Inclusion Policy
BASIC INFORMATION ABOUT THE PRE-SCHOOL
Target group for this policy
All children are special. We strive to provide equal opportunities and a welcome for all, recognising that certain groups and individuals in our society are discriminated. No two children manifest exactly the same needs. All children irrespective of special educational needs; disability, physical, mental or medical; race; culture; class; creed; sexual orientation; gender or social status; have the right to express their needs and have them met.
Inclusion is meant in the widest sense. It incorporates children and young people as well as the rights of parents/carers, students and all staff. It includes individuals with special educational needs and/or a disability, as well as those from minority ethnic groups, travellers and any other diverse cultural groups. We do not discriminate against sexual orientation.
It also includes those with English as an additional language and Children in Public Care (Looked After Children). Those with specific medical needs; suffering from low self- esteem; or experiencing mental health difficulties are also included.
It also incorporates the rights of the child and equal opportunities, as well as any other groups at risk of exclusion or social exclusion.
Under the Special Educational Needs and Disability Act 2001 (SENDA) and the Disability Discrimination Act 1995 (DDA) it is a legal requirement not to discriminate against people with individual needs and we would make any reasonable adjustments to include anyone wishing to attend our setting.
St. Francis Pre-School Playgroup is situated in the Revelstoke Room, behind Noss Mayo Village Hall. To the right of the main hall is a gate that has recently been widened for wheelchair access.
Aims
1. All children have a right of full access to Early Years Education through the Foundation Stage Curriculum.
2. All children have a right to expect to learn in a caring and considerate environment where the staff and the children are all valued for their contribution to pre-school life.
3. The pre-school is committed to the early identification of children with Special Educational Needs (SEN) and to adopting clear and open procedures which are outlined in this policy.
4. The pre-school is committed to working closely with parents who are fully involved in all decisions that affect their children’s education. Both adults and children will be encouraged to have a positive self image.
5. The pre-school will provide and promote, within available resources, the highest possible quality support and inclusive education for children with SEN.
6. The pre-school will challenge unacceptable language, actions and beliefs which are prejudicial or exclusive to others and will increase awareness of special needs, minority groups and groups that can be discriminated against.
7. The pre-school will provide a range of stimulating, fun and creative activities which are age and ability appropriate and in line with the Foundation Stage curriculum guidance.
8. The welfare of every child will be safeguarded and the views of the children and families taken into consideration.
Purpose
To meet the individual needs of all children in our setting.
To ensure that Inclusion and Equal Opportunities are put into practice.
To raise quality and standards.
To recognise the rights of the child and safeguard the welfare of the child.
To encourage parent/carers to use the provision.
To increase awareness of special needs, minority groups and groups that can be discriminated against.
To encourage both adults and children to have a positive self image.
To work in partnership with all people involved in the child's upbringing.
SEN Co-ordination
The SEN Co-ordinator is responsible for:
1. The day-to-day operation of the pre-school Inclusion policy. All staff should agree and implement the pre-school's SEN, Inclusion and Equal Opportunities policies.
2. Liasing with the pre-school staff and when appropriate the feeder schools.
3. Contributing to the in-service training of all staff in regard to SEN.
4. Co-ordinating provision for children with SEN.
5. Ensuring that background information is collected, recorded and updated.
6. Maintaining the pre-school’s SEN register and overseeing the records of all pupils with SEN, including Early Years Action, Early Years Action Plus and for those with statements.
7. Ensuring that appropriate IEP's are in place.
8. Liaising with relevant external agencies.
9. Liaising with and offering support to parents.
10. Taking the lead in monitoring and reviewing any action taken to support the children.
Our SEN co-ordinator is Sian Jukes.
Admissions
The pre-school welcomes every child to the setting, whatever their ability, and will make reasonable adjustments where possible, to enable true inclusion.
Children's individual needs will be considered and parents/carers will be consulted prior to their child's admission.
We have a flexible settling-in procedure to meet individual needs.
See our admissions policy.
INFORMATION ABOUT THE PRE-SCHOOL’S POLICIES FOR IDENTIFICATION ASSESSMENT AND PROVISION FOR ALL PUPILS WITH SEN
Definition of SEN (From the SEN Code of Practice)
A child has SEN if she or he has a learning difficulty that calls for special educational provision to be made for her or him.
A child has a learning difficulty if she or he:
a) Has a significantly greater difficulty in learning than the majority of children of the same age.
b) Has a disability that either prevents or hinders the child from making use of the facilities of a kind provided for children of the same age in pre-school.
