Keyworker System: Each child is assigned a dedicated Keyworker who builds a strong relationship with the child and family. This allows the Keyworker to closely monitor the child’s well-being, learning, and development, and raise any early concerns.

Baseline Assessments: Within the first four weeks of starting nursery, we complete baseline assessments to get a clear understanding of the child’s current development levels. This helps to highlight any potential areas of concern early on.

Ongoing Monitoring: We continuously track each child’s progress through observations and regular assessments. This allows us to spot any changes in development or areas where a child may need extra support.

Parent Input: We value parents’ insights and maintain open communication with families. If parents have concerns about their child’s progress or well-being, we discuss these to ensure a holistic understanding of the child’s needs.

Collaboration with Professionals: We work closely with external agencies, such as health visitors, paediatricians, and speech and language therapists, to gather additional information and expertise. This helps in identifying children who may require specialised support.

SENDCo Support: Our SENDCo plays a key role in overseeing the identification of children with Special Educational Needs and Disabilities (SEND). They support staff in recognising signs that a child may need extra help and ensure appropriate interventions are put in place.

Through these combined efforts, we ensure that children who need extra help are identified early and receive the necessary support to thrive.

• Our nursery operates an open-door policy, encouraging parents to speak to staff or their child’s key person regularly

• We offer opportunities for parents to discuss their child’s needs before they start nursery, such as look around visits, play and stay meetings, and a home visit

• Parents can ask questions about progress, difficulties, or support.

• If concerns arise, parents are encouraged to speak directly to the key person or the SENDCo

• Individualised planning – learning is tailored to your child’s interests, strengths, and needs.
• Adapted EYFS curriculum – activities are flexible and adjusted to support each child’s stage of development.
• Ongoing assessment – progress is monitored closely so that support can be adapted when needed.
• Individual Support Plans (ISPs) – written with parents and reviewed regularly to set achievable targets and track progress.
• Inclusive environment – we make reasonable adjustments so that all children can access activities alongside their peers.
• Adaptation and additional support – resources, staffing, or the learning environment are adapted where necessary. We also make referrals for specialist input when required.
• Collaboration with professionals – we work with the Local Authority and external specialists to ensure children receive the best possible care and guidance.
• Partnership with parents – families are kept informed and involved through Tapestry updates, meetings, and regular discussions.

This joined-up approach ensures that children with SEND are supported to learn, explore, and achieve alongside their peers.

• Pre-admission induction discussions.

• Key Person provides updates and support.

• Tapestry online journal with daily observations.

• Parents involved in events and activities.

• Formal and informal meetings held regularly.

• Support plans co-created and reviewed with parents.

Our support for well-being includes the following key elements:

• Personalised care via Key Person system.

• Focus on personal, social and emotional development (PSED).

• Positive Behaviour Policy based on encouragement.

• Inclusive practice through SEND and Equality policies.

• Small group support to build confidence.

• Parents welcome to raise concerns at any time.

Staff would receive specific medication training delivered for specific medical requirements as required.

Where necessary and in agreement with parents /carers, prescribed medicines for a specific special medical need are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.

The majority of staff members have completed paediatric first aid training

• Qualified Early Years Teachers and trained staff.

• Work with health visitors, Speech and Language Therapists, and Children’s Centre.

• Access to external specialists (e.g. psychologists, OTs, physiotherapists).

• Partnerships with local special schools like Sandgate.

• Parents fully involved in planning.

By working closely with families, accessing specialist services, and providing highly qualified support, Kendal Nursery School ensures that every child receives the care they need to thrive

Here’s an overview of the training and support provided to staff working with SEND children:

• Regular professional development led by SENDCo.

• Training includes SENCO, Safeguarding, Early Help, Makaton, Paediatric First Aid, Team Teach.

• Specific training provided for individual needs.

• Strong links with external agencies.

•       Level access to entrance and garden.

•       DDA-compliant extension with wheelchair access and disabled toilet.

•       Large enclosed garden accessible to all children.

•       Support for families with English as an Additional Language.

·           Information can be provided in large print or with translation support if needed.

Key elements of our transition support include:

• Stay-and-play visits and home visits before starting.

• Flexible and personalised settling-in process.

• Staggered starts available.

• Transition meetings and shared records with schools.

• Key Person may visit new settings with child.

