Special Educational Needs

At Birdham Pre-school we have highly qualified staff with a deep understanding and awareness of child development.   Each child has a key person who helps them to settle and develops a close relationship with the child and their family. Through this relationship and ongoing observations we develop a holistic understanding of the child.

This, alongside the Early Years Foundation Stage Guidance provides an indepth insight of each child’s developmental stage.If you think your child may have special educational needs or disabilities, please discuss your concerns with your child’s key person. The key person will liaise with the setting’s inclusion co-ordinator and a meeting will be arranged between parents/carers, inclusion co-ordinator and key person.

Your child will be supported in the first instance by their key person who through discussion with the early years team, and guidance from the inclusion co-ordinator, will prepare and undertake written individual education plans to suit the specific needs of the child. The individual education plans will be based on information collected through observations, learning journals, assessments and guidance from other professionals. The inclusion co-ordinator will meet regularly with the key person to assess the progress of the child based on the outcomes defined in the individual education plan.

Depending on the specific needs of the child, the inclusion co-ordinator will discuss the child’s progress with parents/carers on a regular basis.

The early years curriculum is designed to meet the needs of all children using information provided by parents/carers in the learning journals, observations and children’s interests. The environment is carefully considered and designed around the individual needs and interests of all children in the setting.

At Birdham Pre-school we encourage an open door policy to all parents/carers. We value and respect that parents/carers/carers are the primary educators of their children. We develop positive relationships with parents/carers to enable children to develop, learn and achieve. Alongside the normal reporting arrangements there will be formal and informal opportunities for you to discuss the progress of your child with the inclusion co-ordinator.

The early years team at Birdham Pre-school are extremely well qualified and experienced to support the pastoral care and social development of every child. We have a specific policy and procedure to manage the administration of medicines. Children are supported in a sensitive, caring manner in relation to their personal care and there is a specified policy in relation to nappy changing. All staff have the statutory 3 year child protection training and their suitability to work with children is certified by the Disclosure Barring Service.

We have an Achieving Positive Behaviour policy. This alongside staff discussions ensures all children are supported and included.

At Birdham Pre-school our inclusion co-ordinator has specialist training in supporting the development of language and communication skills. Staff in the setting have backgrounds in psychology, early childhood development and early years teaching qualifications. We work in close collaboration with Family Centres. We work closely with WSCC Inclusion Support who advise and guide our professional team.

ItemAt Birdham Pre-school our inclusion co-ordinator has specialist training in supporting the development of language and communication skills. Staff in the setting have backgrounds in psychology, early childhood development and early years teaching qualifications.

It is our policy to ensure all children are included in activities both inside and outside including trips. This is done in collaboration with parents/carers. A risk assessment of the site is carried out prior to the children’s visit.

The building and outdoor area is wheelchair accessible. There are disabled changing and toileting facilities. In the event of parents/carers with English as an additional language we would involve an interpreter.

At Birdham Pre-school we offer home visits which provide an opportunity for new children and their families to meet the key person before starting at the setting. We also offer taster sessions to help children and their families familiarise themselves with the environment and staff. These sessions can be alongside their parents/carers or on their own. The Key person will develop a relationship of trust and support with the parent and the child.

If necessary we are able to meet with the healthcare professionals to help support the child’s transition into the setting, ensuring any relevant documentation is shared in the setting if necessary.

Transition to school or next setting.

At Birdham to support children’s transition to school, the key person would liaise with the school’s SENco and this would be supported by the Nursery’s Inclusion Co-ordinator. Nursery and reception classes work very closely together, therefore, the nursery children are part of the school community.

Current resources and staff expertise would support the needs of most children, however, additional resources could be accessed, if required.

The decision is made through discussion with parents/carers, key person, Inclusion Co-ordinator and the Manager, alongside advice from health professionals.

We encourage parents/carers to become involved in their child’s educational experiences at the nursery.   We encourage parents/carers to spend time supporting their child to settle in the setting.