A child must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which she or he will be taught.
Identification, assessment and provision (including resources and the learning environment)
The need for early identification is paramount. It is made either by the staff or from information received from previous pre-schools, nursery provision or from other external sources. Parental concern is also taken into consideration. The pre-school follows the Stages set out in the revised Code of Practice. This identifies the stage the child is at, and clarifies who is responsible for the additional provision that is needed to support the child’s progress.
The furniture and equipment is laid out, with space utilised, according to the needs and safety of the children. The learning environment supports learning and promotes confidence and independence and encourages good behaviour. All risk factors will be taken into consideration and the learning environment will be changed according to the individual needs of the children.
Our system of observation and record keeping which operates in conjunction with parents enables us to monitor children’s needs and progress on an individual basis. (See Records and Assessment Policy)
Children with extra needs are provided for through individual education plans. There is a high level of adults to children enabling us to provide all children with adult time and attention.
If it is felt that a child’s needs cannot be met through pre-school without the support of a one-to-one worker, funding will be sought to employ one. Planning is differentiated to cover all areas of learning for all children in the setting.
The Staged Model of Special Educational Needs
Early Years Action: The staff in consultation with the SENCO needs to gather information to assess the child’s learning difficulties. An Individual Education Programme (IEP) is written and put into place. Provision for extra support is made within the resources of the pre-school.
Early Years Action Plus: As at Early Years Action with additional support from specialists from outside the pre-school.
Request for Statutory Assessment: The child is considered for Statutory Assessment and the staff in consultation with the SENCO, parents and outside specialists. The LEA considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment.
Statement of Special Educational Needs: If the LEA decides that there is sufficient need for statutory assessment further evidence will need to be collected by the pre-school. The SENCO in consultation with the staff, parents and outside specialists will write a full assessment. The LEA considers the need for a statement of special educational needs and if appropriate, make a statement and arrange, monitor and review provision.
Curriculum
The pre-school aims to provide a differentiated curriculum, relating learning targets, tasks, resources and learning support to individual children’s needs in order to maximise their achievement and progress. We provide learning and development opportunities and set realistic and challenging expectations that meet the diverse needs of children and reflects their own interests and cultural diversity. The pre-school plans using the Early Years Foundation Stage Curriculum Guidance and Footsteps planning scheme.
We are flexible in our groupings of children and tasks are modified according to the individual child's needs (i.e. the way in which they are presented, support given, by expectation and by outcome). As well as a differentiated curriculum, children with SEN at Early Years Action and above will have an Individual Education Programme (IEP) drawn up.
At Early Years Action Plus support will be provided from the outside agencies (Foundation Stage Advisory Teachers) involved in writing IEPs.
Facilities, Staffing and Training
St. Francis Pre-School Playgroup is situated in a room at the back of Noss Mayo Village Hall. The gate from the road is wide enough for wheelchair access. There are currently 5 steps into the playgroup but The Village Hall Committee have agreed that they would make a ramp available if it was required by a child or parent attending the group. The Village Hall is currently (2006) installing a toilet with disabled access. One of the two toilets in the pre-school has baby changing facilities.
There are a number of different areas within the room offering different functions, e.g. soft play, quiet area, computer area etc. We also have an outside play area with play equipment. This area is currently accessed via 4 steps but we are seeking advice on how a ramp could be included.
Children are provided with regular drinks and nutritious food which complies with dietary, allergy and religious requirements. Water is always available.
Our provision is advertised on the noticeboards in the village, in the parish magazine, at the local primary school and in the local health centre. We also have our own website where all notices and future events are published.
Although we do not currently have specialist equipment for children or adults with audio or visual impairments we would make every effort to adapt existing equipment or borrow from outside agencies.
We often go on outings and we would ensure that nobody was excluded from these by increasing staff levels and organising specialst transport if necessary. The older children in our setting visit our feeder school every half term. Newton Ferrers Primary School was built in 2003 and has ramps, a lift and access to all areas by wheelchair users.
All full time staff in the setting are fully qualified with NVQ III in Childcare and Education. They have all had first aid and safeguarding training. We are committed to a 1:6 adult/child ratio for 3-5 year olds and 1:4 for 2-3 year olds.
All staff and volunteers are aware of the need for sensitivity and knowledge to work with children with SEN and staff are particularly aware of the individual needs of children and give consistency and continuity of care.
Staffing arrangements are designed to meet the needs of all children and any additional or specialist help required would be sought, (using the 5% of our Early Years education Funding when necessary).
