Sticky Fingers Pre-School - Newlands and Redbridge

Special Educational Needs & Disabilities

 What is SEND? 
SEND stands for Special Educational Needs and Disabilities. All educational settings have a duty to be accessible and inclusive for the children within their community. It is our job to support parents in providing the best possible education for children. 
What is a SENCO? 
A SENCo, or Special Educational needs co-ordinator, is the educational settings designated adult who is responsible for assessing, planning and monitoring the progress of children with special needs/SEN. 
The SENCo’s Job Role: 
The role of the SENCO involves making sure that all practitioners within the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting the SEND Code of practice. This will be done through online training that the staff can access. They also need to ensure the smooth onward transition and planning for moving on to school for Pre-school children. We liaise with parents, outside agencies, schools, colleagues and children to ensure that the support that is given is suitable for the child’s needs. 
What is the Early Years Advisory Teacher (EYAT)? 
The Early Years Advisory Teachers (EYATs)/Area SENDCo's are able to offer support to settings to ensure their SEND provision is effective. Our area SENDCo is Liz Smith. 
What is the Job Role of the EYAT? 
 The role of the EYAT is to complete visits to the setting to observe children and liaise with staff, as well as other agencies involved through the referral system. They also hold SEND Surgeries where children with SEND can be discussed and advice and recommendations given. The EYAT’s can advise settings when to apply for EYSS funding, requesting Integrated Assessments for EHCP’s and signpost to additional resources and agencies.

Few the additional page links under Special Educational Needs for more information, Links to other websites, videos and our local offer. 

How We Support SEN Children: 
 Within our setting we have supported children with Down syndrome and other disabilities. Down syndrome or Down's syndrome, also known as trisomy 21, is a genetic disorder caused by the presence of all or part of a third copy of chromosome 21. It is usually associated with physical growth delays, mild to moderate intellectual disability, and characteristic facial features. There are a variety of ways in which the setting and staff support these children. For example; PECS and Play Plans.
PECS The Picture Exchange Communication System (PECS) is a systematic way to teach a child how to communicate with someone else by handing them a picture of what they want. This program was originally designed for children with autism but can be used for other non-verbal children as well. 
Play Plans A play plan is a working document that sets out children’s targets alongside the ways in which the setting will support children to achieve these targets. These are updated every half term. These are also sent to parents so that they know what their child’s target are.

Training: To be able to support children reach their full potential, staff are trained to be able to further their knowledge. For example, all of the staff are Makaton trained. Makaton is a way of communicating to children through signs and symbols to help build the child’s communication skills. On completion of taking the training, staff members are rewarded with certificates. The most common used Makaton signs to help children communicate is “More”, “Finished” and “Yes”. Once the children can sign these in the correct context then these will be changed. Staff members are also sent on training to further their knowledge on any new disabilities that we may come into contact with so that we can act appropriately and make sure the child is cared and supported for in the appropriate way.

Graduated Approach and Referral:
If we believe your child may be struggling in some areas of development and we believe there is a cause for concern in your child’s learning there are steps we can takebefore referring them to an outside agency in order to reach the right outcome for your child.
In order to feel that there is cause for concern in your child’s development; staff need to follow a graduated approach with your child. The graduated approach is a 4 step cycle in which we; Assess, Plan, Do and Review your child’s learning and this is all carried out through observations and links using the EYFS. If there is a consistent delay in an area of your child’s learning then your child’s key worker would bring this up with the SENCO and manager to discuss ways to help your child’s development.

At this point we would then have a conversation with parents to suggest to them that through the evidence we have collected and reviewed that there is a area of concern with your child’s development and to request their consent to contact outside agencies to come and further assess the child. Once we have gained consent for this we would contact our EYAT (Early Years Advisory Teacher) to arrange a day for them to come and assess your child. Once they have assessed your child and agree with our assessments then they will refer them to right professional.  We all work in partnership together to put in place any support  for your child to achieve this outcome.

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