WILTON SEN INFORMATION REPORT AND POLICY GUIDE

THE POLICIES AND PROCEDURES AT SOUTH HILLS SCHOOL, WILTON ARE ALL UNDERPINNED AND INFORMED BY THE FOLLOWING LEGISLATION; SEND CODE OF PRACTICE: 0 to 25 years (2014), CHILDREN & FAMILIES ACT (2014), EQUALITY ACT 2010.

(The settings policies are available in full upon request)

 

Which Special Education Needs are provided for at South Hills, Wilton?

“We promote children’s right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop positive self-image, which includes their heritage arising from their colour and ethnicity, their language spoken at home, any special educational need, their religious beliefs, cultural traditions and home background”

POLICY: 1.1 Children’s Rights & Entitlements

“We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential”

 

POLICY: 9.2 Supporting Children with Special Educational Needs at South Hills Nursery

 

“It is our intention to make our school accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the school through open, fair and clearly communicated procedures”

 

POLICY: 10.3 Admissions

 

 

An inclusive approach to care and education is applied to any child who may have:

 

  • Cognition & Learning Needs

  • Communication & Interaction Needs

  • Physical & Medical Needs

  • Behavioural, Social & Emotional Needs

  • Sensory Needs

 

Who are the SEND team at South Hills, Wilton?

The Special Educational Needs Coordinator (SENCO) is Imogen Hand. She has overall responsibility for ensuring that the needs of every child in the setting are met through our inclusion policies and procedures. Imogen attends termly training sessions with Wiltshire County and is qualified in the BLAST & ECaT programmes. Imogen has the Early Years Professional Status qualification.

The Deputy SENCO & Speech and Language Coordinator is Joanna Down. Jo is ELKLAN trained, as well as having completed the BLAST and ECAT training programmes. Jo works with any children with speech and language needs, moving them forward in achieving individual targets.

 

Managing transitions for children with SEND needs at South Hills, Wilton

There are a number of different transitions which your family may experience if you join South Hills. From home in to nursery: If a SEND need has already been identified you should declare this during your visit, or on your application form. This will ensure that the SEN team have adequate time to arrange a transition inclusion support meeting (TISM), to put together an appropriate My Plan, and to arrange any necessary provision, for example, training in certain procedures. You will be invited to attend a meeting where you can introduce the setting to all of the other professionals involved with you family, for example; speech and language therapists, occupational therapists, paediatrician etc. Every child, without exception, is invited to attend settling in, or trial sessions prior to their start date.

Between classrooms with nursery: There are procedures in place to manage the transition of children from class to class within the nursery, these include, transfer records completed by the old key person with parental contribution, welcome meetings for parents and settling in sessions in the new room.

From nursery to school: The setting will cooperate fully with your chosen school; completing applications for funding, if necessary. Sharing information (with parental permission) and attending TISMs.

 

How do we work with parents of children with SEND needs at South Hills, Wilton?

“Our aim is to support parents as their children’s first and important educators by involving them in their children’s education and in the full life of the setting”

POLICY: 10.5 Parental Involvement at South Hills Nursery

We operate an open door policy, whereby parents can come and talk to any practitioner, or member of the management team at any time.

A case lead will be identified and will take charge of arranging regular meetings with parents and the relevant professionals. These meetings may take the form of CAF Reviews, TAC Meetings etc.

 

How do we identify SEND needs at South Hills, Wilton?

Practitioners observe and assess every child as part of our commitment to monitoring and giving an equal weight to every area of learning. These observations make up a child’s Learning Journey and are tracked against the statements from Development Matters (2012). Practitioners also complete a progress check at age 2 (further details of this procedure can be made available on request).

If practitioners have any concerns surrounding a child’s development, in any area, these are raised with the SENCO, who will conduct an informal assessment which is then discussed with parents. There are a number of directions that a concern may be taken from here, for example; a speech and language referral, a consultation with the Health Visitor, adjustments advised by the WIPID etc. Each case is addressed individually.

 

How do we respond to SEND at South Hills, Wilton?

Led by the SENCO key persons implement a graduated response. There are four parts in this process; children are assessed, then strategies are planned and implemented, before being reviewed. This cycle is repeated on a six weekly basis. Depending on the level of need, the support required is detailed in an Education, Health & Care (EHC) plan, a One Page Profile, a My Support Plan, or a My Plan. The setting is committed to working in partnership with outside agencies/professionals, regular multiagency meetings are arranged to review progress and to ensure improved outcomes for every child. A huge emphasis is placed upon maximum participation from children and their families at every stage of the intervention.

 

How do we review and monitor progress at South Hills, Wilton?

In addition to the cycles discussed above, staff complete reports, track the cohort against the Development Matters statements and assess children against the ECAT framework, at different times of the year. These assessments enable the Graduate Leader to reflect upon practice across the setting and to ensure that children have every opportunity to succeed and meet their full potential.

 

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