Additional Needs​

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The pre-school follows the Department for Education code of practice on the identification and assessment of special educational needs to provide a welcoming environment with appropriate learning opportunities, for all children.

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• Children with any special needs including speech language communication needs (SLCN), like all other children, are admitted to the pre-school after consultation between parents, pre-school manager, SENCO- Sarah Green, communication champion (SLCNco) - Alison Balmer and key person.

• Our aim is to provide for the developmental needs of each child in the group whatever their additional need maybe.

• All children in the group, irrespective of their special needs are encouraged, wherever possible and if appropriate, to participate in all the group's activities.

• The system of observation and record keeping, which operates in conjunction with parents, enables us to monitor children's needs and progress on an individual basis.

• if it becomes apparent that the child is not meeting targets as set out in the Early years foundation stage development matters statements , then it will be brought to the attention of the SENCO or SLCNco.

• Once highlighted by the key persons observations, any needs and progress of children who meet this criteria  are monitored by our group's SENCO and SLCNco

• If it is felt that the child's needs cannot be met in pre-school without the support of a one-to-one worker, funding will be sought to employ one.

• We will work closely with the parents of the children to ensure that:-

• The pre-school SENCO or SLCNco will work and liaise with parents, staff outside the group, including therapists, health visitors, psychologists, social workers, and paediatricians , etc., to meet the child's specific needs. This referral pathway will be followed for all children it has been identified as  needing it.

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• the group draws upon the knowledge and expertise of parents in planning provision for the child

• the child's progress and achievements are shared and discussed with parents on a regular basis

• parents are aware of the arrangements for the admission and integration of children with special educational needs through the local offer information below 

• Any referral to outside agencies is not undertaken without the full agreement and participation of the parent. The referral process to any outside agencies are applied for in writing and will be advised of progress by the setting or the agency. We will all work together to facilitate targeted support for the child or family.

• Staff attend, whenever possible, in-service training on special needs including that around speech, language and communication needs provided by relevant and expert bodies. 

Parents are made aware of the local Special Educational Needs and Disability, Information, Advice and Support Service (SEND  IASS) 

“The Isle of Wight Council is committed to giving all children and young people high quality education that enables them to make progress and achieve well. For children and young people aged 0 to 25 with special educational needs or disability, additional or specialist support may be needed to enable this. To support the process of identifying the range of provision and advice that is available, the Isle of Wight Local Authority have published a local offer. For more information about the Local Offer please use the following links"(IWC 2018)

                

http://www.iwight.com/localoffer

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http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf

• our SEND offer is as follows:-

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                  Isle of Wight EY Setting SEND OFFER

 

Name of EY Setting: Binstead Stepping Stones

Address: Hazlemere Avenue

Binstead

Isle of Wight

PO333SA

Telephone No: 07590849369

Website Address

 

http://binsteadsteppingst.wixsite.com/binstead-pre-school

Type of EY Setting

mainstream

 

We welcome all children into the setting whatever their specific needs may be. We work closely with outside agencies where needed to offer inclusion for all.

Specialist provision on site

 

Our provision is accessible across one ground floor level with no steps or stairs

 

All Isle of Wight providers will use their best endeavours and adopt a similar approach to meeting the needs of pupils with Special Educational Needs. Schools are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as proactive and inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happ

 

Admissions

 

Children and young people, with SEND are allocated places in two separate & distinct ways:

Those children and young people with Statements/Education Health and Care Plans have a separate admissions procedure overseen by the IW SEND Assessment and Review team.

Those children and young people who have SEND but do not have an Education, Health and Care Plan are admitted via the normal school admissions criteria.

Detailed information and guidance of how to apply for a place at an Isle of Wight School  both if your child/young person has statement of special educational needs/Education Health Care Plan, or if he/she has special needs but does not have a statement Educational Health Care Plan, can be found on the following links:

Links to Admissions and SEND Assessment Teams here

 

PEOPLE WHO SUPPORT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS/ DIFFICULTIES WITH LEARNING

IN THIS SCHOOL:

Setting/School/College Based Information

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Summary of Responsibilities

1.a) Who are the best people to talk to in the early years setting about my child’s development needs?

 

1.b)Who are the best people to talk to in the school/college about my child’s/young person’s difficulties with learning/ Special Educational Needs/Disabilities (SEND)?

Child’s keyperson

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Mrs Green(SENCO)

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Child’s keyperson

 

Mrs Green(SENCO

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Key person is responsible for:

• Looking after the child’s developmental records and is first point of contact for parents

Setting SENCO is responsible for:

• The SENCO is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision for children with Special Educational Needs.

