Bambinos Childcare Centres are committed to the integration of children with special educational needs and has high aspirations and expectations for all children. The inclusion of all incorporates children, young people, parents/carers and all staff.
All children have the right to be educated and develop their full potential alongside each other. It is a positive experience to be able to share the same opportunities and overcome any difficulties together. Children learn from interacting with other children and by giving them these experiences children with special educational needs can be educated and develop alongside peers without special educational needs.
All individuals are included within this policy; those with special educational needs (he/she has a learning difficulty that needs special educational provision to be made), those with a disability, those from minority ethnic groups; Travellers; and other cultural groups.
The legal frameworks used and related to this policy are (this list is not exhaustive);
The SEN Code of Practice 0-25 years (2014)
The DfES Inclusion Development Programme
The Early Years Foundation Stage Framework
The Children and Families Bill 2013 & 2014
The Equality Act 2010
The Special Educational Needs and Disability Regulations 2014
The Children Act 1989: A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.
The Disability Discrimination Act 1995: A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long term adverse effect on his ability to carry out normal day to day activities.
1 To recognise any special needs a child may have and ensure all staff are aware of the DfES Code of Practice on identification and assessment of special needs.
2 To work in close partnership with the Local Authority and operate under the guidance of the local offer.
3 All staff should be aware of the Early Years Foundation Stage framework and the SENDCO and deputy SENDCO for each setting.
4 To employ a special needs co-ordinator (SENDCO) who is experienced in the care and assessment of children with special needs and a deputy SENDCO who can assist in their duties.
5 To ensure each nursery SENDCO and where possible the nursery deputy SENDCO attend training opportunities each term, to up date their knowledge and understanding of Special Educational Needs for all children.
6 To assess each child's specific needs and adapt our facilities as appropriate.
7 To liase with other agencies, including the health and education authorities and seek advice, support and training and establish firm partnerships with other professionals to ensure all needs are met.
8 To develop and maintain a core team of staff who are experienced in the care of children with special needs.
9 To ensure that all children are treated as equals and are encouraged to take part in every aspect of the nursery day.
10 To promote positive images of those with special needs wherever possible.
11 To ensure the highest level of support possible and inclusive education for all children with special educational needs, ensuring children with SEN engage in activities alongside children who do not have SEN.
12 To ensure all children with SEN have a right to a broad and well-balanced education and dependent on the individual child’s SEN the nursery will endeavour to provide a ratio of 1:1 through applying for such funding from the local authority or cluster funding. At all other times, the nursery’s usual staff ratios will apply – see Staffing Policy.
13 To monitor and review our practice and provision and, if necessary, make adjustments.
14 In accordance with the SEN Code of Practice 2014 Bambinos employs systems to support early identification and timely interventions to support children’s learning and development. We ensure;
• Decisions are informed by the insights of parents and those of children and young people themselves
• Have high ambitions and set stretching targets for them
• Track their progress towards these goals
• Keep under review the additional or different provision that is made for them
• Promote positive outcomes in the wider areas of personal and social development
• Ensure the approaches used are based on the best possible evidence and are having the required impact on progress.
Children are routinely assessed and monitored from their first settling-in session at nursery. This includes a baseline assessment being carried out in collaboration with parents/carers and termly assessments thereafter including a child’s Progress Check at age 2 years. Progress is monitored and tracked in individual Learning Diaries and this system lends itself very well to early identification of any additional support children may require.
The nursery collects and analyses cohort data each term which also aids early identification of children who may require additional support by assessing stages of development against the EYFS indicators.
The nursery has highly qualified and experienced practitioners who are able to work together with the setting SENDCO, parents/carers and other professionals that may be required for the benefit of the child.
The SENDCO’s role
- The role of the SENDCO includes ensuring all practitioners within the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN as detailed in this policy.
- The SENDCO acts as an experienced and knowledgeable practitioner on SEN in advising and supporting all practitioners in the setting.
- The nursery SENDCO liaises with other professionals and outside agencies as appropriate to support children with SEN in the setting.
- Bambinos ensures the nursery SENDCO receives regular and up to date training through the Early Years’ Service including attending conferences and courses each term. The SENDCO will also make monthly visits to each room in the setting to find out if any staff have any concerns over any children and offer advice and support and act appropriately depending on their findings. An accurate record of this is kept as a register of all children with SEN or additional needs and what is being done to support them.
