• We actively support parents and children with special educational needs and disabilities (SEND) to provide the best possible start. 

• We believe in addressing concerns and providing support as early as possible rather than a ‘wait and see’ approach.  

• We believe this is more effective than implementing support later on.

• Our Early Years Special Educational Needs Co-ordinator (EYSENCo) is Emma Burt.

• Our SENCO is there to support children, parents/guardians and key persons and will liaise with professionals and other agencies.

STARTING PRESCHOOL

• You will complete a questionnaire about your child’s development and learning to date and this is a good time to include any concerns you may already have about your child’s progress and settling at preschool. 

• There are plenty of opportunities to talk with us about your child and their needs:

  • At the Stay and Play sessions when you and your child meet your key person;

  • At the Welcome Evening for parents when you will meet the SENCo;

  • You can ring to make an appointment to discuss your child’s needs; 

  • You can have a home visit from your key person and the SENCo.  

KEEPING YOU INFORMED

• Each child has a key person who will regularly observe and assess to ensure they are making appropriate progress in their learning and development. 

• Children’s learning and development, including areas where they may not be making expected progress, are shared with parents through discussion and in written progress checks.

• Your child’s key person will carry out regular WellComm language screenings, implement any necessary support and let you know what you can do at home to support your child.   

• Within six weeks of starting preschool, your child’s key person will give you a progress check covering the Prime Areas (Personal Social and Emotional Development, Communication and Language Development and Physical Development), together with information about whether your child is meeting the developmental milestones for their age.

• Your comments will be included, and the progress check will be shared with the Health Visiting Team.

• Next steps will be suggested, eg, Narrative Therapy or the involvement of outside agencies, but this is always with your consent. 

• Progress appointments are offered termly with your key person and the SENCo. 

• Parents are always welcome to stop for an informal chat and you may look through your child’s Learning Journey at any time (just ask your key person). 

OUR SENCO

• Our SENCo works in accordance with the Special Educational Needs (SEN) Code of Practice and keeps up-to-date with developments in SEND. 

• Emma has undertaken the Early Years SENCO Level 3 Award. 

• Additional training includes behaviour support, Autistic Spectrum Condition (ASC), social communication difficulties, Signalong, Speech & Language, Sensory Processing and Narrative Therapy.

• Our SENCo has established good working relationships with other professionals including the Speech and Language Therapists, Health Visiting Team and Portage and have experience of making referrals. 

• The preschool team has experience of supporting children with special educational needs and disabilities including Autistic Spectrum Condition (ASC), global developmental delay, epilepsy and speech and/or language delay. 

• The team has supported the inclusion of children experiencing behavioural difficulties and families with English as an Additional Language. 

• Our SENCo will work closely with your child’s key person to monitor and support your child’s progress. 

• Together we will write an Individual Plan (IP) for your child and review this with you termly.

• The IP will be tailored to your child’s specific needs and stage of development. 

• The IP will set out specific steps to be taken at preschool to support your child’s learning and development and ways in which you can support your child at home. 

• There are weekly Signalong videos on Facebook so that parents can support their child's language development with signing.

ACCESS, RESOURCES AND EQUIPMENT: 

Our pre-school has wheelchair access, an accessible toilet and nappy changing facilities.

Examples of interventions and resources include:

• Signalong

• Visual timetables

• Social stories

• Bucket Time and Copy Box

• Objects of reference

• Choosing board 

• Now and next board

• Photos of activities and routines so children can indicate their wishes and needs

• Sensory equipment including fidget toys, peanut ball, lycra, gym balls, twist board, bilibos and a bodysock. 

We have resources to support children who have English as an Additional Language (EAL) and iPads for translation purposes, to access materials online or to communicate with home via email. 

TRANSITION TO SCHOOL

• We provide support to children starting at all the local primary schools. 

• Visits from reception class teachers are arranged so they can meet your child in a familiar environment where they will be more relaxed.  

• As the preschool is on school premises, children become familiar with the sights and sounds of school, including uniform, break times and evacuation drills. 

• A Team Around the Family (TAF) meeting can be arranged to discuss the transition to school and any specific support your child may need

• We will write a Transition to School sheet which will include parents’ views and will pass this to your child’s school in the term before they start school.  It will include information relating to your child’s additional needs and support required.