SEND Information Report.
1. How does the school know if children need extra help?
The school can be contacted by the Local Authority, a parent or a health professional regarding a child who may be ready to start nursery who requires extra help. Visits to the Nursery and meetings with the SENDCO can also be arranged.
Nursery practitioners run Inspire and stay and play sessions before your child starts nursery, as part of the induction to nursery. Practitioners are able to meet your child, provide information and answer any questions you may have. At this point, Practitioners can discuss any concerns or issues around Special needs that you or they may have identified.
In our 2 year old provision we carry out an Integrated Two Year Old Check jointly with the Health Visitor whenever possible, and an action plan is created from this check. If there are issues and concerns regarding this check then the SENDCO is notified and works closely with the Health Visitor to support the child. Referrals may be made to Speech and Language Therapy Service, Occupational Therapy Service, Physiotherapy Service or Paediatrician.
When children start at nursery the Key workers complete a baseline assessment. The results of this assessment are analysed by the class teachers. Parents are also asked to complete an ASQ questionnaire and return this to the keyworker and this information informs the children’s baseline. Further information from the ASQ regarding concerns around your child’s development and behaviour is also highlighted and any concerns discussed with keyworker and parent to be signposted to additional support as required. Teachers raise any concerns from the baseline or ASQs with the Nursery SEN/D co-ordinator (Rachel Lewis).
We have a specialised Learning to Learn classroom which caters for children with identified and emerging needs.
At nursery we specialise in developing Language. Practitioners have been trained in ELKLAN which enables them to use strategies from speech therapists, to identify language delay and support children with their communication and social skills.
Practitioners are also experienced in supporting children with varying diagnoses. For example, Autism, Down’s Syndrome, Global developmental delay, Attention Deficit and Hyperactivity Disorder, behaviour and health care needs, such as diabetes, epilepsy and Crouzon’s Disease.
2. What should I do if I think my child/young person may have special educational needs?
Help is available from many sources. A parent can raise their concerns during an initial tour or the school when they are completing an application form. Pastoral staff will ring each new parent to discuss any SEND concerns, and this information is passed on to the SENDCO. Once a child has already started the first point of contact is usually the child’s key worker at nursery. They will then discuss concerns with the Class Teacher/SEN/D co-ordinator, who can arrange to meet to discuss concerns and progress.
There is also a wealth of information that parents can access online at www.wigan.gov.uk/sendlocaloffer.
3. How will school staff support my child/young person?
At Nursery, the SEN/D co-ordinator will oversee and plan for your child in conjunction with the class teacher and Key Worker. Progress made by your child will be reviewed from their EYFS, SEND support plan and Small Steps Tracker each term and you will be consulted about next steps and outcomes. Parents are also able to discuss progress or information through informal discussions with the Key worker on a daily basis during drop off and collection of children. If there is a need for a more in-depth discussion, parents can book an appointment.
At nursery, the progress of children with Special Educational Needs is reported on at Governing Body meetings through the Head Teacher’s report. There is also a specific SEN/D Governor who visits the SEN/D co-ordinator at nursery to support and challenge on going work and to gain regular updates.
The SENDCO attends Inclusion network meetings, to support the SEN/D co-ordinator in monitoring the progress of the children and supports with the co-ordination of applications for extra funding or visits from external agencies.
There are currently nursery Practitioners who are employed to support children with SEN/D, to ensure quality and consistency.
4. How will the curriculum be matched to my child’s needs.
Children are monitored on a termly basis and targets are set, through our robust assessment procedures. Practitioners track the children’s progress over each half term and differentiate learning experiences according to their need. Children who are identified as needing extra support are placed in intervention groups or given one to one support where possible.
Children with Special Educational Needs may also have a EYFS Small Steps Tracker , which allows practitioners to monitor and support progress in smaller steps if needed.
There is also a daily timetable that caters specifically for the children with Special Educational Needs. The Learning to Learn classroom ensures that the environment and activities are based around the individual needs and support plans for the children.
5. How will both you and I know my child/young person is doing and how will you help me to support my child’s learning.
Practitioners talk informally on a daily basis to parents. They also use an assessment application called Evidence Me, which parents receive termly reports. Parents also have the opportunity to contact the Key Worker through the app with information about what their child has been learning at home.
At nursery, we hold parents evenings during the autumn and spring term. Parents are provided with regular updates throughout the year by the pastoral staff and each child with SEND has an individual support plan.
Our staff also provide parent workshops to help parents understand how to support learning e.g. Literacy workshops.
Parents can also access training and learning events from the Family Hub and the ELCC team For example, Parenting courses, Safe Sleep, Introduction to Solid Food, Helping and Working in Education, Riding the rapids.
6. What support will there be for my child’s overall wellbeing?
Nursery run Wellbeing interventions for targeted children, focussing on breathing, stretching and mindfulness.
The Nursery can also signpost to other agencies, e.g. Community Nursery Nurse to provide support in the home, Family Hub events.
Children are supervised at all times in Nursery and are managed through a structured daily routine of activities. Children are encouraged to listen to a signal that indicates a change in routine. They come together and are instructed and supported by practitioners on what to do next.
All Practitioners are consistent with their use of the strategies in ELKLAN training approach which supports behaviour in our Nursery. Practitioners sensitively, use a range of visual and positive verbal instructions e.g., ‘good walking’, ‘good listening’, ‘stop’, ‘good looking’, ‘good sitting’. We also share these strategies with parents who may be experiencing difficulties at home, so that there is consistency in the approach between home and school. Practitioners use Now and NEXT boards and VISUALS to help children to understand the routines and boundaries. INTENSIVE INTERACTIONS are also in place to ensure that children lead their own play and build strong relationships with practitioners.
