Special educational needs and disabilities (SEND) policy

Our SENDCo is Sophie Hale

Deputy SENDCo is Ruby Groom

We run an inclusive practice that adapts to the child and supports the family. We believe all children thrive better with access to the outdoors in nature. We offer a curriculum designed to meet each child’s needs. 

We work in partnership with: 

• parents 

• Early years support team

• speech and language therapists

• occupational therapists

• health visitors

• physiotherapists

• social workers 

• educational psychologists

• nursing teams

• any other professional linked with the care of the child

 

We also have links with 

• Child Development Centre at Kempston

• Edwin Lobo Centre in Luton

• Ivel Valley School

• Chiltern School

• St. Johns School

• Ridgeway School

• Autism Beds

 Staff are highly trained to be aware of any difficulties children may present with as they monitor their progress and development.  In this instance staff will sensitively bring up the matter with parents, alternatively a parent may bring a concern to our attention. 

 Once a concern has been raised there is a procedure that is followed:

• The keyworker and SENDCo will discuss the matter in the first instance

• The SENDCo and or keyworker will discuss this with the parent in a sensitive and professional manner

• If it is thought there is an area of concern, there may be something we can do in house to assist in the first instance - this is the first stage of Early Help

• If it is felt that outside help is needed the correct agency may be contacted

• We can explore the Central Bedfordshire Local Offer with parents to see if they can offer any assistance

• If it is deemed necessary, Sophie or Ruby will ask the parents’ for permission to refer the child to the SEND advisory team, the CDC (Child Development Centre) or any relevant outside agency

Early help

• If Fledglings cannot offer in house assistance, we can refer to Early Help, this can be for a huge variety of needs not just for the child but for the family covering everything from domestic abuse to difficulties with sleeping. 

• There is an Early Help form that staff can complete with the parent that is then sent to CBC Early Help service. 

• There is also a BRIF form (Building Resilience in Families) that is a shorter format where a staff member will discuss the concerns with a panel who can discuss a variety of options for support. 

Children with additional needs can come to us through 2 avenues: following a referral or when a parent comes to us with a child that has a diagnosis, is in the process of being diagnosed or is awaiting this to start (in which case Sophie or Ruby completes a referral form to the SEND advisory team).

Once a referral has been made and it had been agreed by the SEND advisory panel that the child’s needs are justified the next steps take place:

• A time will be booked for a member of the team to come in and observe the child and chat with staff and then a meeting will take place, hopefully that same day with the parents

• If it is decided that the child needs additional SEND support a plan of support will be written with parents and Sophie of small targets that aim to aid the child’s progress, this is shared with our SEND team

• This SSP (SEND Support Plan) will be reviewed every half term

• If the child is deemed to need it, i.e they are a danger to themselves or others, they may be eligible for funding for additional support, in this instance an application must be put to the funding panel at Central Beds this is done by Sophie

• The next stage beyond SEN, if the child’s needs are considered to be long term, then Sophie may put in for an Education Health Care Plan (EHCP) this plan will take the child up into school and beyond, it is reviewed every 6 months up to the age of 5 and annually thereafter, this is a legal document

Activities are timetabled to meet the needs the children. Each child is encouraged to be as independent as possible and to reach their own potential.

• teaching trays

• Box Time

• sensory play

• Tap Tap box

• sensory circuits

• sand and water

• music

• cause and effect resources

• soft play

• other messy play

• puzzles

• small world

• construction

• cars

• mark making

• playdough

• the wider outdoor space

 

Additional resources

• visual aid cards

• spot timers

• visual timetables

• chew toys

• Makaton

Staff can be available to help parents complete any required paperwork e.g. DLA forms.

Nov 25