Additional Needs Policy

ADDITIONAL NEEDS POLICY

 Since opening in January 2010, Truly Scrumptious has maintained a firm commitment to the integration of children with Special Educational Needs. A network of contacts has been sustained to ensure appropriate referrals are made in both settings in Romford (LB of Havering) and Ongar (Essex County Council).

We enable all children to participate fully in learning activities and experiences by providing a curriculum that reponds to the individual development of each child. We work closely with parents and other agencies to monitor the childs progress carefully and provide effective, additional support to meet the childs needs.

As an Ofsted regulated Early Years provider, we recognise that some children have additional needs (SEND) and take steps to ensure that they are provided appropriate care to promote the welfare and development of that child.  Initially, a consultation with the parents will take place to find out about the child’s specific needs (these may be dietary, physical, behavioural, or learning related) to assess how we can meet these needs as well as maintain quality of care for other children.

At Truly Scrumptious Early Years Nursery we aim have the DFES Code of Practice on Special Educational Needs.   The Nursery recognises the right of each individual child, including those with special needs, to an appropriate quality under 5’s experience, which combines care and learning through play and education.

The nursery is sensitive to the needs and feelings of children with SEND and their families and will ensure individual needs are recognized and addressed.

Parents/ carers will be involved at every stage and in any plans that are made to meet a child’s individual needs.

Equality of opportunity for all children is essential and it is important that children with additional needs have the opportunity of learning alongside their peers. If your child has additional needs of any kind, we will discuss:

• How the child and parent can be helped.
• How nursery staff can be helped.
• What advice and practical help we can get from outside agencies.
• What adaptations need to be made.
• How we can support and help the parent.
• What behavioural or educational plan needs to be devised, with outside agency help, tailored to each individual child.

Aims and Objectives:

• Promote an inclusive environment where all children are encouraged to reach their true potential and build a firm basis for lifelong learning
• Provide a broad and balanced curriculum that is accessible to all children and recognises individual need.
• Work in partnership with parents and other professionals to monitor individual progress and plan future targets.
• Keep up to date with current initiatives and attend training on Special Educational Needs whenever possible
• Special Educational Needs Coordinator (SENDCO):  Darby & Rebecca (ROMFORD) Patricia & Hayley (ONGAR)
• The needs and progress of all children with Special Educational Needs (SEND) will be monitored by our SENDCO’s.
• All children are treated as individuals with equal opportunities and rights.

The SENCO’s role will be to:

• Be familiar with the code of practice.
• Work in close partnership with parents and staff 
• carry out assessments (assess, plan,do, review) 
• complete one planning documents on the child(ren) to identify area of need/support
• Attend regular training courses and be aware of the training needs of other adults (Including parents where appropriate) working within the setting.
• Liaise with and work alongside outside agencies and key professionals as necessary.
• Ensure that up to date records of children with SEND are made and that these are monitored regularly.
• Ensure that records are made accessible to parents, key staff and professionals working with the child.
• Attend multi agency meetings.
• Ensure children have access to specialist resources if required
• Apply for appropriate funding to further support the child where possible

Educational and Health Plan

Some children and young people may require an EHC needs assessment in order to decide whether its necessary to develop and EHC Plan. The purpose of an EHC plan is to make adjustments and offer support to meet the special educational needs of the child, to secure the best possible outcomes for them across education, health and social care. 

The local authority will conduct the EHC needs assessment and take into account a wide range of evidence, including:

• Evidence of the child’s developmental milestones and rate of progress
• information about the nature, extent and and context of the  childs SEN
• Evidence of the action already being taken by us as the early years provider to meet the child’s SEN
• Evidence that, where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usuallu provided
• Evidence of the childs physcial, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies.

We will then work with the local authority and other bodies to ensure that the child recieves the support they need to gain the best outcomes.

THIS POLICY WAS REVIEWED BY Hayley B- 7/6/24