- As part of this support, the nursery SENDCO will ensure observations and planning is appropriate and meets the child/children with special educational needs appropriately across the Early Years Foundation Stage Framework.
- The nursery SENDCO can and should share all concerns, interventions, support and action plans with the nursery manager and/or Area SENDCO for additional advice and support.
- The nursery Deputy SENDCO should support the SENDCO in all their roles and responsibilities as detailed above.
Designated SENDCOs and Deputy SENDCOs for Bambinos
Houndiscombe rd site: Kelly Mitchell (SENDCO) and Nicola James (Deputy SENDCO)
Plymstock setting: Bronwyn Westcott (SENDCO) and Jackie Jude (Deputy SENDCO)
Tavistock setting: Daryl Story (SENDCO) and Hannah Wollerton (Deputy SENDCO)
Woolwell setting: Stephanie Thompson (SENDCO) and Vicky Finn (Deputy SENDCO)
We work in close partnership with all our parents and carers right from the first time a parent/carer enters the nursery. We view our parents and carers as the key person, carer and educator in their child’s life. Parental input, viewpoints and knowledge is highly valued and sought to effectively support children with SEND.
Parents are included at every opportunity of early identification, early support, action plans, IEPs (Individual Education Plans) and referrals if required and permission sought. Targets can be identified and worked on collaboratively at home and at nursery in partnership with parents/carers.
Parents are supported through the nursery SENDCO, key person and manager at all times and can sign post to additional support networks should they be required such as Portage.
Parents can access the Local Offer on line from the Local Authority and can view who the setting SENDCO and Deputy SENDCO is at each Bambinos setting.
SEND Support in the setting
Bambinos Childcare Centres’ inclusive admissions practice ensures equality of access and opportunity. We provide a wide range of resources to support and extend all children from birth to five and routinely review and assess resources and environments to ensure they are appropriate for the needs of children in each room. We endeavour to provide additional resources to support children with special educational needs if appropriate.
The nursery is committed to work with any child who has SEND and/or a disability to enable the child to make full use of nursery’s facilities.
We feel it is paramount to find out as much as possible about a particular child’s condition and the way that affects his/her educational needs by: -
• Liaison with the child’s parents.
• Liaison with any professional agencies including attendance at all meetings
• Reading any reports that have been prepared.
• Attending any review meetings with the local authority.
• Regular monitoring of observations done on the child’s development.
• Liasing with primary schools/other nurseries for transition purposes.
• Raising staff awareness and monitoring and reviewing our policy annually.
All children will be given a full settling in period when joining the nursery according to their needs.
Bambinos Area SENDCO
Director Sara Richards works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special needs policy of the nursery, always making sure plans and records are shared with parents.
The Bambinos Childcare Centres Area SENDCO makes regular visits to all our nursery sites to work with staff on areas of SEND and evaluate, monitor and review on-going practises. This strengthens each nursery’s links with other Bambinos settings as well as other agencies and ensures expertise are used to their best potential.
Bambinos Childcare Centres work with a wide range of outside agencies and professionals including Speech and Language Therapists; Educational Psychologists; CAHMS; Health Visitors; Pre School Advisors and Area SENDCOs (this list is not exhaustive).
On first assessment and notification of any special educational needs, staff will follow the steps and action below:
Single Agency Response (previously known as EYA): Practitioners gather together information to observe, track and assess the child’s needs, learning difficulty or difficulties using the EYFS, the child’s Learning Diary and Summative assessments. Practitioners aim to capture the voice of the child and may consult with universal services such as Health Visitors or the local Children’s Centre (Level 1). Consultation with the SENDCO is necessary and an Individual Education Programme (IEP) may be written. Extra support and provision will be addressed within Bambinos Childcare Centres and this will be done in strong partnership with parents at every stage.
