SEN/D Information Report
In this report you can find out how we implement the school’s Special Educational Needs and Disability Policy and Southwark’s Local Offer. It contains answers to some of the most frequently asked questions. This document is reviewed annually and updated as necessary to reflect any changes.
What kinds of Special Educational Needs and/or Disabilities does the nursery cater for?
At Kintore Way, we provide for the four broad areas of Special Educational Need as defined by the SEN/D Code of Practice . They are:
Area of Need Definition Examples
Communication and Interaction Some children have difficulties with speech, language and interaction. Speech articulation, stammering, expressive and/or receptive language delay, social communication difficulties, e.g. autism)
Cognition and Learning Some children have difficulties accessing, retaining and applying knowledge, understanding and skills. Moderate learning difficulties, specific learning difficulties, [e.g. dyslexia, dyscalculia], severe learning difficulties, complex learning and profound multiple learning difficulties.
Social, Emotional and Mental Health Difficulties Some children have difficulties which result in challenging or withdrawn behaviours. Anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD).
Sensory and/or Physical Needs Some children have sensory and/or physical impairments. Visual impairment, hearing impairment, physical disabilities
Who should I contact if I want to discuss special educational needs and/or disabilities?
At Kintore Way, we believe that providing effective support for children with special educational needs and/or disabilities [SEN/D] is the responsibility of every member of staff who works in our setting.
The SEN/D Team consists of the Early Years SEN/D Leader [EYSL], Sue Howlett and the SENCO Assistant Lisa Smith.
They work collaboratively to;
- Oversee and monitor the provision for SEN/D in the nursery.
- Support Key People in identifying and implementing nursery-based interventions for children with SEN/D and liaising with parents/carers.
- Make referrals to outside agencies who can offer additional support or assessment.
- Work closely with families and other agencies as part of a ‘Team Around the Child’ [TAC] approach and ensure recommendations and targets are incorporated into provision for individual children.
- Co-ordinate, complete and submit Education, Health and Care Plan [EHCP] requests and support Key People and SEN/D support staff in implementing these, once issued.
- Undertake Annual Reviews.
- Ensure that risk assessments and Personal Emergency Evacuation Plans are completed for children with SEN/D as required.
- Develop and monitor the quality of interventions across the setting.
- Ensure the nursery’s SEN/D register is regularly updated and accurate.
- Deliver effective performance management and supervision of SEN/D support staff.
- Deliver training to support and develop high quality practice and provision.
- Oversee and manage effective transitions across settings.
- Ensure that the school applies for Disability Access Funding for any 3-4 year old in receipt of Disability Living Allowance.
- Complete and submit applications for Early Years SEN Inclusion Funding.
The EYSL is also responsible for;
- Analysing and monitoring the progress of children with SEN/D.
- Updating the nursery’s SEN/D Policy and School Information Report.
- Reporting on SEN/D to the Governing Body.
- Providing accountability for the expenditure of Disability Access Funding and Early Years SEN Inclusion Funding.
- Ensuring that the school complies with the SEN/D Code of Practice and upholds Southwark’s Local Offer.
- Maintaining an overview of new initiatives and policy changes at national and local level and disseminating this information to staff.
• Key People are teachers or Early Years Educators who are responsible for allocated groups of children, including those with SEN/D. They regularly observe, assess and develop pupils’ learning using the ‘Planning in the Moment’ approach. They work closely with SEN/D support staff, ensuring that they are fully informed about children’s next steps in order to enable effective interventions to take place. Key People are supported by the SEN/D team.
• SEN/D Support Staff work with individual children on a daily basis, under the direction of Key People and the EYSL. They are responsible for delivering planned interventions and supporting children with SEN/D to access the Early Years Curriculum and the wider nursery. They regularly feedback information about children’s progress to Key People and the SEN/D team that is shared with parents.
• The Early Learning Support Leader is Susan Carter. She co-ordinates and delivers provision for children in receipt of Early Years’ Pupil Premium. She is also responsible for supporting children who require extending because they have been identified as ‘most able’ and those who need short-term, targeted interventions to boost their progress.
• The Executive Head Teacher is Rebecca Sherwood. She has overall responsibility for ensuring that appropriate SEN/D provision is implemented at Kintore Way and is supported by the Deputy Head Teachers, Sarah Lee and Terry Cole.
Teresa Ali is the school’s linked governor for children with special educational needs and/or disabilities. She reports to the governing body who are responsible for approving the SEN/D policy and holding the school to account with regards to its implementation.
