Special Educational Needs information report


At We Care Child Care we feel the needs of the child are paramount.  Our aim is to ensure that all children regardless of gender, race, class or disability will have the right to:

  • A broad and balanced curriculum.
  • Be valued and confident and have their self-esteem enhanced.
  • Be cared for and educated within a warm, inviting, stimulating and well- resourced environment, where diversity is valued and there's respect for every individual child.
  • Access play materials in a warm caring atmosphere that values all the children irrespective of whether they are disabled or nondisabled.
  • To provision that is inclusive.

Definition of Special Educational Needs

  • Has a significantly greater difficulty in learning than the majority of children of the same age.
  • Has a disability, which either prevents or hinders the child from making use of educational facilities (i.e. curriculum) of a kind, provided for children of the same age in school nurseries within the area of the local education authority.
  • Is younger than five and falls into the definition at A or B above, or would do if special educational provision was not made for the preschool.

A child must not be regarded as having a learning disability solely because the language of the home is different from the language in which he or she will be cared for.

The Department for Education (DfE) published the Special Educational Needs and Disability (SEND) Code of Practice in July 2014. It came into force in September 2014, replacing the previous 2001 code, and was updated in January 2015.

The code reflects the changes introduced by the Children and Families Act 2014.

All early years/schools must have regard to what the code of practice says whenever decisions are taken relating to children with special educational needs (SEN) or disabilities.

The Special Educational Needs Co-ordinator

The Special Educational Needs Co-ordinator at the preschool will take overall responsibility for issues around special needs/disability, they will work alongside the child’s key worker/manager and parent/carer to ensure the Child's additional needs are met.

They will work alongside the child’s Key worker to ensure that we: 

  • Work in full partnership with parents/carers.
  • Take into account the views of the child.
  • Ensure that relevant background information about individual children with special education needs is collected, recorded and updated.
  • Ensure that appropriate Individual Education Plans (IEP's) are in place.
  • Ensure that Individual Education Plans are reviewed regularly.
  • Liaise with outside agencies.
  • Attend SENCO training courses.
  • Advice and support other staff in the setting.

Local authority role

One of the key functions of the local authority is to provide advice on and access to the services that may be able to offer additional support for young children in early years settings.  Catherine Pearson, Early Years SEN manager will be available to advise We Care Child Care when required.

At We Care Child Care we have special facilities that include:

  • Wheelchair access.
  • Disabled toilet facilities.
  • Assistance with personal care needs which will be done in a private and dignified manner.
  • Caring, experienced staff that are sensitive and flexible towards the needs of the children.
  • Resources that can be adapted.
  • A specifically designed sensory room.
  • Furniture that is moveable so we can create a positive and safe environment, and make all areas accessible for each individual need.
  • Links with other settings to enable us to use specialist equipment.

Identification and Assessment

We place great importance on early identification of special educational needs so that we can help children with their additional needs as early as possible. Once the key worker who works day to day with the child identifies additional needs they will liaise with the SENCO, preschool management and parents/carers.

They will then work together to put a plan together to meet the child's individual needs, 

This will involve:

  • Parents/SENCO/Manager/Key worker
  • Keeping parents involved at all times
  • Deciding on action needed.
  • Writing/Reviewing a SEN support plan
  • Keeping records
  • Collecting information:
    • What do you know?
    • What do you need to know?
    • Who else is involved?

If the child needs further help the Key worker/SENCO will then talk to the parents about asking for advice from other people outside the setting, to develop a EHC plan after 3 cycles of SEN support plans

With the parents agreement we may then involve the help of:

  • Psychological services 
  • Speech and Language therapist
  • Health professionals
  • Area SENCO

What are the different types of support available for children with SEND in our setting?

  • All children can expect to receive Quality First Teaching, built on the principle of Assess, Plan, Do, Review
  • All our practitioners have the highest possible expectations of the children who attend our setting
  • All children who attend our setting are assessed within 2 to 6 weeks of starting against the EYFS and targets set in line with the EYFS
  • All children’s progress is reviewed termly
  • Children with an Education, Health and Care Plan will have individual specialised needs according to their plan and their needs will be met accordingly

How can parents/carers let our setting know that they are concerned about their child’s progress?

  • If a parent/carer has any concerns about their child they should speak to their child’s key person in the first instance
  • If a parent/carer continues to be concerned they can speak to the setting leader and/or the SENCO

How will our setting let parents know if we any concerns about a child?

If a child is not making progress, or if staff have any concerns, the nursery will invite parents/carers to come into nursery for a meeting to discuss this. The staff will:

  • Listen to any concerns that the parent/carer has
  • Plan any additional support that may help the child
  • Discuss any referrals that could be made outside of nursery to support the child’s learning

Transition to School

Once a child is at the age to move to Primary School, any records made by the preschool for a child with a possible special need, will be passed onto the school with the parents consent. The importance and the benefits to their child of providing these records to the school will be carefully explained to the parents.