Policy and Procedure No.36
Special Educational Needs and Disabilities (SEND)/Inclusion
- At Millfield Pre-school (MPS) we ensure that all children have appropriate opportunities to learn through play and that every child and family is welcomed and included in the MPS.
- The practitioners and Committee follow the ‘SEND code of practice: 0 to 25 years’ (2015) to ensure all children with special educational needs reach their full potential and are included fully in MPS, ready to make a successful transition to school.
- Where a child may require one to one support that is not funded by the local government, the Committee shall meet to discuss individual child requirements. One to one financial support may be offered from the committee upon assessment between themselves and senior staff.
- The Special Educational Needs Co-ordinator (SENCo) at MPS is Victoria Tooze.
- If your child has a special educational need before they start at MPS:
a. If it is suitable for the parent/carer, the settings SENCo will visit the child’s home to get to know them in their own setting.
b. We will have regular meetings with the parent/carer to ensure that we are meeting the child’s need.
c. We will also invite the outside agency working with the child to come to the setting.
d. We will always ensure that the child is included in all activities and if needed, we will adapt the activity to be inclusive of the child’s needs and ability.
e. The child will be invited to attend sessions to settle with their carer and meet their new friends at MPS and bond with staff and the SENCo.
f. The SENCo will attend extra training sessions if needed.
g. The SENCo will be available for the parent/carer to talk about any concerns they may have, and about the progress their child is making.
h. The parent/carer is welcome in MPS at any time to help and observe their child.
- If the SENCo or any practitioner has any concerns about a child, they will:
a. Talk to the parent/carer to share any concerns and enquire as to whether they also have any concerns or require support.
b. If a parent/carer has any concerns about their child, they are welcome to come and see the SENCo. If they feel more comfortable, they can talk to their child’s keyperson. Together with the keyperson, they can then share any concerns with the SENCo.
c. Once the parent/carer has spoken to the SENCo, if they feel they would like to progress further, contact with the Area SENCo will be arranged.
d. The Area SENCO will be invited into the setting to observe the child and discuss any concerns with the parent/carer and the SENCo.
e. If the SENCo, and/or any practitioner is concerned about a child, they will talk to the parent/carer and the child will be regularly observed by the SENCo and their key person. All observations will then be reviewed with the parent/carer at a suitable date.A Support Plan (SP) will be put in place if considered necessary by both parties and with parental consent.
f. If the parent/carer and or other professionals feel the child has a particular need/s, they may then apply for an Education Health and Care Plan (EHCP).
- At all times we ensure the parent/carer is informed about what is happening and if other professionals are coming into the setting to see the child.
- All practitioners will ensure the child is settled and is introduced to new professionals coming into the setting.
- The child’s right to privacy will be always maintained.
- If the parent/carer agrees that they would like their child to be monitored, the SENCo will complete a Support Plan (SP).
- The child will be given achievable targets that the parent/carer, keyperson and the SENCo feel they could reach. Together, actions for each target will be agreed. The child’s keyperson will receive a copy of the SP to ensure everyone is working towards the same goal. The SP will be reviewed by all parties at suitable intervals with new targets being set if appropriate.
- Parents/carers and all staff reserve the right to a direct meeting with the SENCo and the Area SENCo if they feel that MPS is not meeting the child’s needs.
- If a child would like to attend MPS, but the parent/carer believes that adjustments are required within the setting to meet their child’s needs, MPS would work alongside other professionals and endeavour to provide a suitable environment. Adjustments will be reviewed to continually meet the child’s individual needs.
- If any parent/carer has English as a second language, we can provide translated newsletters. If a parent/carer is visually impaired, we will provide a Braille copy. We will use the ‘Language Line’ service if appropriate to share information.
Signed: Clara Hall- Chairperson
Signed: Tegan Kidman- Lead Practitioner/Manager.
Amended: 4th February 2026.
Review: 4th February 2027.