How will I know if my child has special educational needs?
Your child is allocated a Key Person when he/she starts nursery. The Key Person regularly observes and assesses the progress your child is making against the Early Years Foundation Stage curriculum and will share this with you. Our Nursery staff have a thorough understanding of young children’s development so can quickly identify any barriers to learning that are inhibiting progress and might indicate that your child has a special educational need that warrants further investigation. The Key Person will discuss this with you and appropriate next steps to support your child can then be planned, implemented and reviewed.
If your child is starting nursery and you feel he/she may have a special educational need and/or disability that has not already been identified, please share this with us so that we can consider this when observing and assessing him/her. We are keen to work in partnership with you to ensure your child has access to appropriate support if this is needed. We know that the earlier we can identify additional needs and establish effective interventions for young children, the greater the impact on future progress.
My child has already been identified as having special educational needs and /or disabilities. What will happen before he/she starts nursery?
We will spend time getting to know you and your child before he/she starts nursery. You are always welcome to visit us with your child and have a look around. When your child is offered a place, the Key Person and a member of the SEN/D team will visit you at home to find out more information about your child’s needs so we can ensure that appropriate support is put in place to secure progress, including 1:1 support if required. With your consent, the SEN/D team will contact the other agencies already involved in your child’s care so that the nursery is fully aware of any approaches, targets or resources (e.g. standing frames, walking aids, visual timetables) that will help staff to support your child. If your child has a medical condition, the Key Person will develop a care plan, detailing your child’s health needs and what action to take in an emergency (see the school’s ‘Supporting Children with Medical Conditions Policy’ on the website for more details.) Once your child has started nursery, the Key Person will regularly observe and assess him/her and there are frequent opportunities for you to meet with staff to discuss this [see below for more details].
Can my child with special educational needs and/or disabilities access the same opportunities as other children at Kintore Way?
Yes. We believe strongly that this is every child’s entitlement. The nursery is fully accessible and staff make reasonable adjustments to both indoor and outdoor learning opportunities and resources so that every child can engage meaningfully with them. This may include placing activities at floor level for children who have limited mobility or using objects of reference to help children transition from one activity to another or make choices about what they want to do next. We pride ourselves on getting to know your child so we can match our provision to his/her needs and ensure that he/she makes the most of the wide range of learning opportunities on offer.
My child’s name has been placed on the nursery’s special educational needs and/or disabilities register. What does this mean?
The nursery has a register of children with SEN/D that is updated every term. Your child’s name will be placed on this if he/she has an Education, Health and Care Plan [EHCP] or if he/she has additional needs that have been identified by a specialist, e.g. Speech and Language Therapist, Paediatrician [SEN/D support]. Your child’s name does not automatically remain on the SEN/D register; if, as part of the graduated approach [see below], reviews show that your child’s needs are no longer a barrier to learning and can be met through access to quality first teaching, his/her name will be removed.
I have been told my child might need an Education, Health and Care Plan. What does this mean?
An Education, Health and Care Plan is a legal document that describes a child or young person’s special educational, health and care needs. It explains the extra help that will be given to meet those needs and how this help will support the child or young person to achieve what they want to in their life. It is highly personalised and sets out what the nursery must do to support your child. All the agencies that are involved in your child’s education, health and care are required to contribute to it and it is reviewed with you and your child at least annually to ensure that it continues to meet your child’s needs.
The first stage in applying for an Education, Health and Care Plan is to complete a request. The SEN/D team can support you with this by making a request via the nursery. Please speak to us or your child’s Key Person for further information.
If your child receives an Education, Health and Care Plan or enters nursery with one in place, this means the school has a statutory duty to implement its content. You will be invited to attend regular meetings with your child’s Key person and a member of the SEN/D team to discuss which of the outcomes set out in the plan we will focus on.
What is the Disability Access Fund? Is the nursery eligible to receive this money for my child?
As of April 2017, the nursery can apply to the Local Authority for Disability Access Funding. This is a one-off annual payment for any 3 or 4 year old receiving Disability Living Allowance and its purpose is to help the school improve access to our provision. If you child is aged 3 or 4 and receives Disability Living Allowance, please let staff know. We will ask you [if you are agreeable] to bring in your letter from the Department of Work and Pensions that states that your child is eligible and submit a copy to the local authority in order to access the funding.
What is the Early Years SEN Inclusion Fund?
