Special Educational Needs Policy

Our commitment

At Widcombe Acorns Pre-School (Acorns) we believe that every child should be equally valued and included and has the right to be given the opportunity to achieve their potential. Every adult and child brings something unique to the setting. We value, respect, and celebrate the differences between us and recognise that we all can learn from each other.

We therefore welcome all children, parents and carers into the setting. We value the different cultures, experiences, needs and abilities that each person brings with them. Our aim is to support each child to reach their potential, to celebrate their uniqueness and to ensure they can access the early years environment and activities that we provide.

We recognise the importance of working in partnership with families from the beginning to the very end of their Acorns journey.

Our Special Educational Needs Co-ordinator (SENCO) and managers of Acorns are committed to maintaining and coordinating good communication with parents, the staff team and when necessary, outside agencies to ensure high standards of support and education for all children.

This policy has been written with reference to and taking account of the following guidance and statutory frameworks:

  • Special educational needs and disability code of practice 0-25 years (2015) practice (which takes account of the SEN provisions of the SEN and Disability Act 2001)

  • Statutory Framework for the Early Years Foundation Stage Statutory Framework (2024)

  • The Equality Act (2010)

  • Working Together to Safeguard Children (2024)

  • The Special Educational Needs or Disabilities Local offer of Bath and North East Somerset local authority (2025)

The purpose of this policy:

To communicate clearly how Widcombe Acorns Pre-School will support any children with special educational needs and disabilities within the setting including:

  • the role of the SENCo.

  • the responsibilities of key people and other members of staff.

  • identifying needs and tailoring interventions through the graduated approach – assess, plan, do, review.

  • involving external professionals.

  • reasonable adjustments.

  • parental/carer partnership.

  • training

 

 

Special Educational Needs Co-ordinator

Our SENCo is Hazel Zanelli who holds Qualified Teacher Status with a specialism in Early Years and has completed the Level 3 Early years SENCo qualification.

The role of the SENCO:

  • To facilitate SEN provision by supporting key people in identifying and working with children with SEN or emerging SEN.

  • Where necessary and with parental consent the SENCO will liase with external agencies for example speech and language therapists, Area SENCo’s, occupational health therapists, health visitors, paediatricians, educational psychologists or any other SEN advisory services.

  • Develop and facilitate effective parental partnerships.

  • Maintain SEN records and information.

Parental partnership

We are committed to developing effective relationships with all parents. Family’s and children’s voices are key to understanding need and planning effective strategies to support children.

When an emerging need is identified

  • We know that Early identification and intervention is vital in supporting a child with additional needs.

  • The staff at Acorns are well trained to identify any potential emerging needs, we regularly discuss all children and share information as a team to ensure every child is making expected progress.

  • Parents should be encouraged to raise any concerns they have about development with their Key Person, the managers or the SENCo.

  • Where there are any concerns we will discuss with parents/carers to fully understand any background events that may be affecting a child, whether parents have any concerns or see similar presentations at home.

  • In order to start to unpick the child’s individual needs we will undertake observations to assess communication and interaction; cognition and learning; social, emotional and mental health, and sensory and/or physical needs.

  • Where any emerging need is identified we will use the Graduated Approach. This involves starting a My Plan (educational support plan), creating a one-page profile which highlights the child’s strengths and areas where support is needed and implementing SMART targets with regular reviews.

When a child continues to not make expected progress

  • If a child is continuing to not make expected progress and is requiring provision that is additional to and different from their peers, we may consider applying for Inclusion Support Funding.

  • This decision will be taken in full consultation with parents/carers.

  • We will recommend referrals to relevant outside agencies to assess and provide individual advice and support to help the child meet expected progress as appropriate to each child. These agencies may include Speech and Language Therapists, Paediatric Occupational Health, Paediatric psychologists, paediatrician, GP, and the Early Years Area SENCo team.

  • If environmental factors are suspected to be contributing to developmental delay a multi-agency approach is implemented such as Early Help.

  • Inclusion Support funding is a non-statutory process where BANES allocates funding to an early years provider to promote early intervention.  Inclusion Support Funding is in addition to existing resources and should be used to provide additional support to promote continued progress and to enable children aged 9 months and over with SEND to achieve better outcomes and access their entitlement funding.

  • Where we see a high level of need we will consider applying for an EHCP in conversation with parents and the Early Years Team at BANES.

Reasonable adjustments

At Acorns we will make every effort to ensure that any child with SEND (with or without a diagnosis) is not put at a disadvantage compared to their peers without SEND. This includes, but is not limited to, simple changes of practice, changes to the environment e.g. placing visual tape, rearranging furniture, and purchasing additional resources or equipment, with consideration to health and safety, financial restraints, and the impact on the other children in the setting.

Inclusive practice

Many strategies that support children with SEND are used in our daily practice such as Makaton sign language and visual timetables. We know this is good inclusive practice that supports not only children with SEND but all children in the setting. Activities are differentiated to ensure all children can access the learning opportunities provided.

EAL – English as an Additional Language

EAL is not a special educational need, however, EAL can mask true additional needs. It is vital that we communicate with families of EAL children to help us to assess development particularly in communication and interaction. Where language is a barrier to communication with parents or carers we will take appropriate steps to aid communication.

Staff training

Staff take part in regular training in all areas of Special Educational Need, often through the local authority or in house training in staff meetings. It is the responsibility of Key People to monitor progress and raise any concerns with the Pre-School leaders and/or SENCo. Staff will be supported to assess and implement appropriate ways to support children with emerging needs.

Outside Agencies

Where necessary and in conversation with the parents, children will be referred to outside agencies such as Speech and Language therapists, Occupational Therapists, Child Psychologists, paediatricians, health visitors.  We also regularly engage with the Early Years Area SENCos for advice and help with assessment

 

Transition Support

Transitions are really important for SEND children in order to support smooth transitions we will  hold transition meetings with families and receiving schools or settings. We share SEND records (with consent) and prepare children through familiarisation visits or resources. We will also coordinate transition support plans where needed.