• If concerns about your child’s progress or well-being arise, we intervene at the earliest opportunity. Together with parents, we develop an Individual Support Plan outlining learning steps and support strategies. External guidance e.g., from Speech and Language Therapists and or the Local Authority Early Years Senco may be sought with parental consent.
•  For children requiring significant support, an application for SENDIF (Special Educational Needs and Disabilities Inclusion Fund) can be made. This provides the nursery with a small amount of additional funding to help meet the child’s specific needs, enabling us to offer targeted support and resources to ensure they receive the appropriate care and attention as quickly as possible.
• If long-term needs are identified, we may request an Education, Health, and Care Plan (EHCP) in partnership with parents and professionals. The SENDCo coordinates the process, ensuring clear targets and regular progress reviews.

Throughout this process, the nursery ensures that support is tailored to your child’s individual needs, with close involvement from parents and professionals to provide the best possible outcomes.

·      Parent and child feedback – to understand experiences and refine support.

·      Progress tracking – children’s development is monitored termly against age-related expectations and their Individual Support Plans (ISPs).

·      Governor oversight – the Headteacher reports to governors, and the SEND link governor monitors policy and practice.

·      Annual comparisons – progress of children with SEND is compared with their peers to check that interventions are effective.

·      Inclusion – ensuring children with SEND access the full range of nursery activities alongside their peers.

Governors provide oversight of SEND policy and practice by:

• Annual Review and SEND Statement – The Governing Body reviews SEND provision each year and publishes a SEND statement on the website, showing how the policy has been implemented, how resources have been used, and the impact on children with SEND.
• Named SEND Link Governor – Our SEND link governor is Jemma Telford who meets regularly with the Headteacher/SENDCo to monitor provision.
• Monitoring and Challenge – Governors discuss SEND as part of the Headteacher’s report. They ask questions about outcomes for children with SEND, staff training, and the use of funding.
• Ensuring Effective Resourcing – The Governing Body oversees the school’s budget to ensure resources are allocated fairly and appropriately, so that children with SEND receive the support they need to thrive.

Through these processes, the Governing Body ensures that SEND remains a priority, that leaders are held to account for the quality of provision, and that children with SEND are fully included in the life of the nursery and make strong progress from their starting points.

• First point of contact: Your child’s Key Person or their Room Lead.
• SENDCo and Headteacher: Alyssa Dobbs – 01539 730800.
• SEND Link Governor: Jemma Telford, who can be contacted via the school office at admin@kendalnursery.cumbria.sch.uk.

Further support for parents and carers

If you would like impartial advice or support about any issues relating to Special Educational Needs and Disabilities (SEND), you can contact the Cumbria SEND Information, Advice and Support Service (SENDIASS). SENDIASS offers:

• Impartial information and guidance about SEND.
• Help in preparing for meetings with the nursery or Local Authority.
• Practical support at meetings, ensuring parents and carers feel confident and informed.
• Signposting to other relevant support networks and services.

👉 More information is available on the Cumbria SENDIASS website. Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) | Westmorland and Furness Council

• Talk to your child’s Key Person first – they know your child best on a day-to-day basis and are often able to answer questions or put extra support in place straight away.
• Meet with the SENDCo/Headteacher – if you still have concerns, you can arrange a meeting with the SENDCo and Headteacher to discuss your child’s needs in more detail. Together, we can review support plans and agree next steps.
• Use the school’s Complaints Policy – if you feel that your concerns have not been resolved, you may follow the school’s formal Complaints Policy. This is available from the school office and online.
• Further support – if concerns remain after this process, parents can also seek advice and support from the Local Authority SEND team or other independent SEND support services.

Our aim is always to resolve issues through open communication and collaboration, keeping the child’s best interests at the centre.

·       Children’s views – staff take time to listen to children, observe their interests, and involve them in choices about their learning. We adapt support based on how children respond and what they enjoy.

·       Parents’ feedback – we regularly consult parents about their child’s progress, needs, and targets. This happens through daily conversations, Tapestry updates, and termly meetings, as well as through the development and review of Individual Support Plans.

·       Shared decision-making – parents and children are encouraged to help set realistic targets and evaluate how well support is working. Their insights guide any changes to provision.

·       Celebrating successes – both parents and children are invited to share achievements from home and nursery, so that progress can be celebrated together.

This partnership ensures that SEND provision is truly personalised and reflects the needs, strengths, and aspirations of each child and family.

👉 view our Kendal Nursery School Local Offer here

More information about SEND support across Cumbria can be found in the Local Authority’s Local Offer. This sets out the wider services and support available for children and young people with Special Educational Needs and Disabilities (SEND).

👉 View the Westmorland and Furness Local Offer here