• · The SENCO liaises with key persons to monitor the pupil’s progress and plan further intervention if needed.

•  · The SENCO has contact with a range of external agencies that are able to give more specialist advice.

 

HOW COULD MY CHILD GET HELP IN THE EY SETTING? :

 

Children and young people in (name of EY Setting/School/College) will get support that is specific to their individual needs.  This may be all provided by one or a number of people/agencies the class teacher or may involve:

< >Other staff in the EY setting Staff who will visit the EY setting from the Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service

 

Types of support provided also showing the stage of the SEN Code of Practice children will be at when receiving this input

What would this mean for your child?

Who can get this kind of support?

2. What are the different types of support available for children and young people with SEND in this EY setting

Children are offered activities and resources differentiatedto suit their requirements at ever opportunity

• High Quality first hand experiences designed to allow children to obtain progress through the Early years foundation stage 

All children

 

 

If the child is not making progress and has significant educational needs, we provide something that is additional and different in order to meet the individual needs of the child. Advice or assessment for outside agency may be needed

 

• Small group focus group intervention

· Educational plan drawn up by key person and SENCO – differentiated according to pupil’s needs.

 · seeking of staff 1:1 support if funding allows

 · May involve support from outside agencies.

• Deployment of 1:1 if funding allows

 

All children with specific difficulties

3. How can I let the EY setting/school/college know I am concerned about the progress of my child/young person in school?

 

· The key person is the initial point of contact for responding to parental concerns about a pupil. An appointment can be made with the key person

 · If there are further concerns then contact the setting to arrange an appointment with the manager/ SENCO.

4. How will the EY setting/school/college let me know if they have any concerns about my child/young person?

• · If there are any concerns about a pupil raised by key person or staff then the key person/Manager will contact the parent by phone, email or letter to arrange a meeting as soon as possible. This may be because limited progress is being made or there is a change in the pupil’s behaviour or progress.

5. How is extra support allocated to children and young people and how do they move between the different levels?

• Each pupil’s education programme will be planned by their key person. It will be differentiated accordingly to meet the pupil’s educational needs. This will include additional support from the setting staff and/early years advice team. If a pupil has needs related to a more specific area of their education e.g. numeracy skills then the pupil will be placed in a small focus group which will be run by either SENCO or another allocated staff member. The length of time of intervention will vary according to the need of the pupil. The intervention will be regularly reviewed by all staff involved to determine the effectiveness of the provision and to inform future planning

6. What specialist services are available at or accessed by the EY setting/school/college?

Directly funded by the school

• Special educational needs coordinator

• Staff training in specific areas of need

 

Paid for centrally by the Local Authority but delivered in school

• Early years support service inc. Portage

• Early help centre staff

• Educational Psychologists for Pupils with Educational Healthcare Plan Prevention and Inclusion Service

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Provided and paid for by the Health Service but delivered in school

•  Speech and language service (NHS)

• Health visitors

• Occupational health

• Physiotherapy

• CAMHS (child and adolescent metal health service)

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How are staff in the EY setting supported to work with children & young people with an SEND?

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What training have the staff supporting children/young people with SEND had or have available?

 

• Staff are allocated where possible to children that have needs they have had pasted experience or training to support

• Staff are supported to attend further training in specific areas if required

• Different members of staff have received training related to many different aspects of SEND

• Staff team has access to the local authority training programme through subscription.

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These have included:

• Supporting pupils with autism

•  Supporting pupils with behavioural and emotional difficulties Supporting pupils with speech delay – sign language,

• Makaton training Supporting pupils with communication and social difficulties

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8. How will activities/teaching be adapted for my child/young person with learning needs?

 

a).  How will the curriculum be matched to my child’s/young person’s needs?

 

b)   How will I know how my child/young person is doing and how will you help me to support my child/young person’s learning?

• Occasionally a pupil may need more expert support from an outside agency such as Speech & Language therapy or CAHMS. A referral will be made, with the parent’s consent and forwarded to the most appropriate agency. After initial assessments a programme of support will be drawn up and provided to the school and parents/carers.

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• · When a pupil has been identified with special needs their work will be differentiated by the key person to ensure that they access the curriculum more easily. To target more specific needs practitioners  may be allocated to work with the pupil on a 1:1 basis or in small focus groups. · If appropriate specialist equipment will be provided such as furniture , eating implements ect.