If your child has SEN/D and requires additional support over and above what is universally offered at nursery, the school can make a request to the Early Years SEN Inclusion Fund. A request form is completed with your consent, detailing your child’s strengths, areas of need and information about the additional support required; this will be shared with you to sign. The form will then be sent [along with supporting evidence] to the Early Years SEN Inclusion Fund Panel who will discuss it and decide which of the three levels of funding, if any, will be awarded to the nursery. This money will then be used to help finance the additional support for your child.
When will I be able to talk to staff about the progress my child is making and the support he/she receives?
You will have regular opportunities to meet with staff and discuss your child’s progress and the support he/she receives. These include;
• On-going contact with your child’s Key Person and/or assigned SEN/D support worker if he/she has one.
• Termly parent conference meetings with your child’s Key Person.
• Team Around the Child [TAC] meetings. These are additional meetings to review the existing support your child receives and/or plan further interventions if needed, e.g. a referral to another agency that can support your child. Whenever possible, the outside agencies already involved in your child’s care attend. This is important as it gives everyone an opportunity to talk together with you and share information.
Outcomes and actions arising from TAC meetings are recorded using Southwark’s Early Help Delivery Plan format. You keep a copy and the nursery’s copy is stored securely at school. An electronic copy is also stored securely with the Southwark Early Help team. If your child requires a referral to an outside agency, the appropriate form will be completed and sent securely to either Early Help or Sunshine House to be actioned. The same arrangements for safe storage of this document apply.
What kind of support will my child receive at the nursery?
We use a graduated approach to support children with special educational needs and/or disabilities at Kintore Way. This means that we;
• Assess your child to find out what he/she can do now and needs to do next and share this with you
• Plan with you what is needed to support this [see below].
• Do the plan
• Review with you what has been put in place to see if it has been effective or if further intervention and support is needed for your child, repeating the assess, plan, do, review cycle again as necessary. Further details of the graduated approach can be found in the special educational needs policy on our website.
There are three waves of support available. These are;
Wave 1: Quality First Teaching
This is delivered universally to all children by the experienced class teachers and early years’ educators in the nursery. At Kintore Way, a ‘Planning in the Moment’ curriculum is used; staff respond to what children are engaged in and support them to develop and extend their existing knowledge, understanding and skills through play. Children are encouraged to be independent, ‘active’ learners who feel confident to solve problems and challenge themselves. Staff are aware of individual children’s learning styles and next steps and utilise approaches and resources that support and develop these to enable them to make progress. Additional resources are used to maximise children’s involvement with their learning, e.g. an interactive visual timetable of the school day, song choice board, Makaton signs.
Wave 2: Additional Interventions to enable children to work to their maximum potential
Some children with special educational needs and/or disabilities may require provision that is additional to or different from the universal support that is offered in Wave 1 to ensure they make progress. This may be a nursery-based intervention, such as a language group or an individualised behaviour plan. Alternatively, your child may be receiving intervention from an outside agency, e.g. speech and language therapy, the Early Years Autism Support Service or the Educational Psychologist, who may recommend specific resources or approaches that will support his/her learning. With your consent, this information is shared with the nursery staff so that this can be developed and implemented in school and is recorded using a ‘Pupil Passport.’ Examples of interventions we use regularly at Kintore Way include attention building activities such as TEACCH or bucket time, planned sensory room play, People Games, commenting on play and support for toileting and managing transitions and routines. These interventions are delivered by the nursery staff and our team of support staff who work specifically with children with special educational needs and/or disabilities. Provision is coordinated and monitored by the SEN/D team and reviewed with you at regular TAC meetings.
Wave 3: Additional, highly-personalised interventions
A few children require an individualised curriculum that is specific to them to ensure they make progress. In this case, your child will usually have, or be awaiting, an Education, Health and Care Plan that sets out the long and medium term outcomes he/she is working towards, based on the information provided by the agencies that support him/her. You will have the opportunity to meet regularly with your child’s Key Person and the SEN/D team to plan and review the short-term targets that contribute to these long and medium term outcomes. Outside agencies will visit your child in nursery and provide information, support and if appropriate, resources for your child to use at school, e.g. mobility aids, communication aids, etc. Training is also provided for nursery staff to enable them to meet the health needs of children with serious medical conditions, e.g. tracheostomies, gastrostomies.
Your child will continue to receive Quality First Teaching, regardless of the wave of support they are accessing.
What specialist resources and approaches are available for my child with special educational needs and /or disabilities to access?
