SEND Information 2020-21
Somerville Nursery School is an inclusive school, welcoming children and families and valuing each child as an individual child. We believe that every child has an equal right to high quality education and care and seek to meet the needs of all our children in consultation with parents, carers and other professionals. We have an excellent reputation amongst families and professionals for providing excellent support for children with additional needs.
What is the Local Offer?
The Local Authority (Wirral) publishes information about services that are available to children and families with SEND. This will provide parents with a choice of services and support from a range of providers including the Local Authority, Health and the Voluntary Sector.
You can access the local offer here.
If your child has Special Education Needs what can we offer you at Somerville Nursery School?
The best people to talk to about my child’s difficulty are:
Mrs S Booth, Assistant Headteacher and SENCO at the Nursery School,
Mrs F Pritchard or Mrs H Butterfield, class teachers in the Foundation 1 room,
Miss A Boardman, room leader of the 2 year old room,
Your child's key person
How will they help my child?
Checking on the progress of your child and identifying, planning and delivering any additional help your child may need and letting the Special Educational Need Co-ordinator (SENCO) know as necessary.
Writing individual outcomes with the SENCO and ensuring these are shared with parents, in the form of Play Plans / Individual Education Plans (IEP)
Ensure that all staff working with your child understand the targets/outcomes and the strategies being used to achieve this.
Ensure the school’s SEND policy is followed in their classroom for all the pupils they teach with SEND.
The Special Educational Need Co-ordinator at the Nursery
Mrs S Booth, is responsible for:
Developing and reviewing school SEND policy.
Co-ordinating the support for all children with special educational needs/disabilities.
Ensuring that you are involved with supporting your child’s learning, kept informed about the support your child is getting, and reviewing how they are doing.
Requesting support from other services e.g. speech and language therapy, educational psychology, health visitors, physiotherapists, early intervention officers.
Co-ordinating and liaising with a range of professionals who may be working with your child.
Updating the school’s SEND register.
Providing support for staff working in the school so they can help children achieve the best progress.
Organising and monitoring the 1:1 and small group work undertaken by staff.
The Executive Headteacher
Mr M Forber, is responsible for:
The day to day management of all aspects of the school, this includes support for children with SEND. He ensures the SENCO and Senior staff keep him informed on a regular basis regarding all children but in particular those with emerging or identified needs
The Headteacher will give responsibility to the SENCO but is still responsible for ensuring that your child’s needs are met.
The Headteacher must make sure that the governing body is kept up to date about any issues in school relative to SEND.
The SEN Governor is
Mr C Youds
What are the different types of support available in our School?
At Somerville Nursery School we offer a graduated approach to support children with SEND.
- High quality teaching based on observation of the children and planned for individual needs.
- Early Years Support Plan / Individual Education Plan (IEP) or Play Plan for under 3s - based on a Person Centred Planning approach. These will be completed with the SENCO and shared with parents.
- Early Years Additional Support Plan where professional input is required to support person centred planning.
- Education, Health and Care Plan (EHCP). This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided on an EHCP. This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
How can I let the school know I am concerned about my child?
If you have concerns about your child’s progress you should speak to your child’s class teacher or the Assistant Headteacher / SENCO.
How will the school let me know if it had any concerns?
If your child has been identified as not making progress the class teacher will talk to you. If additional support is needed a meeting will be set up with the SENCO.
How is extra support allocated to the school?
The school budget, received from Wirral LA, includes money for supporting children with SEN.
The Headteacher decides on the deployment of resources for Special Education Needs in the school.
The Headteacher and the SENCO discuss all the information they have about SEND in the school including:
The children getting extra support already.
The children needing extra support
The children who have been identified as not making as much progress as would be expected.
From this information they decide what resources/training and support is needed.
How are other people providing support in school?
Teaching Assistants provide extra support in the form of focused teaching groups. These children have identified needs e.g. listening and attention, language delay/disorder and phonological difficulties. A programme is planned to meet these individual needs. TAs also provide support for those children with physical difficulties and this is usually on an individual basis.
Links with other Professionals
- We work closely with a School Educational Psychologist.
- We commission the services of a speech and language therapist who attends monthly and works across the Nursery school assessing children and providing strategies to support progress.
- Through the School Readiness Team we can also access a range of other services e.g. Autistic Spectrum Condition Team, Portage Team and the Sensory Team.
- We work closely with Health Visitors and hold regular meetings with them.
- We liaise closely with Community Paediatricians, where children are under their care.
- Where children have motor difficulties we work with Physiotherapists and Occupational Therapists.
How are staff helped?
Staff have been involved in considerable professional development led by experienced and highly qualified trainers on issues such as: child development; person centred planning; supporting children with social communication difficulties. Part of the SENCO’s role is to support all staff in planning for children with SEN. Staff can also identify their own training needs and request attendance on courses.
We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
How will the teaching be adapted within Early Years?
- The school recognises that all children are at different stages in their learning and also learn in different ways.
- Staff plan high quality flexible learning experiences for indoors and outdoors, following children’s interests and in line with the Early Years Foundation Stage.
- Through observing children and by talking to parents, staff get to know each child well.
- Both formal and informal assessments are undertaken tracking children’s progress, identifying next steps and ensuring children’s individual needs are met.
How will we measure progress?
- Staff have a good knoweldge of child development and assess progress using this knowledge and the key checkpoints identifed within Devlopment Matters (2021).
- Between the child’s 2nd and 3rd birthday, staff complete a 2 year old progress check and liaise closely with Health Visiting Team who will complete an Integrated Review.
- Trained staff will assess the children’s level of speech, language and communication through the Wellcomm Screening Programme.
- Through observation and assessment, together with parents, we are able to monitor the progress and needs of each child.
- For those children with a severe and complex learning disability an Early Support Learning Journal may be used.
What support do we have for parents?
- The teacher or key person is available on a regular basis to discuss any worries or concerns.
- The SENCO can meet with you and individual appointments can be made.
How is the school accessible for children with SEND?
· The school is fully accessible to all children.
· Disabled changing room with rise and fall bed.
· All services are available to all children including 2 year funded places and 30 hour extended provision (where eligible).
· Room layouts are flexible to accommodate wheelchairs/walkers.
· Disabled parking bays.
How will we support your child when they enter or leave the school?
We recognise that transitions are extremely important and we try to ensure that this is as smooth as possible.
A meeting with parents is arranged before the child begins which gives the opportunity for information to be gathered and plans put into place before the child begins.
When a child leaves or moves to another group in the Nursery School i.e. nursery school to primary school, a transition meeting is organised with parents and professionals that are involved. This allows for an exchange of information and plans for transitions to be made. A receiving school is also invited to spend time observing the child in Somerville Nursery School and to talk to their key person or teacher.