

Where a child has an EHCP, Wildflowers Preschool will:

• Familiarise staff with the child’s plan.
• Implement the provision specified within the plan that is the responsibility of the setting.
• Work with parents/carers and relevant professionals.
• Monitor the child’s progress.
• Participate in annual review arrangements as required.
• Support the child’s transition to their next setting.

12. SEND Funding & Resources

Wildflowers Preschool will use its available resources and ordinarily available provision to support children with SEND.

Where a child’s needs require additional resources or support beyond what can reasonably be provided from the setting’s existing resources, we may seek additional funding through the relevant Norfolk County Council SEND funding arrangements.

Norfolk currently operates a SEN Fund to support providers in meeting the additional needs of children with SEND. Applications and eligibility are subject to current Local Authority guidance and funding arrangements.

We will:

• Discuss applications with parents/carers.
• Obtain consent where required.
• Provide appropriate evidence of the child’s needs and the support already in place.
• Use funding to support the child’s identified needs.
• Review the effectiveness of additional resources.

Funding arrangements may change, so the Preschool will follow the current Norfolk County Council guidance at the time of application.

13. Inclusion & Reasonable Adjustments

Wildflowers Preschool is committed to ensuring that children with SEND are able to participate as fully as possible in all aspects of Preschool life.

We will consider reasonable adjustments to:

• The environment.
• Activities.
• Communication.
• Routines.
• Resources.
• Transitions.
• Group experiences.
• Learning opportunities.
• The way information is presented.

Examples may include:

• Visual timetables.
• Visual communication cards.
• First/then boards.
• Additional preparation for transitions.
• Adapted equipment.
• Quiet spaces.
• Sensory resources.
• Alternative ways of communicating.
• Additional adult support.
• Breaking activities into smaller steps.

Adjustments will be based on the individual child’s needs rather than applying a one-size-fits-all approach.

We will work to remove barriers while maintaining positive and ambitious expectations for every child.

14. Children with Disabilities

We recognise our responsibilities under the Equality Act 2010 and will not discriminate against a child because of disability.

Where a child has a disability, we will consider what reasonable adjustments can be made to enable them to access the Preschool environment, activities and learning opportunities.

Where additional adaptations, equipment, training or specialist advice may be required, we will work with the family and relevant professionals to identify appropriate solutions.

15. Transition

We recognise that transitions can be particularly important for children with SEND.

When a child joins Wildflowers Preschool, moves within the setting or prepares to move to another setting or school, we will plan the transition according to their individual needs.

Where appropriate, this may include:

• Meetings with parents/carers.
• Sharing relevant information with the receiving setting.
• Visits to the new setting.
• Transition documents.
• Visual resources.
• Photographs or social stories.
• Meetings with relevant professionals.
• Additional settling-in opportunities.
• Sharing the child’s strengths, interests and successful strategies.

For children with SEND, we will aim to ensure that relevant professionals and the receiving setting are involved where appropriate and with the necessary permissions.

The exact transition arrangements will be tailored to the individual child.

16. Working With the Local Offer

Norfolk County Council’s SEND Local Offer provides information about services, support and provision available to children and young people with SEND and their families.

Wildflowers Preschool will signpost families to relevant services and will keep its own SEND information and local offer up to date in line with current Norfolk arrangements.

Norfolk SEND Local Offer

Norfolk’s current early education funding arrangements also include specific SEND funding support for providers.

17. Confidentiality & Record Keeping

Information relating to a child’s SEND, development, health and family circumstances will be treated sensitively and confidentially.

SEND records will be stored securely and access will be limited to those who have a legitimate reason to access the information.

Records may include:

• Developmental information.
• Observations.
• Support Plans.
• Professional reports.
• Care or medical information.
• Correspondence.
• Funding applications.
• EHC Plan information.
• Transition information.

Information will be shared appropriately with parents/carers and relevant professionals.

Information may be shared without parental consent where there is a lawful basis to do so, including where necessary to safeguard a child or another person.

Records will be retained and disposed of in accordance with the Preschool’s data protection and record retention procedures.

Records required to be available for inspection by Ofsted will be maintained appropriately.

18. Staff Training & Development

Wildflowers Preschool recognises the importance of staff having the knowledge and skills required to support children with SEND.

The SENCO and Manager will identify training needs and seek appropriate training, advice or specialist support where necessary.

Training may include areas such as:

• Speech, language and communication.
• Autism.
• Sensory processing.
• Positive behaviour support.
• Supporting children with physical disabilities.
• Safeguarding children with SEND.
• Inclusive practice.
• Communication strategies.
• Specific medical or developmental needs.

Where a child’s individual needs require specialist knowledge, we will seek appropriate advice and training.

19. Quality Assurance & Review

The SENCO and Preschool leadership team will regularly monitor the effectiveness of SEND provision.

This will include considering:

• How quickly additional needs are identified.
• The effectiveness of support plans.
• Children’s progress and development.
• Parent/carer feedback.
• Staff confidence and training.
• Accessibility of the environment.
• The effectiveness of reasonable adjustments.
• Partnership working with external agencies.
• The use and impact of SEND funding.
• Transition arrangements.

This policy will be reviewed regularly and updated when legislation, statutory guidance or local arrangements change.

20. Further Information & Support

Parents/carers who would like further information about SEND can access:

SEND Code of Practice: 0 to 25 years – GOV.UK

SEND guidance for early years settings – GOV.UK

Norfolk SEND Local Offer

Parents/carers can also contact the Preschool SENCO or Manager for support in understanding their child’s needs and the support available.