At Kintore Way we offer:
• Sensory room
• assisted changing facilities
• wheelchair access throughout
• visual timetables and Now/Next boards
• access to a whole communication approach (Makaton, visuals, objects of reference)
• regular sensory play opportunities within the nursery setting
• We also work with outside agencies to provide specific resources for individual children who require them [e.g. standing frames, mobility aids]
• Personal Emergency Evacuation Plans and individual risk assessments as appropriate
We have members of staff who are trained to deliver the following evidenced based interventions:
Makaton, TEACCH, Bucket Time, Write Dance, Music.
SEN/D support staff have received SALT training in intensive interaction, use of people games and commenting on play. We also arrange for staff to attend Speech and Language Therapy sessions and groups to observe the strategies used so that they can be replicated with individual children in nursery.
What outside agencies does the school work collaboratively with?
We regularly work with the following agencies to support individual children with special educational needs and /or disabilities:
Early Years Autism Team, visual impairment team, occupational therapy, physiotherapy, hearing impairment team, speech and language therapy, educational psychology, KIDS, early help, social care, paediatric team. Whenever possible, we incorporate the targets professionals have set for your child into the provision we offer him/her.
What does the nursery do to promote children’s social, emotional and mental health and wellbeing?
One of the prime areas of learning in the Early Years Foundation Stage Curriculum is Personal, Social and Emotional Development. Children are encouraged and supported to develop self-confidence and self-awareness, manage their feelings and behaviour and establish positive relationships with others. Your child’s Key Person is conscientious in getting to know him/her and regular observations and assessments help to ensure early identification if there are any changes in his/her personal, social and emotional development that will then be discussed with you.
How does the nursery ensure my child’s views are listened to and included?
Very young children with special educational needs and/or disabilities are often still developing their communication skills so expressing their views on provision the provision they receive verbally can be a challenge. We are exploring alternative ways we can support your child to share his/her views meaningfully, e.g. using visual supports to indicate preferences. We also observe your child during interventions, recording his/her responses and we consult regularly with you as your child’s representative.
How are children safeguarded at nursery?
We take our statutory responsibility to safeguard children extremely seriously. The nursery’s safeguarding policy sets out in detail the expectations and procedures for this. Staff are fully aware of the needs of children with special educational needs and/or disabilities as a vulnerable group and consistently keep this in mind. If you have safeguarding concerns about any child, please talk to a designated member of staff as soon as possible. The designated staff within the leadership team are Rebecca Sherwood [Executive Head Teacher], Sarah Lee and Terry Cole [Deputy Head Teachers] and Sue Howlett [Early Years SEND Leader].
My child is moving to primary school. What arrangements are in place to support the transition?
There will be opportunities for your child to visit his/her new school and staff from the school may come to the nursery to meet and observe him/her. Nursery staff can also create a personalised transition book with photos of the setting to help prepare your child for the change. The SEN/D team make sure that information about your child is sent securely to the primary school’s special needs coordinator and liaises to ensure that he/she is fully aware of your child’s additional needs. If necessary, a final ‘handover’ TAC meeting is arranged and staff from the primary school are invited to attend. The Local Authority also employ a team of SENDIP [Special Educational Needs and/or Disabilities Inclusion Practitioners] who you can be referred to. They will work with you and your child to support the transition process.
What should I do if I have a complaint?
If you have any concerns or complaints regarding the care or welfare of your child, please speak to the Key Person, Early Years SEND Leader, Executive Head Teacher or Deputy Head Teachers who can advise on formal procedures for complaint [see the complaints policy.]
Where can I find out more information about special educational needs and /or disabilities in Southwark?
You can visit the Southwark Local Offer website at www.southwark.gov.uk/localoffer. The Local Authority are always keen to hear from parents and carers and, like the nursery, encourage you to get involved in shaping provision for children with Special Educational Needs and/or Disabilities.
All Southwark maintained schools adopt a similar approach in meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEN/D.) This is in accordance with the Local Offer and schools are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible educational progress. All schools are supported to be as inclusive as possible, with the needs of pupils with SEND met in mainstream settings wherever possible, in accordance with the wishes of individual parents and carers.
Kintore Way Nursery School and Children’s Centre, 97-102, Grange Road, Bermondsey, London SE1 3BW
NAS – http://www.autism.org.uk/
Talking Point – http://www.talkingpoint.org.uk/
ICAN – http://www.ican.org.uk/
Contact A Family – http://www.cafamily.org.uk/
Southwark Local Offer – http://www.localoffer.southwark.gov.uk/
Variety Club – https://www.variety.org.uk/
Southwark Information, Advice and Support Team (formerly Parent Partnership)
SEND Code of Practice