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Childsplay Day Nursery we strive to ensure that all adults and children who enter our setting are accepted and included. We recognise that within society both adults and children can be treated unequally and unfairly for a variety of reasons.

We are committed to encourage everybody to be part of a community where acceptance is not an issue and all are treated equally. We ensure that equality is practiced within our setting. We at Childsplay Day Nursery are 100% committed to inclusion of all individuals.

How does Childsplay Day Nursery know
if a child needs extra support and working with parents?

At Childsplay Day Nursery we follow the Key Person approach. Each child who attends Childsplay is allocated a Key Person; this member of staff will ensure good relationships between the child and their parent(s). Throughout their time at Childsplay observation on individual children will be undertaken by the key person which will go towards their personalised plan and learning journal all unique to the individual child. By achieving this we will be able to observe the child’s wellbeing, care and learning. Forming positive relationships between staff and child helps towards identifying any further support that might be needed.

All observations, planning and learning journals are shared with parents. This then enables us to work together. If we feel we need to share our observations with outside agencies we would discuss this with the family allowing their input and if there are any concerns to go forward in reaching out to the right support.

When settling into Childsplay the Parents are given a starter pack providing them with information about the room they will be joining. Within this pack is our ‘one page profile form’ to be completed with the parents, this will give us an insight to the child’s personality, their interest giving the key person invaluable knowledge on how best to plan and support for the child. We will listen to the parents and the child’s views and will ensure this is all taken into consideration to ensure their needs are met. The starter pack also asks for information regarding a child who has English as a second language.

Once the child has started the appointed Key Person will do an assessment under the 7 areas of learning, combined with the initial assessment to help identify any concerns.

How staff support the child?

Childsplay has two designated Special Educational Needs Co-ordinators, both have attended the relevant training through the local authority.

The SENCo will ensure all practitioners in the setting understand their responsibility to children with Special Educational Need (SEN) and the settings approach in identifying and meeting SEN. They are to advice and support colleagues, ensuring parents are closely involved throughout, and their insights inform actions taken by the setting. They will also liaise with other professionals or agencies beyond the setting. Childsplay Day Nursery has a good working relationship with the Area SENCo, who supports us where needed.

Our SENCo will work together with other outside agencies, including Area SENCo, Health Visitor, Speech and Language Therapist and Local Children’s Centres.

How are parents/carers included in the child's
education and curriculum?

The key person and parent work closely together to help support the child’s learning and curriculum. The key person and the parent will regularly communicate with each other to ensure all relevant information is passed on. Initially parents will be asked to complete a starter pack and registration form, the information will include the child’s interest, likes, dislikes, etc.

Each child has a next steps plan which is regularly completed by the key person and parent, this helps the parent s and key person monitor the development of individual children, helping us to plan effectively.

In summary, this will help highlight any additional needs a child may have, leading us to source the necessary support and equipment.

We ensure that all our staff are aware of our ‘Supporting Children with Special Educational Needs and Disability Policy’, and procedures for identifying, assessing and making provisions for children with SEND. We provide in service training for parents and volunteers.

We provide parents with information on sources of independent advice and support. This is sometimes in the form of training sessions, regular meetings and frequent communication. By offering this , we work closely with the parents of children with Special Educational Needs to create and maintain a positive partnership.

Between 24 and 36 months an ‘Early Years Foundation Stage Progress Check’ will be carried out, this will include a written summary of the child’s development. This progress check is reviewed alongside the health visitor’s check, helping to identify progress, strengths and needs to promote positive outcomes in health and well-being, learning and development.

What can Parents do?

If at any time a Parent is concerned about their development/progress of their child, they would always be encouraged to bring the concerns to the child’s key person, where the relationship has already been established. The key person will then seek advice from the SENCo and act accordingly.

The Graduated Response

We follow a cycle of 4 stages of actions, at each stage parents are engaged with Childsplay, contributing with their insights to assessment and planning. The intended outcomes for the child are shared with the parents and reviewed with them, along with action taken by us, at agreed times.

