Our SEND Offer

What does our setting offer your child with Special Educational Needs and/or Disabilities (SEND)?

We are an inclusive nursery and aim to support all children to enable them to make the best possible progress and achieve their full potential. To accomplish this aim we offer a broad and balanced curriculum with high quality teaching. We are committed to producing high quality care and education for all children with special educational needs and disabilities. We make sure that additional needs are identified early and offer a range of provision to meet individual needs. We work with a range of professionals to make sure that all children receive the support they need to develop. We offer a high quality learning environment and resources to give children the very best start in life.

How accessible is our setting?

Our setting is accessible to all, including those who use a wheelchair. We want all children to access our curriculum opportunities including those that are off site such as trips and forest school. This may mean meeting with parents/carers to discuss specific needs of the children and when necessary carry out specific risk assessments. Our building has wheelchair accessible doors and external and internal ramps.

Who are the best people to talk to in this setting if I am concerned about my child’s progress?

  • The first point of contact would be your child’s key carer and/or Room Lead. Please approach them at any time if you have any worries about your child.
  • You can also talk to the Managers, Claire and Andy Hollingdale or the SENCO Valerie Paisey.
  • The room lead/key carer/SENCO may talk to you informally or arrange a meeting with you to discuss concerns that are identified.

What are the different types of support and learning interventions available for children with SEN and/or Disabilities in this setting?

Each child in this setting is provided with:

  • Outstanding teaching and learning opportunities as rated by Ofsted.
  • Teaching that is based on what your child already knows, their interests and what they can do and understand.
  • Differentiated ways of teaching that supports each child’s different learning needs.
  • An individualised approach and/or additional support if required for a child who is not making developmental progress alongside their peers.
  • Interventions that may involve some of the following strategies depending on the child’s area of need:
  • Adjustment of the environment as required.
  • Use of visual strategies such as Visual Timetables, Picture Exchange Communication System (PECS), Makaton and Now and Next Boards.
  • Preparations for changes in routines.
  • Reducing complex language, especially when giving instructions to children.
  • Implementation of Therapy programmes e.g. Speech and Language, Physiotherapy, Occupational therapy.
  • Identifying and supporting a child’s preferred learning style.
  • Cognition & Learning Needs- Small step approaches.
  • Opportunities for repetition and reinforcement of developing skills.
  • Adapting materials and equipment .e.g. providing tactile equipment and sensory experiences
  • Physical difficulties support with self-help skills and safe movement around our setting.
  • Support with behaviour including a comprehensive Learning Behaviour policy.

Who will be working with my child and what are their roles?

At Jack and Jill we have a very experienced team with excellent communication skills. Your child’s key carer and the SENCO will work with your child, along with any outside agencies if required. Our SENCO is a qualified Early Years SENCO. Our team also have a variety of relevant training in Makaton, Adapted More Than Words, ASD, Behaviour, and Mental Health to name a few. Our team keep up to date with their training and liaise with the SENCO and the management team about training that may be necessary to support a child they are working with. Our SENCO attends regular up to date training and regular Send Cluster Meetings.

What support do we have for you as a parent of a child with SEND?

  • Arrangements can be made at any time with your room lead/ key carer to discuss any concerns. The room lead and/or SENCO will also arrange to meet with you to discuss any new ideas suggested by outside agencies for your child.
  • We ensure that you are informed at all stages of the assessment, planning, provision and review of your child’s learning and development. We can also signpost you to sources of independent advice and support.
  • Individual Education Plans will be reviewed together and include supportive ideas for you at home.
  • If your child is undergoing any further assessments, you will also be supported by the SENCO/key person to ensure that you fully understand the graduated response.

How does additional funding work?

  • We receive funding for all 3-4 years olds as well as for Eligible 2 year olds.
  • We can apply for additional funding if a child requires an enhanced adult to child ratio. The SENCO will make this application using information and evidence from the team around the child and the child’s support plan.
  • The Early Years Sen Panel will decide the allocation of funding using the Bristol Universal Descriptors (BUD’s).
  • If further support is required in addition to the Early Years Sen Panel funding and if all involved with the child agree then a request for an EHC Needs Assessment can be made.

 How will we support your child when leaving Jack and Jill?

We recognise that ‘moving on’ can be difficult for a child with SEND. We also recognise the anxieties for families and we take steps to ensure that any transition is as smooth as possible. When your child is moving to another school:-

  • We will contact the new school and arrange a transition meeting.
  • A transition plan will be drawn up that will include visits, photos and information for the family.
  • Any special arrangements and support will be put in place for you and your child.
  • With your permission, we will make sure that all records about your educational needs child are passed on as soon as possible to the receiving school.