Special Educational Needs and Gifted and Talented Policy


Statement of intent 

We provide an environment in which all children are supported to reach their full potential. 

Links to the Early Years Foundation Stage

A Unique Child

Positive Relationships

Enabling Environments

Learning and development

1.1 Child Development

1.2 Inclusive


1.3 Keeping Safe

1.4 Health and Well-being

2.1 Respecting each other

2.2 Parents as Partners

2.3 Supporting Learning

2.4 Key Person


3.1 Observation assessment and planning

3.2 Supporting Every Child

3.3 The Learning Environment

3.4 The Wider Context 

4.1 Play & exploration.

4.2 Active learning

4.3 Creativity & Critical Thinking

4.4 Personal Social & Emotional Developement


·                  We have regard for the Special educational needs and disability code of practice: 0 to 25 years. Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities 2014.

·                 We have regard to Working Together to Safeguard Children (DfE 2015)

·                 We have regard for the Children and Families Act 2014

·                 We have regard for the Equality Act 2010.

·                 We have regard for the Children, Schools and Families Act 2010

·                 We have regard for the Local Offer and inform all parents about Southend Information Point (SHIP), which can be located at www.southendinfopoint.org.   

·                 We follow the Practice Guidance for the Early Years Foundation Stage2014.

·                We have in place a clear approach for identifying, responding to, and meeting children’s SEN.

·                We include all children in our provision.

·                We provide a link with practitioners to help support parents and children with special educational needs (SEN/disabilities) and gifted and talented needs

·                We identify the specific needs of children with SEN/disabilities and talented needs and meet those needs through a range of strategies

·                We work in partnership with parents, the local authority and other agencies in meeting individual children’s needs; to ensure the best outcomes for children with SEN and their families

·                We regularly monitor and review policy, practice and provision and, if necessary, make adjustments.


·             We designate a member of staff to be Special Educational Needs/Gifted and Talented Coordinator (SENCo) and give their name to parents. Our Special Needs Coordinators are Anna Woodcock and Lisa Hulbert.         .

·              We provide a statement showing how we provide for children with SEN/disabilities and gifted and talented.

·              The SENCO works closely with the supervisor and other colleagues and has responsibility for the day-to-day operation of our Supporting Children with Special Educational Needs Policy and for coordinating provision for children with SEN.

·             We provide a broad, balanced and differentiated curriculum for all children.

·             We apply SEN support to ensure early identification of children with SEN.

·             We ensure that all our staff are aware of our Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. We provide in-service training for parents, practitioners, and volunteers.

·            We raise awareness of our special education provision via our website and or promotional materials.

·            Our provision permits proportional action to overcome disadvantage, meet needs and tackle under representation.

·            We ensure that the provision for children with SEN/disabilities is the responsibility of all members of the setting

-            We ensure that our inclusive admissions practice ensures equality of access and opportunity.

·            We ensure that our physical environment is as far as possible suitable for children with disabilities.

·            We work closely with parents of children with SEN/disabilities to create and maintain a positive partnership.

·            We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education; including all decision making processes.

·            We provide parents with information on sources of independent advice and support. e.g. Local Offer, Information, Advice and Support Service.

·            We liaise with other professionals involved with children with SEN/disabilities and their families, including transition to school.

             We use the new graduated ‘assess, plan, do, review’ response system for identifying, assessing and responding to children’s special educational needs and gifted and talented, applied in increasing detail and frequency to ensure that children progress.

             We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Support Plans (ISP’s) for children with SEN/disabilities and gifted and talented. When we create an ISP we will create a Personal Profile for each child so that every adult who supports them can be easily made aware of their needs.

·           We, where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level of understanding.

·           We provide resources (human and financial) to implement our SEN/disabilities policy.

·           We ensure the privacy of children when intimate care is being provided.

·           We provide training for practitioners and volunteers.

·           We make awareness of any specialist training the setting has to offer E.g. Speech and Language trained and Makaton trained staff.

·           We have systems in place for referring children for further assessment e.g. Early Help Assessment (EHA) and Education, Health and Care (EHC) Assessment.

·           We ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources, e.g. ISP, reviews, EHA’s, staff and management meetings, parental and external agencies views, team around the child and family meetings, inspections and complaints.  This information is collated, evaluated and reviewed annually.              

·          We provide, if required, the initiation of an ‘Early Health Assessment’ (Please see Early Health Assessment Procedure)

·          We will initiate an ‘Education Health and Care Plan’ application if applicable.

·          We provide a complaints procedure.

·          We monitor and review our policy annually.

Other polices related to this policy:

·         Safeguarding Children and Child Protection Policy

·         Promoting Positive Behaviour Policy

·         Voice of the Child

·         Equality and Diversity Policy

·         Key Person Policy

·         Parent Involvement Policy

·         Admissions Policy