This article explains the support and approach provided by the nursery for children and families with Learning needs, Special Education and Disabilities under SEND Code of Practice: 0-25 Years Old.
Children with learning needs defined as any child, requiring individualized support prior to any formal diagnosis and external professional involvement. Hatching Dragons commits to provide best outcomes to the children and ensure reasonable adjustments are made to provide individualized support when and if needed.
Children with Special Educational Needs and/or Disabilities (SEND) defined as any child, with neurodiversity and/or physical disability that is formally diagnosed by external (typically medical) professionals.
Support Strategy
Stage 1
Key persons of the individual children must track and monitor children's progress linked to 7 areas of learning (Prime and Specific). For children under 2 years old - key persons must ensure they evidence learning journey in prime areas of learning linked to "Birth to 5 Matters" on our EYLog developmental journey platform.
All observations and information gathered about the child's learning must be shared with the parents throughout child's time at the nursery.
Baseline assessment should provide a fundamental knowledge to the key person and the parents of where the child's learning starts at the nursery. The key person, within the Baseline assessment carried out 6 weeks after the child's first day at the nursery, should identify developmental milestones (child's abilities) and next steps for future learning.
Report milestone assessment as per ranges
Developing - the child is not yet achieved (within the age range) what is typically expected
As expected - the child is developing (within the age range) well and achieving typical milestones as expected
Exceeding - the child has (within the age range) achieved beyond what is typically expected and has demonstrated strengths beyond their age expectations.
Once baseline assessment is complete, the parents must be invited for a meeting with a key person to discuss the strategies and teaching techniques that will be implemented within the nursery and at home to support the best outcomes of the child's learning and development.
Stage 2
After the completion of the meeting with the parents, the key person (nursery) and the parents (home) will work in partnership to deliver agreed outcomes ('next steps') typically implemented over 4 - 12 weeks.
Once the support is delivered, the parents will be invited for a follow up meeting to discuss progress and development made.
The key person must share what is working well and what we need to improve in the next cycle of learning. It is very important, that the parents views and thoughts are heard and implemented in teaching and learning outcomes whilst at the nursery.
During the stage 2 meeting, the key person should share termly report (typically complete every 3 months at the end of each term) and identify areas of concern. Parents must be informed and consent obtained to implement any specialized provision and further assessments of the needs and implementation of Individual Education Plan (IEP) / Child Centered Plan (CCP).
Stage 3
After the consent form is obtained, the key person and the nursery must implement a strategy of support (Cycle 1). At this stage, Individual Education Plan (IEP) / Child Centered Plan (CCP) must be implemented. Once the plan is drafted, it cannot be implemented without final parent's review. The plan must be shared, agreed and signed by the parent.
Individual Education Plan (IEP) / Child Centered Plan (CCP) - example
Stage 3 approach to individualized support plan will help the parents and the key person/nursery to identify the need to involve external professionals to further accelerate child's learning outcomes. The outcomes must be SMART (specific, measurable, realistic, time-bound).
The nursery, on behalf of the parents, once consent form is obtained can contact external professionals on behalf of the parents to seek for extra support in specific areas such as:
- Speech and Language Therapies (SALT)
- Occupational Therapies (OT)
- Educational Psychologist (Ed. Psy.)
- CAMHS (Children and Adolescent's Mental Health Services)
- etc.
This can be done via Local Authority referrals via Early Years Advisory / Lead services.
Southwark Local Offer / Specialist Support Services
Tri-Borough Westminster, Kensington and Chelsea - SEND information and guidance for Practitioners and Professionals
City of London - SEND Hub
Stage 4
After the Individual Education Plan (IEP) / Child Centered Plan (CCP) has been implemented with cycle 1 of support, the review meeting must be held 4-12 weeks after to review what has been working well and what we need to change. During the review meeting, Graduated Approach document must be used.
Graduated Approach - blank template (please copy before filling)
Graduated Approach - example
This will provide an effective platform to ASSESS, PLAN, DO, REVIEW (Graduated Approach).
During stage 4 meeting, the key person must also review IEP/CCP alongside Graduated Approach and plan strategies for the next cycle of intervention (cycle 2).
At stage 4 the nursery with parental agreement may seek for further support such as Special Educational Needs Inclusion Fund (SENIF) to access funds from Local Authority to support child's needs whilst at the nursery.
Each Local Authority have termly deadlines for SENIF submissions.
Southwark SENIF (available for 3 to 4 year olds ONLY)
Westminster SENIF (available for 2 to 4 year olds ONLY)
City of London SENIF (available for 2 to 4 years old ONLY)
* All receipts and purchase invoices claimed under SENIF fund must be documented and filed for auditing purposes.
Stage 5
Cycle 2 of IEP/CCP drafted, shared with parents and support plan agreed for the coming 4-12 weeks.
If SENIF funds have been claimed, it has to be noted within IEP/CCP with strategy how it will support child's learning outcomes.
The nursery can and should support parents for Disability Living Allowance (DAS) application if the parent agrees. This can be done via Disability Living Allowance (DLA) for children claim form
Education, Health and Care Plan (EHCP)
EHCP is An Education, Health and Care Plan (EHCP) legal document that outlines a child's special educational needs and disabilities (SEND) and the support they need. EHCPs are for children and young people up to the age of 25.
Parents, together with the nursery can apply for EHCP if the child's needs cannot be effectively met without extra support such as professional's involvement (for educational and/or health care needs) or extra funding required to adapt learning techniques/environments to meet specific needs of the child.
Prior to submitting evidence and documents for Education, Health and Care Assessment (EHCA) the nursery must ensure that they have evidence of three cycles of IEP/CCP support provided at the nursery and what progress has been made.
All documents related to child's learning and outcomes must be included in the EHCA request to Local Authority. EHCA requests can be submitted to Local Authorities any time and it is not time bound.
Disclaimer
At Hatching Dragons, we are committed to providing an inclusive environment that supports all children, including those with Special Educational Needs (SEN). We believe that every child has the right to access quality education and care, regardless of their individual needs.
In accordance with the Equality Act 2010 and our duty to make reasonable adjustments, we will not exclude any child from our provision based solely on their SEN status. This applies regardless of whether a child has a successful Education, Health and Care Plan (EHCP) or not.
Our policy is that no child will be excluded from our nursery if their health and safety are not at risk, and if appropriate support can be provided to meet their needs. We will work in partnership with parents, carers, and relevant professionals to ensure that the best interests of the child are considered at all times.
If a child has specific needs that require additional support, we will take reasonable steps to accommodate them. However, should a child’s health, safety, or well-being be compromised due to the level of support required, we will work collaboratively with the child's family and any other professionals involved to determine the most appropriate course of action.
We are dedicated to fostering an environment of acceptance, understanding, and support for all children in our care.