Early SEND Request for involvement (previously known as EYAP): Practitioners still providing extra support and provision within Bambinos Childcare Centres including using an IEP that is reviewed and monitored closely with parents, and SENDCO to gain written consent to share information with other agencies if required to support the child. Consideration is given to contacting other agencies such as Health Visitor or GP if relevant with the parent/s and SENDCO or deputy SENDCO. SENDCO can make contact with the Gateway (Plymouth settings only) on 01752 668000 or by using the Practitioners only number for advice, information and guidance or the setting EYAT (Devon settings). Early Years Advisory Teachers/Specialists/Professionals support may be offered and put in place from the Local Authority. An Early Help Assessment Tool can still be used and running in conjunction with or at the same time as these assessments.
If there are wider SEND concerns, the nursery SENDCO will refer for SEND support through the Gateway or EYAT if Devon. Consent must be obtained for this referral and practitioners must present as much assessment information as possible. Early Years meetings forum will run weekly to process such referral requests.
Team Around Me (TAM) or Team Around the Child (TAC): This is where other professionals including the nursery, work together in partnership with shared responsibility for the benefit of the child. The team can vary in size and membership will change dependant on the needs and journey of the child. A Lead Professional will be agreed within the group. The TAM structure encourages multi agency working and puts the child and family at the centre. Regular meetings will allow opportunity to share information and plan together. A SEND Multi Agency Support Plan which details the outcomes of the TAM will be produced.
SEND Multi Agency Support Plan: This plan will include the outcomes that the team are seeking and indicators of success. What will be done, how, by who and when will be detailed including resources needed and a reflection on the level of success. The support plan will be an on-going cycle and may lead to new requests for support or advice.
Early Years Inclusion Resource Panel: Monthly meetings are scheduled for this panel to meet to discuss requests for 1:1 support/cluster funding, made by the setting/Lead Professional/TAM/TAC. The TAM/TAC discussions and SEND Support Plan supports these requests. Outcome could include support from an EYAT, an Inclusion Advisory Worker or other agency, additional funding for 1:1 support or a combination of all. Forms 1 and 2 (Plymouth paperwork) must be submitted along with the SEND Support Plan, TAM/TAC minutes and any other additional evidence, especially professional written support/reports.
EHC (Education Health Care) Needs Assessment and EHC Plan: The child is considered for EHC Needs Assessment and there is a 20 week timeline for this process. Staff, the SENDCO, parents/carers and any outside agencies involved within the process consult and the LEA considers the assessment and may then make a multi – disciplinary assessment. If it is decided that an assessment is to go ahead, an Assessment Coordinator is allocated whom will liaise closely with parents and all other parties involved. The setting and SENDCO would contribute to all forms with other professionals and the Assessment Coordinator would pull all together during the assessment and is part of the entire 20 week process. For a child to have an EHC Plan, there must be an education need and not just a Health need unless the Health need impacts the Education.
Parents are an integral part of this process and will constantly be consulted with at each stage. All procedures will be explained and a close relationship sustained to ensure the best possible support for the child concerned. Parents should always be informed of any targets a child is working towards so that they can be worked on at home. Success and progression will be enhanced further with good cooperation and involvement with parents. Consultations with parents can take place daily and/or at regular appointments so that communication between all staff, parents/carers and agencies are well maintained.
Devon Assessment Framework/Early Help Assessment Tool
A Devon Assessment Framework (DAF)/Early Help Assessment Tool may be required and should be used when there are concerns about a child’s progress or vulnerability, their needs are unclear and the support of more than one agency is required. The DAF/Early Help Assessment Tool can be used to assess the needs of unborn babies, infants, children or young people aged between 0 – 18 years. The DAF/Early Help Assessment Tool should not be used for those children whose needs are understood and are being met or those for there are Child Protection concerns – procedures set out in the Child Protection Policy must be followed in that instance.
For Bambinos Childcare Centres Plymouth settings
Checks should be made with the Gateway (01752 668000) for advice before any Early Help Assessment Tool is undertaken to identify if one is already in place for the child. This is essential in ensuring only one Early Help Assessment Tool is in existence for a child at any one time. Subsequently all paperwork must be copied and sent into the Gateway as standard whilst it is in place or viewed online (dependent on format of assessment) and they must be informed by way of email or writing when the Early Help Assessment Tool ceases to be in place.
