SEND OFFER

SEND Offer

Our Special Educational Needs and Disabilities (SEND) and Additional Needs Offer

About Us

Safeguarding all children remains paramount. Additional support, where possible will be put into place to support children with additional needs. 1-2-1 support and/or additional support may not always be available due to a lack of suitable staff. We strive to ensure we advertise to recruit suitable staff to support children and families but currently we are finding this challenging. Maintaining our ratios and the well being of all children and staff is our priority.  

At Harpers Nursery and Forest School we are committed to the early identification of special educational and additional needs as we believe that ‘closing the gaps’ in their learning develop is a vital part of early intervention. We adopt a graduated response to meeting these needs in line with the Code of Practice 2015. We strive to ensure all children are able to get the most out of our activities and learning experiences, in line with inclusive practice by providing a range of resources to help support all levels and needs of all children. As a team we understand that all children learn and develop at different rates but it is our aim to ensure each child is accessing the support they need to reach their full potential. Also, as a parent, we realise that the process and terminology can be overwhelming however all of the staff are here to talk, support and guide you, with no barriers, judgements or labels.

What is SEND and Additional Needs?

Special Educational Needs and Disabilities can be anything from a physical disability, a medical condition affecting a child’s learning and education, to additional support with speech and language, hearing, gross motor skills for example. These could be both long and/or short term needs that the child needs extra support for to help them have better outcomes within their learning and development. The extra support needed may just be different tips, techniques and activities that the setting can put into place to support the child but this can also come from external professionals also.
How will SEND and Additional Needs be identified?
  • At Harpers Nursery and Forest School, each child has a key person who monitors their learning, development and behaviour. Special Educational Needs and Disabilities or additional needs can be raised either by parents/carer or by the child’s key person. All staff members are always available for parents/carers to have an informal or formal discussion about their child’s learning, development and any concerns they may have. Therefore, if you as a parent have any concerns over any aspect of your child’s wellbeing, learning, or behaviour please speak to your child’s key person in the first instance.
  • Once this has been made aware to the child’s key person or once a member of staff has addressed concerns with the parents/carers, this may be discussed within the team in the room as well as with the SENDCo and parents to decide what happens next and what support we are going to put into place.
  • Parents/carers are kept informed at all stages in the process of identification and assessment of needs. They are invited into the setting for regular meetings to participate in discussions linked to the support planned for their child and the role that they can play at home. 
  • It is our duty of care to support all children and especially those needing additional support. This early intervention is so important. We understand that being told that your child needs additional support may be difficult, but helping them as soon as possible is vital. We are here to help you and your child.
  • How will parents/carers be informed of their child’s progress; how will this be measured and how will parents/carers be involved?
  • All children are assessed using development milestones taken from The Early Years Foundation Stage (EYFS) and The Department of Education document “Early Years Outcomes”. This as well as these, parental information, and practitioner observation and knowledge of child development provide the information required for assessing developmental levels. With the transition onto the tablets, the First Steps system produces progress reports of how each child is progressing and whether the child is exceeding, developing or entering within the different age bands of the EYFS.
  • For further advice we also refer to the Central Bedfordshire Guidance on SEND in the Early Years a Graduated Approach 2018 or seek advice from our Early Years Advisory Teacher: Erna Snyman.
  • A referral may be made to Central Bedfordshire Early Years Allocation meeting requesting an Early Years Initial Assessment by one of the Early Years professional teams. However to do this, one cycle of a reviewed SEND Support Plan must have been completed along with a referral form and signed parental consent. To further support children with SEND or additional needs we may need to seek funding to provide some additional support within their sessions.
  • As stated in the SEND Code of Practice 2015 in a very few exceptional cases where there are severe and complex needs an Education Health and Care Plan (EHCP) needs assessment request may be necessary to support the child further.
  • Our SEND policy recognises that partnership working with parents/ carers is paramount in enabling children with SEND to achieve their potential. We recognise that parents / carers hold key information and have knowledge and experience to contribute to a shared view of the child’s needs and make valuable contributions of how to support them. We also encourage parents/carers to work on the goals and outcomes that we set within the SEND support plan at home also. 
  • We may ‘sign-post’ parents to other outside agencies and support groups such as The Parent Partnership, Speech and Language Drop Ins or their doctors.
  • Medical needs are addressed as required by a care plan in partnership with parents and relevant Health Professionals. Medicines are administered in line with our ‘Medicines’ policy and these will be thoroughly discussed prior to your child starting to ensure we have the correct knowledge and support in place to ensure your child’s safety and the parents peace of mind.
  • What is the process we follow to support children with SEND or additional needs?
  • To support any child with SEND or additional need we have to fill out a Special Educational Needs and Disabilities support plan to document the support we are putting into place.
  • If only the nursery staff within the setting are providing the support the child be on a ‘Stage 1’ SEND support plan, meaning all of the support is internal.
  • If the child has any additional professionals involved (for example: speech and language, paediatrician, occupational health, health visiting team) then they will be on a ‘Stage 2’ SEND support plan, meaning they have both internal and external services helping to support the child.
  • If the child has severe and complex needs then the setting along with many professionals will go onto complete an Education, Health and Care Plan which is a more detailed plan of the child’s needs and how these can be supported.
  • The SEND Support Plan will not necessarily follow your child to school. They can be moved up and down between Stage 1 and Stage 2 and come off of it completely if the child no longer requires the additional support. 
  • All of these stages have to be completed in partnership with parents with signed consent. Then with the parents, the key person and SENCO they will work together to consider a child’s needs and their progress using the Central Bedfordshire SEND Support Plan. The SEND Support Plan sets out long and short term outcomes that everyone is working towards. Progress meetings are then held every 6 to 8 weeks to review the progress and to set new targets with the parents, SENCO, child’s key person and any other outside agencies or staff who may be supporting the child. It is encouraged that the child is also a part of this process but competency and understanding of the child and whether it is appropriate for them to be involved are aspects that need to be considered. 
  • If we as a setting feel we need external advice and support to further support you child, it may be required that we fill out a referral form to the Early Years SEND Team. Your child’s case would then be taken to a panel to assess the level of need and may lead to a professional visiting nursery to observe your child. This is all completed with your consent and if a professional is to visit then it is encouraged that parents come for a meeting afterwards to discuss the next steps. From here, a) the professional may say they need no further input and believe your child needs the support from which the nursery can provide, b) may arrange for another observation to support us and your child, or c) refer your child to another professional. 

