Skip to main content
20th November 17
Trail : home : SEND

SEND

LOCAL OFFER

Title: Bram Longstaffe Nursery School

Description:Education and Care for children 3 months to 4 years 11 months

Funded Education places for children 2-4 years 11 months

Wraparound care for children 3 months to 4 years 11 months

Contact details-already on website

 

Venue details:Bram Longstaffe Nursery School

Farm Street

Barrow in Furness

Cumbria

LA14 2RX

Date and time: open Monday to Friday 7.45am-5pm

COSTS:

15 hours education free for all children aged 3-4 years 11 months

15 hours education free for eligible 2-3 year olds

Wraparound childcare for children 3 months to 4 years 11 months £4.40 per hour.

Referall required? No

LOGO:

Additional information

All children are welcome at Bram Longstaffe.

 

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

At Bram Longstaffe each child has a Key Person. Their role is to develop a sensitive and trusting relationship with you and your child. You can discuss any concerns you may have with your Key Person at any time.

Observational assessments are made of all children and are linked to the Early Years Foundation Stage ages and stages of development. Sometimes this can identify individual needs.

These observations will be discussed with the Special Educational Needs Co-ordinator(SENCO) Jackie Drake or the Assistant SENCO Anna Currie. If your child’s key person has identified a possible individual need they will discuss this with you privately and plan together to support your child’s learning and development.

 

How will the early years setting staff support my child?

Your child starts with us at Bram with a home visit; this can be helpful for children as they meet us for the first time.

We will listen carefully to you at all time as you know your child best.

Children’s individual needs can be met by planning support around your child. This will be explained by the SENCO’s and your child’s Key Person.

Observations, assessments and evaluations all contribute to the plan and your child’s key person oversees the goals which have been agreed with you.

 

How will the curriculum be matched

We start to get to know your child through the home visit, meeting with other professionals who are involved and with yourself. We have a flexible settling in period so that you can stay with your child until they are happy and comfortable.

Ongoing observations will be used and goals set to support the learning and development of your child.

We ensure the environment and activities support your child’s needs.

We will ensure an Early Help meeting is set up with all the professionals involved with your child so that information can be shared.

 

How will you and I know how my child is doing…

Assessment systems are in place, such as the 2 year check, and ongoing assessments, which are all linked to the early Years Foundation Stage  ages and stages of development.

We have regular review meetings to discuss your child’s plan.

Your child will have a Learning Journey book where both you and your child’s key person can add pictures and stories about your child’s play.

We are available for you daily to speak with us and we are happy to provide a home to school book.

We have open days and open evenings where you can meet with staff.

What support-well being….

We want you and your child to feel welcome at Bram. Our practitioners are friendly, positive and sensitive in their approach. They are good role models for positive behaviour and are consistent in their approach.

We have routines but these are flexible to ensure a child centred approach. We are respectful around personal care needs.

What specialist services….

All our staff have accessed child development training and have many years’ experience working with young children.

We have had 15 years’ experience of supporting young children with physical, medical needs and autism.

We developed an integrated Children’s Centre within Bram to support children and their families holistically. We work in close partnership with a charity who now oversees the children’s centre services.

Elklan ecat tube feedingcerebral well being manual hand

What training?...

The SENCO’s attend termly network meetings and passes on this information at staff meetings.

Staff training records are held on file.

Staff have had training in Autism, Team Teach, speech and language( ECAT, ELKLAN)portage, cocula implant support, sing and sign and Makaton, Tube feeding, cerebral palsy and manual handling.

Trips…

All children are included in trips and visits. We undertake risk assessments before all visits.

Accessible?

All areas of Bram are accessible. Signs and posters are used to direct children and adults.

We can arrange for an interpreter if you do not speak English. Policies are available for you to view.

 

How will the setting prepare…

Before your child starts at Bram we arrange a home visit. This helps your child get to know us and is an opportunity for us to get to know you and your family. We will discuss with health professional before your child starts Bram to discuss your child’s needs and to seek relevant training for staff if necessary.

We have a flexible settling in time.

When it is time for your child to move to another school we invite your child’s new key person and SENCO to visit Bram to meet your child and discuss their strengths and needs.

We will arrange a transition visit to your child’s new setting and will arrange to share relevant information.

We may be able to arrange for your child’s key person to attend settling in sessions to ensure a smooth transition.

 

 

Policy for Special Educational Needs and Inclusion

 

Rationale

The Governors and Staff at Bram Longstaffe  aim to provide an environment where every child is equally valued and where no child is treated less favourable than another. We comply with the Disability Discrimination Act 1995, including the2002 and 2005 amendments.

 

Children with special needs will be considered on the basis of the Centres admissions criteria.

We will not refuse admission on the grounds of a child’s special need or disability.

 

We plan for each child’s individual learning requirements, including those with special needs, disabilities, gifted and talented. Practioners take into account in their planning and practice a child’s individual need, so all children can participate effectively in all aspects of the centres provision.

 

Objectives

 

  • To create an environment that meets the needs of every child.
  • To encourage all children to develop confidence, self-esteem and independence. To recognise the value of their contributions and achievements.
  • To encourage all children to be involved with their learning.
  • To ensure parents are kept fully informed about the provision provided for their child and to ensure that their contributions are valued.
  • To find out as much information about a child’s needs before they start at the Centre, through home visits, parent and child visits to the centre and with the parent’s permission liaison with other professionals involved.
  • To ensure adequate transition for each child as they move rooms within the centre.

 

Practice

In the Centre, the provision for children with special educational needs is the responsibility of all members of staff.

 

The Governing Body does its best to secure the necessary provision for any child identified as having special needs. The Governors ensure all practitioners are fully aware of their responsibilities towards children with special needs.

 

The Special Needs Coordinator is responsible for overseeing the operation of the SEN policy and ensuring that the SEN Code of Practice including the graduated response are followed. The SENCO is Jackie Drake (Nursery School) Anna Currie( Neighbourhood Nursery)

 

The Graduated response

  • The SENCO will work with all staff to ensure children who may need additional support are identified as early as possible.
  • The progress made by all children at this Centre is regularly monitored and reviewed, by each child’s key worker through observations. A child is identified as having a special need if we are providing something that is additional or different from the centres differentiated approach
  • The child’s key worker will consult with the parents, then the SENCO when the evidence gathered through the usual assessment and monitoring arrangements gives concern about a child’s progress. The triggers for concern are described in the SEN Code of Practice [EYs 4.21, 4.31]. The centre will make provision detailed in an Individual Education Plan at Early Years           Action. This will be reviewed at least termly; if significant progress is not evident the SENCO will move the process on to Early Years Action Plus
  • Early Years Action Plus – If we have evidence that a child is making insufficient progress at EY Action, the SENCO will seek further advice from external specialists within the Pupil and School Support Services [PaSS]. PaSS is an LEA service, consisting of other professionals, including specialist teachers, educational psychologists, education welfare officers and administrators. The SENCO will keep parents and children fully involved and informed about any proposed interventions.
  • The range of support for children at EYA+ will be similar to that at EYA, following IEPs that reflect the advice given but may be necessarily more intensive. IEPs will be reviewed if the child is making insufficient progress the SENCO will make a referral to the LEA for a Statutory Assessment.
  • Children with a Statement of Special Educational Needs will, in addition to the ongoing review of their progress and specific support through their IEP, be reviewed six-monthly. A report containing recommendations will be provided for the LEA which  will consider whether to maintain, amend or cease the Statement, using the procedures described in the Code of Practice
  • Transition to Primary School- The Centre will liaise with the receiving school when a child with special needs is due to transfer and will forward to them as early as possible all relevant information to enable effective transfer. This might include visits to the school of transfer by the child with parents and a staff member.

 

Allocation of Resources

 

The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the Centre, including provision for children with Statements. The SENCO, Head of Centre and the Governing Body meet at least annually to agree how to use funds.

 

We work in partnership with the Health Visitor and outside agencies. There is a Health Visitor based at the centre available to advice parents and staff. The Speech Therapist comes to the centre regularly and contributes to IEPs.

 

We liaise with Action for Children (Children’s Centre) to provide services and shared resources for children and their families.

 

We will apply for additional resources, through an enhanced support grant from Cumbria Sure Start to meet the needs of our younger children and those accessing care.

Click here for Cumbria County Council SEND Local Offer