Special Educational Needs and Disabilities (SEND), Equal Opportunities & Inclusion Policy
Mission statement and aims
The nursery is committed to the inclusion of all children, inclusion is about meeting the individual
needs of individual children to help them thrive from private nurseries into mainstream settings and
achieve their full potential in their learning and development. All children have the right to be cared
for and educated to develop to their full potential alongside each other through positive
experiences, to enable them to share opportunities and experiences and develop and learn from
each other. We provide a positive and welcoming environment where children are supported
according to their individual needs.
We understand under the DDA 1998 wewill make reasonable adjustments to my provision to meet
individual needs.ie we use portable ramp for wheel chair user.We are aware of all legislation and
existing codes of practice produced by the Equality and Human Rights Commission and under the
Equalities Act 2010.
We are aware that staff must treat all children fairly and children with SEN are not treated ‘less
favorably’ also to make ‘reasonable judgments’ in line with the Equality act 2010 Golden stars are
committed to Equal Opportunities and Non Discriminatory Practice with regard to Race, Gender,
Ability, Age, Religion, Sexual Orientation, Nationality, Ethnic Group, Class, and HIV status.
We give all children in my care the range of challenging and enjoyable opportunities for each child to
learn and reach their full potential. Sometimes this means adapting an activity to the child’s ability
and stage of development, gender, ethnicity, religion, home language, and ability.
We provide, and make sure that all children have access to, a range of books, toys and other
resources which reflect positive images and examples of the diversity of life in our society, in
accordance with the Inclusive Practice guidelines within the Early Years Foundation Stage.Where the
nursery believes a child may have additional needs that have previously been unacknowledged, it
will work closely with the child’s parents and any relevant professionals to establish if any additional
action is required.
Where a child has additional needs, we feel it is paramount to find out as much as possible about
those needs, any way that this may affect his/her early learning or care needs and any additional
help he/she may need by:
- Liaising with the child’s parents
- Liaising with any professional agencies
- Reading any reports that have been prepared
Attending any review meetings with the local authority/professionals Observing each child’s
development and monitoring such observations regularly. Providing additional resources or giving
one child more attention and support than others during a particular activity or routine. We give all
children in my care the opportunity to reach their full potential.
Sometimes this means adapting an activity to the child’s ability and stage of development, providing
additional resources or giving one child more attention and support than others during a particular
activity or routine.
We will work closely with parents to listen to their views so as to build on children’s previous
experiences, knowledge, understanding and skills and provide opportunities to develop in the six
areas of learning:
Personal, social and emotional development, Communication, language and literacy, Problem
Solving, Reasoning and Numeracy, Knowledge and understanding of the world, Physical
development, Creative development
We will observe and monitor individual children’s progress throughout the Development Stage and
where a child appears not to be making progress either generally or in a specific aspect of learning I
will present them with different opportunities or use alternative ways of learning.
If we identify that a child has special educational needs then we will use the graduated approach as
described in the SEN Code of Practice, IE Individual Education Plan (Early Years Action and Early
Years Action Plus)
Restraining
In Golden Stars, we are aware that physical contact may be needed during some routine time or
when for example a child is distressed or needs help. Staff are aware of their boundaries and receive
regular trainings in understanding how to provide the best outcome for children keeping in mind
what boundaries need to be set in order to protect self and children. When working with such young
children, staff are aware that they may want a cuddle for reassurance or may want to be picked up
(babies). Also, physical contact may be needed when children show challenging behaviour for
example hitting and in order to protect other children, the child them self and staff, physical
restraint may be needed and staff are aware what actions need to be taken in order to safely protect
them and others from being hurt. staff are aware and respect that some children may not want
physical contact due to cultural backgrounds, from being abused from the past, those with SEND or
just do not like others being in their personal space and follow this until a child needs or asks for
help that may involve staff being in their personal space.
When restraining a child, staff are aware of how to physically hold them and in a way that does not
harm them. For example staff may use the “mitten grip” in order to not leave any marks or harm on
the child. All children at golden stars are given the opportunity to play with all the toys (subject to
health and safety with children under 3 years of age). No toys are just for girls or just for boys. We
try to ensure my toys reflect positive images of children and people from different cultures and with
different abilities. We have toys and resources that challenge stereotypical ideas on what careers are
open to men and women.We will anticipate the care we give to all children regardless of their
individual needs, and the possibility of reasonable adjustment.
We will discuss observations and any future plans with the parents in a way that encourages them to
contribute their knowledge and understanding of their child and allows them to raise any concerns
they may have about their child’s needs and the provision that is being made for them. We will, with
parents’ permission, use Individual Education Plans. These will record information about the short
term targets set for the child, to supportthe development and the provision to be put in place.The
plan will be reviewed and the outcome of the action will be continually reviewed with parents’ views
in order to identify the child’s progress.
If the help given through Early Years Action Plus is not sufficient to enable the child to progress
satisfactorily, it may be necessary for the nursery, in consultation with the parents and any external
agencies already involved, requesting a statutory assessment by the local authority. This may lead to
the child receiving a statement of special educational needs.
Record keeping & confidentiality
All meetings with the area SENCO and any other professionals involved should be recorded in the
child’s record of additional needs these records should be kept for at least 25 years in line with the
local authority recommendations. All the child’s information should then be passed on to the child’s
school sharing and passing information with professionals with parental consent. Common
Assessment Framework (CAF)The CAF is a four-step process whereby practitioners can identify a
child’s or young person’s needs early, assess those needs holistically, deliver coordinated services
and review progress. The CAF is designed to be used whena practitioner is worried about how well a
child or young person is progressing (e.g. concerns about their health, development, welfare,
behaviour, progress in learning or any other aspect of their wellbeing)a child or young person, or
their parent/carer, raises a concern with a practitionera child’s or young person’s needs are unclear,
or broader than the practitioner’s service can address.
The process is entirely voluntary and informed consent is mandatory, so families do not have to
engage and if they do they can choose what information they want to share. Children and families
should not feel stigmatized by the CAF; indeed they can ask for a CAF to be initiated.The CAF process
is not a ‘referral’ process but a ‘request for services’.The CAF should be offered to children who have
additional needs to those being met by universal services. Unless a child is presenting a need, it is
unlikely the CAF will be offered. The practitioner assesses needs using the CAF. The CAF is not a risk
assessment.
If a child or young person reveals they are at risk, the practitioner should follow the local
safeguarding process immediately (DfE 2012).We will regularly reflect, review, monitor and evaluate
my practice and keep up to date by attending relevant training.
We will regularly review my risk assessments to ensure accessibility and reasonable adjustments are
made.
Salma Kalooji
Golden Stars Nursery