We have arrangements in place to identify and support children with Special Educational Needs or disabilities, including an extensive Induction process, and to promote equality of opportunity for children in our care. Ideally collection of information will begin before a child enters the setting and will continue to be updated and supplemented over time.
Our building and outside area are fully accessible and on one level with wide doors. We have two accessible toilets, one for the main hall and one for the Jubilee room.
Our Special Educational Needs Co-ordinator has over 16 years experience dealing with a wide range of additional needs. A second staff member is currently doing her Special Educational Needs Co-ordinator training. The Co-ordinator is supported by staff all of whom are trained in First Aid and some have undertaken Epilepsy and Epipen training. Any additional training would take place to support any additonal requirements. Regular meetings are held to discuss the needs and development of all children. Two staff members have attended the course English as an Additional language and some staff have completed training In Makaton, two others are booked on courses to start Makaton training. Staff have completed training in Behaviour Management and 2's Are Special.
We have a system of observation and assessment planning for all children. Children, when appropriate, are supported by Individaul Learning Plans with SMART targets. These are renewed regularly with input from parents/carers and any other professionals involved.
Uplands Pre-School provides family centred support and consideres the family's needs and the best way to support them. We understand the importance of working closely with parents/carers, other professionals and other settings to help with early identification, assessment and putting in place relevent actions needed to ensure full inclusion and to meet the child's individaul needs. Children's and parent's/carer's views are always taken into account and respected.
Our resources and environment, both inside and out, reflects diversity in culture, religion, ethnicity and social backgrounds.
There are many ways in which a child with additional needs can make the most of the opportunities provided. Some of the approaches we include are:changing the grouping of children for a particular activity, changing the routine of the session, supporting the child during play/language activities, allowing additional time for staff to plan, allowing time for staff to observe the child, monitor the provision regularly, supporting staff to undertake additional training, providing different learning materials or specialised equipment, providing additional adult support, behaviour management plans (agreed with parents/carers)and dual placements for children with complex needs.