Menu
Home Page

Information Report

Information Report

 

Heath Lane Nursery School and Children's Club

Special Educational Needs (SEN) Information Report

 

1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

The attainment and progress of all children is monitored on entry and periodically throughout their time with us. Children falling behind age appropriate expectations will be identified and their learning will be discussed with their parents/carers so that together we can plan to support them to make rapid progress. Those children will be highlighted to all adults working with them and the Special Educational Needs Co-coordinator (SENCO), currently the Headteacher, so that everyone who comes into contact with each child knows how to help them. High quality teaching will target the areas of weakness. Parents will be kept fully informed of this and this is possible through daily contact with Keyworkers.  If parents need to be informed of any specific concerns, a meeting would be arranged with the parent.  Where progress is less than expected it will be necessary to put additional support in place and a thorough assessment of a child’s needs takes place. This will be supported by the SENCO and includes the views of the parents and child concerned. If there are indications of a range of learning difficulties then the child will be recorded as having special educational needs (SEN). Parents will be informed and involved throughout this process. Parents who are concerned that their child may have SEN issues should not hesitate to speak to their child’s Keyworker or the Headteacher.

 

2. How will school staff support my child?

If a child has been identified as making less than expected progress the first response is high quality teaching and interaction with the child, targeted at their areas of weakness.  Strategies will be used to support their development.   If progress continues children will receive additional support or targeted intervention. This support could be extra group or individual support with an adult. The SENCO provides advice, monitoring, and links with outside agencies. There is a school governor for SEN who oversees the school’s work with SEN and ensures the quality of provision is regularly monitored.

 

3. How will I know how my child is doing?

Our high expectations of each child at Heath Lane Nursery School and Children’s Club coupled with planning to meet their needs usually ensures that children are making at least expected progress and frequently better than expected progress. However some children still require additional support in spite of this. Where a child requires additional support parents are informed and targeted intervention is put in place. This support is monitored closely by both Keyworker and SENCO and regularly modified.

 

The effectiveness of the Nursery’s provision for children with SEND is evaluated, reported to governors and monitored by OFSTED.

 

4. How will the learning and development provision be matched to my child’s needs?

When children begin in our Nursery and Children’s Club, relationships are built with the children and families to enable keyworkers to be able to make assessments of each child, identifying strengths, interests and areas that may require support.    Previous attainment is also referred to.  We are aware of the importance of listening to children and using this to enhance assessments.   These procedures ensure that any barriers to learning are identified and effective provision suited to a child’s specific needs is implemented.  With young children, we ensure that we communicate regularly with them, helping to develop their self-awareness and confidence.    We encourage responses from the children and these are always valued.  When children cannot communicate with words their reactions and emotions are observed closely so that their feelings are always respected.

 

5. What support will there be for my child’s overall well-being?

We liaise with the Children’s Centre team and other professionals to support our staff who are trained to provide support for children’s social, emotional and mental health needs. All Keyworkers are skilled in implementing personalised effective behaviour strategies and working closely together with parents and children to develop strategies that can also be consistently used at home. The school has a behaviour policy which is published on the school website. The school adheres to the statutory guidance ’Supporting pupils at school with medical conditions’ and all medication is kept in a secure place and is only administered by designated people. Individual health care plans are written for children with medical conditions and shared with all staff that work with the child including lunch time staff.  Each Keyworker works together with parents and staff to meet a child’s health needs. In some instances this will require referring a child to access a specialist support service.

 

6. What specialist services and expertise are available at or accessed by the school?

All Keyworkers have been trained to recognize indications of SEN.   Where there are concerns, all staff are aware of the need to inform the school’s SENCo, which is currently the Headteacher.    Specialist intervention is always sought where appropriate, and specific recommended strategies to support children would be followed.  We regularly liaise with speech and language therapists, specialist advisory teachers and educational psychologists.  Reports are always obtained following visits which recommend specific programmes of learning for children. 

 

7. What training have the staff, supporting children with SEND, had or are having?

All staff are trained in First Aid and Safeguarding. There is a specially trained first aider and staff have paediatric first aid training.   There are designated staff (DSPs) for safeguarding concerns on site.  All Keyworkers are trained to a minimum of NVQ level 3.  Training is refreshed regularly and all opportunities for additional training are sought to ensure that staff have an up-to-date working knowledge of SEND issues and current legislation.   Through whole staff training, we have developed our understanding of how to support children with specific needs.  We have a knowledge of using appropriate strategies to support children with autism and behavioural needs.

