Our pre-school aims to have regard to the DfEE Code of Practice on special educational needs and also to the guidelines supplied to private and voluntary providers of pre-school education. We aim to provide a welcome, and appropriate learning opportunities, for all children.

• Children with special needs, like all other children, are admitted to the pre-school after consultation between parents, pre-school leader and keyworker.
• Our aim is to provide for the developmental needs of each child in the group.
• All children in the group, irrespective of their special needs, are encouraged wherever possible and appropriate to participate in all the group’s activities.
• Our system of observation and record-keeping, which operates in conjunction with parents, enables us to monitor children's needs and progress on an individual basis.
• The needs and progress of children who have special educational needs are monitored by our group’s special educational needs co-ordinator (SENCO) who also ensures that accurate records are being kept. Pauline Tanswell is out nominated SENCO.
• Our keyworker system ensures that each adult is specially responsible for, and close to, just five or six children, so each child receives plenty of adult time and attention.
• We work closely with the parents of all the children in the group to ensure that -
• the group draws upon the knowledge and expertise of parents in planning provision for the child
• the child’s progress and achievements are shared and discussed with parents on a regular basis
• parents know the identity of the group’s special educational needs co-ordinator*
• Our staff attend whenever possible in-service training on special needs arranged by the Pre-school Learning Alliance and other professional bodies.

In advance of a child with special needs admission to the Playgroup we will meet with the parents/carers to discuss practical needs and confidentiality issues including the involvement of other external agencies.

We would discuss with parents matters such as diet, skin and hair care, routines, special words, comforters, family names , religion, health and medical conditions, likes and dislikes.

We will review staffing levels and look at equipment needs and access arrangements before a child starts. Any necessary adaptations would be talked through with parents to ensure a chair bound child could gain access.

We will record such discussions and note any action to be taken if their is difficulty meeting the needs of individual children. This is likely to require sensitive communitation with parents and the possible involvement of other agencies for advice and assistance. Provision of general adaptions would be discussed prior to admission with all staff being aware of limiations in terms of height of tables etc.Toilet adapation would also need to be considered.

Our SENCO has attended training arranged by various professional bodies on the fundamental principles of the Code of Practice(1994) for the Identification and Assessment of Special Educational Needs and on the five stages leading towards statementing in the Code. Our SENCO will work in cooperation with our nominated equal opportunities coordinator to ensure positive images both in activities and posters. Staff will raise awareness of the whole Playgroup through topics etc.

Assessment: If concerns arose from the usual observations carried out at Playgroup, the first step would the be for the keyworker to discuss these and seek advice from the SENCO. A meeting would be arranged with the parents/carers to share views and seek permission to work on a one to one basis with the child for a set period of time. This would enable further evidence gatehring to take place before contacting the relevent agencies.

Record Keeping – The usual documentation will be used together with records of conversations and meetings, until such time as outside bodies request that IEP’s/EVALS or other systems be used.

Broad and balanced curriculum – A child with special needs will be given the opportunity to participate fully in the Playgroup curriculum. It will be adapted to suit that childs individual needs/wants or if a child feels able to participate in the organisation, they will be encouraged to do that.

Resources – External bodies will be contacted to provide additional funding and equipment needed to be able to support the child within the setting.

Links – The SENCO have links with relevent agencies for advice and support and contact details are available to both staff and parents/carers.

Review – Polciies and procedures for special needs will be reviewed annually or more frequently as required following training, new guidance or experience gained.

This policy was adopted at the Blakesley Pre-School Playgroup Annual General Meeting on 30th June 2003