Our keyworker system gives each member of staff particular responsibility for a few children. A keyworker who had a child with SEN would work closely with our SENCO and any outside agencies.
In our setting the Supervisor is also the SENCO.
Staff have daily meetings before the children arrive and this time is used to share information and feedback on any problems. Staff collect information, leaflets and articles on relevant SEN and this is kept in our SEN folder in the locked cupboard.
We are committed to training as we realise that staff require knowledge to include children successfully. A list of all staff training is available in the "Staff Qualification " folder. Training sessions take place when there are no children present.
We have contact with the Local Access Officer at Connexion in Plymouth (01752 207700) who may be able to provide additional equipment for children or their families.
We are committed to not treating disabled pupils less favourably for a reason related to their disability and will make reasonable adjustments to policies, practices and procedures in order to avoid putting disabled pupils at a "substantial disadvantage".
Moderation
The SEN co-ordinator will also work with children in the pre-school. This will help in the assessment of children and ensure a similar ability level at the different stages on the register. Through discussion with members of staff a clear record of children’s progress can be achieved.
Inclusion
At St. Francis Pre-School Playgroup we feel it is essential that the children with SEN are taught in a fully inclusive classroom and their needs are met within the curriculum being planned. We recognise however the need for additional resources that may mean the child is sometimes given extra activities. These may include Speech and Language therapy sessions and work specifically related to IEPs. As far as possible the IEP will help the child be included into the planned curriculum within the session. The resources we have support learning in all developmental areas and are therefore appropriate to the individual needs of the child. Our resources reflect a variety of cultures and life-styles, with pictures and books depicting cultural diversity. We are aware that we may need to buy or borrow equipment to include children with specific needs. Our resources are regularly reviewed and up-dated as necessary within budget limitations.
Criteria for Measuring the Success of the Policy
The policy is reviewed and evaluated annually by the staff and committee.
The criteria for measuring the success of the policy should be specific, attainable, realistic and time constrained. They should indicate the extent to which the pre-school has been successful in meeting the needs of its SEN children.
The SEN co-ordinator through process of moderation will help measure the success of the policy.
Arrangements for complaint
These are defined in the pre-school policy document that is available for parents and other interested persons to read.
INFORMATION ABOUT THE PRE-SCHOOL’S STAFFING POLICIES AND PARTNERSHIP WITH BODIES BEYOND THE PRE-SCHOOL
SEN In-Service training
The pre-school provides SEN In-Service training in line with the pre-school development plan and staff appraisal. The SENCO will participate in the training on inclusion provided by the Devon Early Years Partnership as well as other training needed to provide a high quality of provision for the pre-school.
Facilities from outside the pre-school
The pre-school recognises the need for SEN working closely with the full range of support services and external agencies. Agencies are called upon when support is required for a specific need. The pre-school also works closely with agencies when information is requested to support a child. Information about a child with SEN is only transferred to other agencies with the parent’s permission. (See confidentiality policy).
Agencies used by the pre-school:
Portage Workers, Nursery Plus workers, Speech and Language Therapy, Educational Psychologists, Behaviour Support Service, Health Visitors, Pre-school Advisory Teachers, Area SENCO and Joint Agency Teams (JAT)
Arrangements for Partnership with Parents
We value parental knowledge, respecting the differing needs parents may have, such as disability or communication and linguistic barriers (using interpreters if needed). Social inclusion is positively promoted. Parents are consulted at every level of intervention. Parents have a right to be involved in discussions about their child. Procedures should be explained to parents in order to develop a close working relationship and so parents can be made aware of the targets being set for their child. Parents should be offered advice about how they can work with their child at home if they so wish. The effectiveness of any intervention will depend upon the level of involvement of parents.
Consultation with parents is made informally on a daily basis. Additional consultation is made at either the parents or the pre-schools request at a mutually convenient time.
Meetings for parents of children at Early Years Action Plus will be organised termly to review and write IEPs. See our Parental Involvement Policy.
The Devon Parent Partnership Service is an impartial service which can provide a development worker to answer any questions about a child's progress. For more information contact the Parent Partnership Liaison Officer on (01392) 383087.
Links with Newton Ferrers Primary School
St. Francis Pre-School Playgroup has a close working relationship with Newton Ferrers Primary School. Meetings are arranged throughout the term as well as when children transfer. The Reception class teacher regularly visits the pre-school and a programme of visits is organised prior to transfer to school. Where a child has been identified as needing additional visits these are arranged in consultation with the parents and the primary school.
See also our Equal Opportunities Policy.