 

8. How will you help me to support my child’s learning?

Parent’s consultations are held each term to keep parents fully informed of their child’s progress and the learning journal is an ongoing report, shared with parents throughout the year and owned by the child. Parents are involved in reviews where extra support has been put in place and their views are sought at each opportunity to help support their child’s learning. Children are encouraged to try out activities at home so that parents are able to see what their children are able to achieve independently and support them with their learning if necessary.

 

Newsletters are regularly sent to parents so that they are informed about the themes and skills that the children will be working on.   We link closely with the Heath Lane Children’s Centre and this has developed parent relationships between our Nursery and Children’s Club.   Parents can be signposted to specific courses that the Children’s Centre are holding which will support their role and extend their own personal knowledge and skills.    We hold coffee mornings and afternoons, in the first instance, for parent and carers whose children have English as an Additional Language and these are extended to involve all parents.   

 

9. How will I be involved in discussions about and planning for my child’s education?

There are formal occasions such as Parent’s evening meetings, Come and Plays and consultation sessions where parents are involved in discussions about their child’s education. However we have an ‘open door’ policy where parents are usually able to speak to a keyworker before or after the morning and afternoon sessions. Working parents are able to telephone to arrange for a keyworker to call them back or email via the school office if there is a particular issue they wish to discuss. Parents are represented on the school governing body. Parents of children with SEN are regularly involved in discussions through reviews.

 

10. How will my child be included in activities outside the classroom including school trips?

For all school trips a risk assessment is undertaken to ensure that each child is kept safe from harm. All children with SEND are included on all school trips and, when appropriate, additional staff are deployed. Parents are consulted to ensure full participation and active engagement of all children.

 

11. How accessible is the school environment?

The school is fully compliant with the Equality Act and reasonable adjustments are made for all children with SEND where necessary. Support is provided where appropriate for children with SEN needs and advice is sought from the appropriate medical/health professionals to ensure all children’s well-being is met.  The building is wheelchair accessible and has disabled changing and toilet facilities. Specialised equipment to support health and physical needs can be catered for within the nursery environment.

 

12. Who can I contact for further information?

The headteacher can be contacted by telephone or email and is available to meet with you if you have any concerns about your child. You may feel it is more appropriate to speak to your child’s teacher with any initial queries. If you wish to make a complaint the school has a complaints procedure which is available from the school office.

 

13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

We have a transition programme in place and ensure that we liaise with all of the feeder schools for our children.  The level of support offered is dependent on each child’s needs and we ensure that all children are fully supported.  If you have any concerns that your child is worried about changes or moving on please speak with your child’s keyworker.  

 

14. How are the school’s resources allocated and matched to children’s special educational needs?

The Nursery has an amount identified within its overall  which is used for resources to support the progress of children with SEN. This can be used to employ practitioners to meet the needs of children with SEN, buy specialist equipment, books or stationery or provide specialised training for staff. Additional funding for children with specific educational needs, who are working significantly below age related expectations,  can be applied for through the local authority (Exceptional Needs Funding).

 

15. How is the decision made about how much support my child will receive?

The amount and type of support offered to a child is determined by a detailed analysis of a child’s needs, barriers to learning, stage of development, parental views, their own views and consultation with their  Keyworker.  This support is reviewed regularly with amendments being made to the programme of support. Interventions have an emphasis on early identification and targeted effective support to minimise any long term need for additional support.

 

16. How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?

The authority’s local offer of services and provision for children and young people with SEN can be accessed at www. hertsdirect.org/localoffer

Delivering Special Provision Locally DSPL

DSPL is a Hertfordshire-wide partnership approach where parents, carers, staff in early years settings and schools, further education colleges, local authority officers and representatives from other agencies, work together as part of an Area Group, to ensure that there is a range of provision and support services available in their local community that :

  1. Meets the needs of children and young people with special educational needs and/or disabilities (SEND), aged 0-25, as close to home as possible.
  2. Improves outcomes for wellbeing and attainment
  3. Widens choice for children and parers/carers
  4. Removes barriers to learning
  5. Uses resources more effectively

There are nine DSPL Area Groups across the county that meet regularly to discuss what services are available and to influence how services are shaped and developed to ensure the children and young people with SEND in their area receive the right support in their educational activities.

Email address:   http://www.hertsdirect.org.dspl   for further information. 

 

Top