Special Education Needs

We provide an environment in which all children are supported to reach their full potential.

Aims

  • We have regard for the Special Educational Needs Code of Practice 2014.
  • We include all children in our provision.
  • We provide practitioners to help support parents and children with special educational needs (SEN)/disabilities.
  • We identify the specific needs of children with SEN/disabilities and meet those needs through a range of strategies.
  • We work in partnership with parents and other agencies in meeting individual children's needs.
  • We monitor and review our practice and provision and, if necessary, make adjustments.

 

Methods

  • We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) who is Leigh Passmore and give her name to parents.
  • We provide a statement showing how we provide for children with SEN/disabilities.
  • We ensure that the provision for children with SEN/disabilities is the responsibility of all members of staff within the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We ensure that our physical environment is suitable for children with disabilities and make any necessary adjustments when needed.
  • We work closely with parents of children with SEN/disabilities to create and maintain a positive partnership.
  • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
  • We provide parents with information on sources of independent advice and support.
  • We liaise with other professionals involved with children with SEN/disabilities and their families, including transfer arrangements to other settings and schools.
  • Through regular observations we can identify, assess and respond to children's special educational needs.
  • We provide a broad and balanced curriculum for all children with SEN/disabilities.
  • We provide a differentiated curriculum to meet individual needs and abilities.
  • We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with SEN/disabilities.
  • We ensure that children with SEN/disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
  • We use a system for keeping records of the assessment, planning, provision and review for children with SEN/disabilities.
  • We provide resources (human and financial) to implement our SEN/disability policy.
  • We ensure the privacy of children with SEN/disabilities when intimate care is being provided.
  • We provide in-service training for practitioners and volunteers.
  • We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.
  • We 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 collected, evaluated and reviewed annually.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.

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Our Facilities


Park Hill Nursery is able to offer the following facilities:

Baby room (0 - 2 yrs)

This room has been designed with children aged birth to 2 years in mind.

Toddler room (2 - 3 yrs)

This room offers many different areas to help promote each individual child's learning, such as a home corner, messy play, and floor play.

Pre-school room (3 - 5 years)

In this room children are encouraged to self select to access play equipment and toys.

Outdoor Environment

Our garden is used regularly by children of all ages.

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