If behaviour becomes a safeguarding issue, for example, the child/other children or adults are in danger, Practitioners will use the Team Teach Approach to restrain a child for their own safety and when all other approaches have been exhausted.
Parents are informed if their child has been restrained and Practitioners complete a record of the restraint, which is reported to Governors.
We administer medicines that have been prescribed by a doctor for all children when necessary.
If a child has particular medical issues, a Health Care Plan is created which details any treatment to be given and who by. The Health care plan can also be completed in conjunction the child’s specialist nurse. Practitioners are trained by specialist nurses on a range of medical issues when necessary, (usually before the child starts nursery.) For example, Epipen training, Mickey Button feeding, managing insulin pump for children with diabetes, suctioning of artificial airways.
7. What specialist services and expertise are available at or accessed by the school?
Following intervention and tracking of the children, if practitioners review provision for a child and decide that further expertise needs to be sought, then referrals can be made (with the permission of parents) by the SEN/D co-ordinator for extra support from the Local Authority.
The Local Authority Early Learning and Childcare Team will observe the child and offer further support and advice. It may be felt that a child needs to be referred to external agencies.
At Nursery we also have links to and support from a range of external agencies. For example; Educational Psychologist, Speech and Language Therapist, Specialist Health Visitor, Occupational Therapist, Physio Therapists, Consultant Paediatrician.
8. What training are the staff supporting children and young people with SEND had or having?
The SENDCO regularly attends training and meetings run by the Local Authority. Relevant information from this training will be disseminated to Practitioners by the SEN/D co-ordinator during Inset training and Staff meetings. Teaching assistants who work in the learning to learn classroom access training from the local authority to ensure they are fully aware of the best strategies to use to support learning for children with additional needs.
9. How will my child/young person be included in activities outside the classroom, including school trips?
Currently all children who attend Nursery, including children with Special Educational Needs attend educational visits. Parents are welcome to attend any trips or educational visits. If a child needs more support with an Educational Visit, the ratio is one adult to one child or the parent/guardian can attend.
Children take part in activities outside of the classroom on a daily basis, as there is free flow to outdoors and indoors.
10. How accessible is the school environment?
The Nursery School building was purpose built to support access for people with SEN and disabilities. It is fully wheelchair accessible and has a lift for access to both the lower and upper floors. Appropriate toilet and changing facilities are also provided. Where equipment to support children with Special Educational Needs and Disabilities, is not available, it can be sourced from the local authority following assessment of need and advice.
If you have English as an additional language an interpreter can be arranged to support parents during meetings. Health Visitors who access the centre to support children and their families, also have access to an interpreter service.
11. How will the school prepare and support my child to join school, transfer to a new school or the next stage of education life?
On entry to nursery practitioners make home visits to some children when they think it is necessary to ensure that they give parents a chance to pass on information and contribute to baseline assessments. Children and parents are invited to attend Inspire sessions before entry to nursery and before entry to Reception as part of their induction and transition.
Parents are also invited to Nursery open evenings where they can find out information and gain advice before their child begins.
Nursery practitioners attend transition meetings with Reception class teachers for all children. Children also attend visits to their primary school in the summer term as part of their transition process.
In the case of children with additional needs, the SEN/D co-ordinator works closely with the Local Authority, parents and external agencies at this point, to secure the most appropriate provision for the child.
Depending on the severity/complexity of the child’s needs, the parent, SEN/D co-ordinator along with the Local Authority may decide to apply for an Education and Health Care Plan. Alternatively, if support is only required for a short time, for example, into the Reception year, an application can be made for Targeted Intervention support. Following application, the Local Authority will consider the parents’ choice of provision and will make a decision as to whether a child is best placed in Specialist provision or mainstream provision.
The SEN/D co-ordinator organises individual transition meetings with the receiving school when the child has been allocated their place. Trackers and any other relevant documentation e.g., medical reports Speech Therapy reports collected over the year are also sent to the child’s new school.
12. How are the schools resources allocated and matched to children’s special educational needs?
The nursery is not allocated a direct budget for Special Educational Needs. The Local Authority supports us with SENif funding when appropriate. If parents claim Disability Living Allowance for the child, then nursery can apply for DAF (Disability Allowance Funding) for that child in nursery.
13. How are parents involved in the school? How can I be involved?
Parents are involved in their child’s SEND educational journey from the start. The SENDCO will keep them updated regarding any changes or meetings regarding their child’s progress. Parents are invited to the integrated 2yr old check with the health visitor, the ELCCT assessment for SEND and the Educational Psychologist Meeting if this is needed.
14. Who can I contact for further information?
The first point of contact regarding your child is their Key Worker. Other professionals who can be contacted are your child’s class teacher / room leader and the Pastoral and School Lead, who are both usually available on a daily basis.
The Head Teacher and the Pastoral and School Lead are available to discuss your child’s admission to school.
Parents can make an informal visit to nursery at any time and will be guaranteed a short tour of the nursery and provision.
The SEN/D co-ordinators Rachel Lewis and Sam Pemberton are available daily at the nursery – 01942 488220
Complaints Procedure
If a parent feels that the school has not met their child’s educational needs, they should:
· discuss their concerns with the class teacher
· consult with the SENDCO if their concerns continue
· consult with the Headteacher/SEN governor · follow the school Complaints Procedure
For further information please refer to the Special Educational Needs and Disability Policy in the Policies section of this Website
Information on where the local authority’s local offer is published visit:
- https://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Local-Offer/index.aspx
SEND Statistics 2024 - 2025
26 children identified on the SEND register
3 children currently receiving Senif funding
4 children funded through SEND EHCP
5 EHCP’s in place, all instigated by nursery
5 EHCP’s in progress, 4 instigated by nursery, 1 by a parent.
