We will:

• Designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and share her name with parents

• Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals

• Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery

• Ensure that our inclusive admissions practice includes equality of access and opportunity

• Ensure that our physical environment is as far as possible suitable for children and adults with disabilities

• Work closely with parents to create and maintain a positive partnership which supports their child(ren)

• Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's education

• Provide parents with information on sources of independent advice and support

• Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care

• Use the graduated response system for identifying, assessing and responding to children's special educational needs

• Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities

• Provide differentiated activities to meet all individual needs and abilities

• Use a system of planning, implementing, monitoring, evaluating and reviewing Individual Educational Plans (IEPs) for children with special educational needs and/or disabilities

• Review IEPs regularly and hold review meetings with parents at this time

• Ensure that children with special educational needs and/or disabilities are consulted at all stages of the graduated response, taking into account their levels of ability

• Use a system for keeping records of the assessment, planning, provision and review for children with learning difficulties and/or disabilities

• Provide resources (human and financial) to implement our SEN/disability policy

• Use a early years assessment and action plan form where needed

• Provide in-service training for practitioners 

• Raise awareness of any specialism the setting has to offer

• Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually

• Provide relevant procedures and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages

• Monitor and review our policy annually