Stage 1 – Assess

When identifying a child as needing SEN support, the key person will work with the SENCo and child’s parents to analyse of the Childs needs. This initial assessment is reviewed regularly to ensure that support is matched to the need.

If there is little or no improvement in the child’s progress, additional specialist assessment may be called. When other professionals are not already working with the setting, the SENCo may contact them, with the parent’s agreement.

Stage 2 – Plan (Personalised Plan)

Parents are involved in planning support and if appropriate in reinforcing the provision or contribution to progress at home.

During the planning process, the following would be agreed,

The outcomes they are seeking. The intervention and support to be put in place. The expected impact on progress, development or behaviour. A clear date for review.
Views of the child are also considered throughout. Also parent views on what outcomes they want for their child will always be taken into consideration.

Stage 3 – Do

The key person with the support from the SENCo will take responsibility for working with the child on a daily basis. The SENCo will also support the key person when assessing the child’s response to the action taken.

The SENCo will oversee the implementation of the interventions agreed.

Stage 4 – Review

By the agreed date the effectiveness of the support and the impact of that support will be reviewed.

The SENCo, Key Person, and Parents will evaluate progress made, whilst taking into account the view of the child.

“Highly positive and trusting partnerships are established with parents and carers. Regular discussions are encouraged between staff and parents to ensure children’s individual needs are met. Staff and the special educational needs coordinator work particularly closely with parents of children with special educational needs and/or disabilities. This ensures they receive appropriate and focussed support to enhance their level of progress and achievement” Childsplay Day Nursery Current Ofsted Report (August 2013)


We follow a cycle of 4 stages of actions, at each stage parents Childsplay Day Nursery is fully accessible; we have wheel chair access both for our indoor and outdoor environments. We have the appropriate toileting facilities to accommodate a child who has additional physical needs.

Our intention is to include all children of all abilities and we will differentiate accordingly. We achieve this by careful planning and reviewing activities and their effectiveness, and taking children’s abilities into consideration.

Weekly and daily risk assessments are carried out by the designated Health & Safety Officer to ensure the equipment and environment is maintained and safe. A more specific assessment will be made for children who have a Special Educational Need, making sure equipment is suitable, safe and viable for the child to use and meets their needs. The risk assessment may also be carried out alongside the parents.

If specialist equipment or resources are required to meet a particular need, Childsplay is aware on how to apply for funding. In some circumstances children may need one to one support; this will be planned for and implemented in the child’s Personalised Plan.

Any outings or organised trips would be fully assessed, to ensure accessibility for children with SEND.

Throughout the nursery we display visual aids and clear labelling, including translated signs for families who have English as a second language. We have photographs of the children demonstrating positive behaviour around the Nursery.

All staff have received Positive Behaviour Training, this is always ongoing and updated. We also have a designated Behaviour Coordinator who will support staff, SENCo and parents as needed.

Wellbeing of the children attending Childsplay Day Nursery is paramount; administration of ongoing medication is documented in a medical management plan completed by the parents. This would include details of the medication, when to be given, and how it is given. A healthcare plan can also be put in place to ensure a child with a Special Educational Needs have their personal intimate needs met appropriately without causing the child to feel different from their peers. Where appropriate the child’s views will always be considered, through discussion with parents.

Experience and Training

We meet the Safeguarding and Welfare Requirements of the Early Years Foundation Stage, ensuring that our staff are appropriately qualified, and we carry out checks for criminal and other records through the Disclosure and Barring Service (DBS) in accordance with statutory requirements.

We provide regular in house and out house training including Special Educational Needs, Safeguarding and First Aid. All staff attend relevant training to support their role, this is also monitored in a ‘Staff Development Plan’ by the Nursery Manager.

Transition to School

Close links with the Primary school will be made prior to the start date. This will entail meetings between the Specialist teacher or Area SENCo, key person and SENCo. Home visits would be arranged by the specialist teacher if required.

All documents relevant to the child’s development, including the ‘personalized plan’ will be forwarded on and discussed prior to the start date. In time for the school to be aware of the child’s need and ensure provisions have been put into place.