 

•    If the pupil has a more specific identified need then an individual educational plan will be drawn up and targets will be set up according to their area of need. These will be monitored by the key person on a weekly basis and by the SENCO each term. These will be discussed with the parent/carer at Parent meetings and at any other time as deemed necessary, and a copy of a signed agreement will be given to the parent/carer.

 

• Progress will be able to be discussed at Parent meetings with their key person. The key person will be available if a parent/carer wishes to raise a concern. An appointment can be made to speak in more detail to the key person or SENCO by phoning or visiting the setting office.

 

• The key person may be able to suggest ways of how a parent/carer can support their child. The key person and the SENCO may be able to support with strategies if there are difficulties with behavioural or emotional needs. Outside agencies, if they have been involved, will provide suggestions or a programme of work that can be used at home by the parent/carer

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9. How will the EY setting/school/college measure the progress of my child/young person?

•  Progress will be monitored weekly by the key person if the child has an individual plan.

•  Pupil progress meetings take place each term. The key persons meets with the Senior Leadership Team to discuss the progress of the pupils in the setting. Areas of concern are highlighted and discussion informs future planning and support.

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10. What is the pastoral, medical and social support available in the EY setting/school/college?

 

a)   What support will there be

      for my child/young person’s

     overall wellbeing?

 

1. What support is there for behaviour, avoiding  exclusion and increasing attendance?

 

c)   What approaches are used in

      early year’s settings to

     manage behaviour?

 

 

• The pre-school offers pastoral support for pupils who encounter emotional difficulties with their key person. These include the SENCO and manager who are available to discuss the pupil’s issues and concerns.

 

• Outside agencies may be involved: Behavioural Support Team.

 

• A CAF may be set up to support families.

 

• A behaviour policy sets out steps to address and manage behaviour.

 

• Stickers and allocation of special responsibilities within the setting to reward positively wanted behaviours and social and emotional focus in PSHE

11. What support does the EY setting/school/college have for me as a parent of child/young person with a SEND?

 

1. How are young people with SEND currently involved in their education at your setting

• We offer many opportunities for you as a parent to be involved in the settings activates and planning. We can offer support and sign posting to outside agencies if required and work with you and them to get the best support for you and your child.

• The pre-school is inclusive and all pupils participate fully in all areas of the curriculum and school life to the best of their ability

12. How does the EY setting/school/college manage the administration of medicines?

• Prescribed medicines only are administered in pre-school in agreement with parents/carers when a signed Medicine Consent form is in place ensuring the safety of the pupil and staff administering the medication.

• A detailed Care Plan is compiled for pupils with complex medical needs, with support from the nhs and in consultation with parents/carers. This is discussed with all staff who care for/have contact with the pupil.

•  Staff receive epipen training delivered by a nurse.

•  All practitioners have paediatric First Aid training

13. How accessible is the EY setting/school/college  environment? (including after school clubs and school trips)

• Activities and school trips are available to all pupils. Risk assessments take place and procedures put in place so that all pupils can participate. If there is a need for intensive 1:1 support then a parent/care may be asked to accompany the pupil on a pre-school trip.

•  The pre- school environment is accessible in that it is a single storey building. There is 1 disabled toilet facilities including shower. There are double doors in some parts of the buildings. There are no outside steps to enter the building. Individual access requirements would be discussed.

• The SENCO may be able to access additional equipment as required for your child from outside agencies and can be discussed before or during their time in the setting

14. How will the EY setting/school/college support my child/young person when they are leaving? 

OR moving to another Year?

 

• All pupils attend sessions when they spend time with their future class teacher.

•  The pre-school aims to make transitions as smooth as possible. We endeavour to undertake discussions between receiving schools or previous schools.

•  The SENCO is willing to meet parents/carer of pupils prior to their attending the pre-school.

• SENCO will offer additional meetings/visits if they are felt beneficial to the child and the next setting

• SENCO will share strategies and developmental information with the next settings as felt required

15. Where can I get further information about services for my child/young person?

 

• http://iwight.com

• http://iowsendiass.co.uk

• Family Information Zone (FIZ). FIZ is an impartial information and signposting service for families, children and young people 0 - 19 years old (up to 25 years for young people who have learning difficulties or disabilities). Contact No. 01983 821999

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we have also provided the early help details for parents to find out more information around what could be of help to them through the local authority please follow the link https://www.iow.gov.uk/Residents/Care-Support-and-Housing/SEND-Reforms/Support-and-Advice-for-Families/About-Early-Help