Equality of opportunity - SEND (Special Education Needs and Disabilities) Policy

In line with the SEND Regulations (2014) this policy sets out how we at Roydon Early Years implement best practice to ensure the highest possible care for children with SEND and their families. Roydon Early Years have signed up to the ‘Local Offer’
Our aim is to be inclusive to all children and their families no matter what their level of ability is. We will work with you to put in place suitable plans to enhance your child’s time with us.
In order to meet the needs of children and their families in our care we will co-ordinate our own input with that of other agencies as well as signposting parents or carers to others who may be able to support them – such as speech and language therapists, children’s centre etc.
To achieve the best possible outcomes for children with SEND and their families we will aim to use timely intervention in order to encourage and promote every child to reach their highest potential.
We ensure that our service is fully accessible by the hall having designated disabled parking spaces. Doors are wide and inside are on one level, ramps are built in at front at back entrances.
A member of staff is the designated Special Educational Needs Co-ordinator (SENCO) who is highly trained in all areas in order to implement support when needed.
 
Staff in the setting use basic Signalong. We communicate verbally at open mornings, parent meetings and information sessions. We communicate non-verbally by regular newsletters, online learning journeys (Tapestry) and on our website - which also holds all other information and policies about the setting.
Staff access regular training to improve knowledge and understanding around the issues of SEND, these include 3-day Setting SENCO, Individual Education Planning, Looked after children/PEP training, Various Autism awareness training, Various speech and language courses,
We plan to further develop our service by continuing to maintain and develop links with other services as well as all staff improving their own knowledge through training courses.
We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.
  • We ensure our provision is inclusive to all children with special educational needs (SEN).
  • We support parents and children with (SEN).
  • We identify the specific needs of children with SEN and meet those needs through a range of SEN strategies.
  • We work in partnership with parents and other agencies in meeting individual children's needs.
  • We 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 his/her name to parents. Our SENCO is Tammy Batchelor
  • We ensure that the provision for children with SEN is the responsibility of all members of the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We work closely with parents of children with SEN 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 and their families, including transition arrangements to other settings and schools.
  • We work very closely with the area Early Years Advisor. The Early Years Advisor for the setting is Vanessa Hancock-Sharman.
  • We provide a broad, balanced and differentiated curriculum for all children with SEN.
  • We use a system of planning, implementing, monitoring, evaluating and reviewing, individual support plans (as well as behaviour plans, play plans), rewards (stickers, certificates etc), gaining information and support from other professionals and training and research for children with SEN.
  • We ensure that children with SEN are appropriately involved at all stages of the graduated approach, considering their levels of ability.
  • We provide resources (human and financial) to implement our Special Educational Needs Policy.
  • We provide in-service training for parents, practitioners and volunteers.
  • We raise awareness of any specialism the setting has to offer, e.g. Signalong trained staff.
  • We ensure the effectiveness of our SEN provision by collecting information from a range of sources e.g. Individual Support Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.
(Policy updated August 2024)
To see a copy of the SEND code of practice please see the document below
Below you can find the Parent and Carer guide to the SEND code of practice