“Disabled children and those with special educational needs make outstanding progress from their starting points because they are identified early and given careful support that meets their needs extremely well.”
Governors Special Educational Needs (SEN) Report
The Governors of Brantfield ensure that the needs of all children are appropriately met. This report summarises the approach to SEN work within the school.
Brantfield provides a broad and balanced curriculum for all children following the revised Early Years Foundation Stage curriculum (EYFS). We ensure that curriculum planning and assessment takes into account the individual needs and abilities of all our children. The provision we make enables all children to access the curriculum and participate fully in all areas of school life.
We aim to raise aspirations of and expectations for all children with SEN by focusing on outcomes for children by working in partnership with families and other agencies. We welcome children with a wide range of needs and work with families and other agencies to meet their needs.
We respect the fact that all children: –
• Have different educational and behavioural needs and aspirations
• Require different strategies for learning
• Learn at different rates
• Require a range of different teaching strategies and experiences
Staff respond to children’s needs by: –
• Providing support in all areas of the Early Years Foundation Stage curriculum
• Planning for children’s full participation in learning and in physical and practical experiences
• Planning for children to manage their behaviour and enable them to participate effectively and safely in Brantfield life
Evaluation of support for children with additional and extra needs
• Staff constantly reflect on their practice and how effectively they are meeting children’s needs, they consider a range of learning strategies and also how effectively their environment supports the learning of children.
• Close relationships with parents ensure we respond to and include their thoughts and views.
• We welcome advice and support from professionals and develop our practice accordingly.
• We look at the children’s progress from their starting points both through Early Help Learning Journey Plans and assessment data.
• We keep the skills and knowledge of staff up to date through training and collaborative working.
Support for children with additional needs
All of our children have entitlement to a broad and balanced curriculum following the EYFS, which is differentiated to enable children to: –
• Relate to and engage with their learning experiences
• Experience levels of achievement and progress that will encourage feelings of success and build well-being and self-esteem.
• Our skilled and experienced staff have a vast knowledge of strategies to support children with additional needs.
• The Nursery Schools Early Years Resourced Provision funding will be used to support children on the SEN register. The level of support will relate to the complexity of the child’s need. This may be provided by the schools allocation of resourced provision funding or may be requested from the central nursery schools resourced provision budget.
Identifying children with SEN.
• Our highly skilled staff know children exceedingly well and use a variety of teaching strategies appropriate to each individual child to ensure all children are excited and motivated to learn. All our childrens’ progress is monitored and reviewed regularly.
• Veronica Broyd, the Special Educational Needs Co-ordinator (SENCo), works with all members of staff to ensure the early identification of children who need additional or extra support.
• Children are not identified as having special educational needs unless they are receiving additional or different support to the normal classroom approach or differentiation.
• Staff consult the SENCo when their usual assessment and monitoring process gives concern for a child’s progress. The triggers for concern are found in the SEND Code of Practice 2014 (5.28)
• Additional SEN support is provided and monitored through the child’s Learning Journey Individual Education Plan (LJIEP). Parents/carers, children, teachers & support, childcare staff and SENCo are involved in writing the learning targets set out in the LJIEP and are made aware of their contribution to its implementation.
• If the evidence suggests that a child is not making adequate progress the SENCo, in consultation with parents, will seek additional interventions from other professionals such as Speech and Language Therapists, Educational Psychologist.
Roles and responsibilities:
Provision for children with special/additional needs is the responsibility of all members of staff.
Veronica Broyd (Headteacher) is the special educational needs co-ordinator (SENCo) with overall SENCo responsibility for the school. Judi Shire (Deputy Leader) is the SENCo for Brantfield Day Nursery (BDN).
Veronica and Judi can be contacted via the school office on 01539 730800
Staff members who hold specialist qualifications are as follows: –
• Nicola Kitchen, Janette Osliff & Carol Watson – Care & Restraint (Team Teach),
• Nicola Kitchen & Ashleigh Wells – Signalong Level 1 (Sign Supported Speech),
• Veronica Broyd – Early Language Development Programme.
Staff have experience in supporting children with a wide range of needs including speech and language, autistic spectrum condition, behavioural and medical needs.
Partnership with Parents
• Staff work closely with parents throughout their child’s care and education.
• At all stages of the SEND process the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents and encourage them to make an active contribution to their child’s education.
• The school uses Parent Partnership to provide links with other parents who have been through the SEN system to provide support for families new to this process.
• If children come to Brantfield with identified additional needs then a meeting with parents and other professionals involved prior to starting. This ensures that needs are clear and starting arrangements can be planned to promote a smooth transition.
• When transferring to primary school our SENCo liaises with the SENCos of local primary schools to ensure that effective arrangements are in place to support children prior to and at the point of transfer. This usually takes place in the Summer term or sooner if necessary. The SENCo and reception teacher are invited to a transitional review meeting with parents where success is celebrated and plans drawn up to prepare the child for this transition. Additional visit to Brantfield and to the receiving school are frequently part of these plans.
Parents are always welcome to discuss any issues or concerns with teachers and/or the SENCo. If concerns cannot easily be resolved through discussion then we have a complaints procedure which will be followed. This procedure is available on request from the office. In the event of a formal complaint under the Equality Act 2010 parents can request the services of an independent disagreement resolution; the SENCo will provide more information about this upon request.
Cumbria County Council’s ‘Local Offer’
Information about this can be found on this link Cumbria’s Local Offer
It contains information about the SEND Code of Practice, what provision is available for children with additional needs and where it is located.
Brantfield Nursery Accessibility Plans
These plans identify how we are continuing to improve ease of access at Brantfield. A summary of development areas is listed below. For more information please request a copy of our Accessibility Plans 2013-2016
Improving the Curriculum Access at Brantfield Nursery
• Continue staff awareness of up to date ways of supporting children with a range of additional needs, eg. ASC, language & communication disorders, severe learning disability, physical disability, visual impairment, hearing impairment.
• Train staff to administer medication as required
• Supporting toileting and intimate care needs of incontinent children.
• Training for staff to support children with behavioural needs.
• Ensure that among the staff we have member/s who are trained with a range of specialisms for supporting children with a variety of needs e.g. Signalong, ASC, Speech & Language difficulties, visual impairment, sensory impairment, specific learning difficulties.
Improving the Physical Access at Brantfield Nursery
• Improve acoustics for hearing impaired children.
• Fire and emergency evacuation procedures to be in place for children with additional needs as appropriate.
Improving the Delivery of Written Information at Brantfield Nursery
• Availability of written materials in alternative formats and languages.
• Availability to produce materials with symbols.
For further information about how we support children with Additional and Special Educational Needs, please ask for a copy of our SEND policy from the office.