At Burnwood Nursery School we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all learners and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy.
Our School Improvement and Development Plan is about ensuring all teaching is at least good, maintaining high standards in achievement and behaviour ,
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and Staff continually assess children ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and Staff engaging in coaching and supervision.
How we identify SEND
At different times in their school career, a child or young person may have a special educational need. The Special Educational Needs and Disability Code of Practice (June 2014) defines SEND as:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child…has a learning difficulty or disability if he or she:
§ has a significantly greater difficulty in learning than the majority of
§ others of the same age, or
§ has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools
Identification of children with special needs may be pre-school, as a result of parent consultation or as a result of teacher observation.
Parents are consulted at every stage. All staff are sensitive to the anxiety that can be caused to parents of very young children. The SEND list is kept by the SENDCo and updated termly.
If a learner is identified as having SEND, we will offer provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Children are provided with support based on 4 areas of need:
§ Cognition and Learning
§ Communication and Interaction
§ Social, Mental and Emotional Health
§ Sensory and/or Physical
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At Burnwood, we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND and be on the SEND Register. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.
Assessing SEND at Burnwood Nursery School
Class Teachers, Early Years Practitioners, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Burnwood nursery we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENDCo) will also support with the identification of barriers to learning. We have a range of assessment tools available, from baseline to half-termly checks, which include cognitive, language and emotional difficulties.
For some learners we may want to seek advice from specialist teams. We have access to services universally provided by Stoke on Trent City Council.
We have close links with the Speech Therapy Service where initial assessments are offered and some follow-up sessions take place. This advice then informs teaching in the classroom.
Advice is also sought from other professionals:
§ Community Paediatricians
§ Health Visitors
§ Play Therapists
§ Occupational Therapists
§ Continence Team
§ School Nursing Team
§ Autistic Spectrum Disorder Team
§ Early Help Team
We also have a SureStart Childrens’ Centre next to the nursery which provides expert services for children and families with children under 5 years of age.
Intervention takes place within each class directed by the class teacher to allow those children who need consolidation of basic skills to catch up.
The school is accessible to wheelchair users and has disabled toilet and shower facilities.
What we do to Support Learners with SEND at Burnwood Nursery School
Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. This is called Quality First Teaching where the teacher has the highest expectations for your child and all pupils in their class.
Staff have continuing professional development around the areas of teaching children with special needs. They will use various strategies to adapt access to the curriculum, this might include using:
§ Visual timetables
§ Individual work stations
§ I-pads, lap tops or other alternative recording devices
§ Peer group friendship systems
§ Positive behaviour incentive/rewards system
§ Differentiated curriculum
Each learner identified as having SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision/intervention map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at Burnwood to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.
Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Westfield. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step (this is recorded as an Pupil Passport). Before any additional provision is selected to help a child, the SENDCo, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.
Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term (at parents interview), where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed every 6 months.
The Head Teacher and SENDCo collate the impact data of interventions, to ensure that we are only using interventions that work.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also externally moderated so can ensure that our judgements stand up to scrutiny. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Preparing for the next step
Transition is a part of life for all learners. Burnwood is committed to working in partnership with children, families and other providers to ensure positive transitions occur.
Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child during the summer term.