An Early Help Assessment Tool form must be completed and submitted to the Early Years Forum. This is the standard method of referring all information to the forum so that a child’s needs may be met through accessing outside agency support where intervention and support may be necessary. Additional information should be supplied with the Early Help Assessment Tool to the forum to indicate support of ‘Early Years Action’ of the Code of Practice for SEN, such as a report, transfer document, IEPs or any relevant information or evidence so that the forum can make an informed decision as to the type and extent of support needed for an individual child/family. The most up to date Early Help Assessment Tool forms can be found and downloaded from www.plymouth.gov.uk .
The Plymouth Gateway and the Multi-Agency Hub
For advice and support from Plymouth, the following steps should be taken and chosen as appropriate;
Level 1: Plymouth Online Directory (POD or the local offer) for information about local services
Early Help and Universal Services (Community Service Offer)
Level 2: Early Help Assessment Tool (Outcomes Based Smart Planning)
Early Help Gateway (for Advice, Information and Guidance)
Level 3: Coordinated Response (Targeted Support)
Level 4: Multi-Agency Hub (Child Protection Concern)
Statutory Intervention (Social Care and Partner Agencies Intervention)
In Plymouth, if concerns arise solely upon speech and language, a Speech and Language Referral Form can be completed (available from www.plymouth.gov.uk ) and submitted to The Children’s Speech and Language Service. Supportive evidence should also be submitted as an indication of support. However if there are other needs and/or concerns an Early Help Assessment Tool must be completed and submitted as above.
In Plymouth if concerns are solely around infant mental health, then a referral can be made direct to CAHMS.
If appropriate a referral can be made to local Children’s Centres for the benefit of the child and family.
If a concern is purely around health concerns or issues then this can be referred directly to the GP or Health Visitor.
All such referrals above must have the permission of the child’s parents/carers.
For Bambinos Childcare Centres Devon settings
Each area in Devon has an Early Response Service which uses the DAF/Early Help Assessment Tool to assess each child’s need. The Further Response Service manages the cases of children with more complex needs and is responsible for linking effectively with other services to make sure that children and families get the range of support they need to meet their needs.
In the first instance in Devon, the setting Early Years Advisory Teacher must be contacted for advice and support if a concern arises with a child/children in the setting. A DAF/Early Help Assessment Tool must be completed and submitted to the Early Response Service so that the child’s needs’ can be assessed. Additional information should be supplied with the DAF/Early Help Assessment Tool to indicate support for SEND, such as a report, transfer document, IEPs or any relevant information or evidence so that the Early Response Service can make an informed decision as to the type and extent of support needed for an individual child/family.
The SENDCO and/or deputy SENDCO should be involved in this process with the setting manager and the child’s key person. Parent consultation and strong partnership throughout is also paramount and staff work effectively to ensure this is the case. Consent is required from parents before a DAF/Early Help Assessment Tool is undertaken and parents should be assured that the DAF/Early Help Assessment Tool is a voluntary exercise that can help pull together all the agencies and services that may be able to offer support.
Bambinos Childcare Centres will arrange and hold DAF/Early Help Assessment Tool meetings where appropriate and undertake the Lead Professional role where appropriate. All completed paperwork will be made available to the DAF/Early Help Assessment Tool team in a timely manner.
The setting SENDCO and/or deputy SENDCO and setting manager will attend all up to date training on DAF/Early Help Assessment Tool assessments and can contact the Gateway on 01752 668000 for advice on any assessments. The Gateway (Plymouth) offers advice, guidance and support for all practitioners/professionals who are supporting and assisting children and families. Consent must be obtained from the family/parent before disclosing and sharing information with the Gateway unless it is a safeguarding issue, please see the Child Protection Policy for more clarification. Devon settings can contact 0345 1551071 for further information and/or the setting’s current Early Years Advisory Teacher in the first instance.
Confidentiality is taken very seriously and all staff must adhere to Bambinos Ltd policy on Confidentiality.
Complaints about SEND provision
All complaints are dealt with in the same manner as Bambinos Ltd policy on Complaints – please see Complaints Policy.
This policy was adopted at a meeting of Bambinos Childcare Centres held on 25th May 2018 present Sara Richards and Jemma Honey
Signed on behalf of Bambinos Ltd
Policy to be reviewed within 12 months