What are the different types of support that the child can receive and what outside agencies could be involved?

The support for children may vary according to their individual needs or medical needs, but some examples may include:
  • Participation in small groups which addresses their particular needs e.g. A Lift off to Language group.
  • Routines and activities may be adapted to meet individual needs and visual timetables may be provided. Alternative communication systems, e.g. Makaton sign language or Picture Exchange Communication System (PECs) as advised by Speech and language Service or the Early Years Support team.
  • A child may be supported by the Early Years SEND Team (including the Early Years Advisory Teachers or Early Years Support Team) who will visit the setting to offer advice and support. 
  • 1:1 or small group work to address outcomes specified in a child’s SEND Support Plan.
  • Additional funding may be provided to the setting from Central Bedfordshire Early Years Allocation meeting following an Early Years Initial Assessment (This would have to be completed by part of the Early Years SEND Team). This will enable staff to spend time with a child to put in place strategies recommended. However, to apply for this there has to be at least one cycle of the SEND Support Plan completed and reviewed.
  • What is the accessibility of our setting?
  • Our setting is on two floors, meaning that access to the first floor is accessible only by stairs, however we have dual handrails to support children to access the different rooms on the first floor. Our ground floor rooms and outdoor learning areas are easily accessible to all. All of the doors are wheelchair friendly and we have accessible ground floor toilets.
  • How do we support and aid transitions?
  • We understand that each child is different and they all respond differently to change. Therefore, regarding transitions between rooms and eventually to school, we are happy to add more visits either within a group or familiar adult or by themselves and offer their future teacher(s) visits to nursery to help aid the transition and to create the initial link. Regarding transitions between rooms, on some occasions we have had a familiar member of staff follow a specific child through the nursery to help their transition and needs.

What specialist training do staff have?

Stacy:
  • Lead SENDCo, 
  • Recording SEND Support, 
  • Education Health and Care Plan Needs Assessment training,
  • Lift off to Language for 2-year olds
  • BA(Hons) Education Studies (Primary)
Emily: 
  • BA(Hons) Special Needs and Inclusive Practice - Graduated 2018
Helen: 
  • SENDCo, 
  • Autism Awareness Training
  • Mental Health First Aider
  • BA(Hons) Early Years 
Vicky: 
  • TALK4ALL Training
  • Lift off to Language for 3-year olds
  • HELLO Early Literacy and Communication Training
  • BA(Hons) Early Years
Most staff have received basic Makaton training and are at least Level 2 or 3 qualified within Early Years or are working towards with qualification.


Our overall aim

Our overall aim is to support all children and parents/carers to ensure every child is treated equally and can achieve their full potential whilst remaining inclusive. We want the children and their parents/carers to feel valued and listened to and given the option to be part of the process of identifying and providing support for any Special Educational Needs and Disabilities or additional needs. 

If you have any further questions regarding SEND or Additional needs or want to discuss anything more, please contact the nursery on: 
Share by: