Compton Pre-School

Through observation, key persons & practitioners work together supported by our SENCO. We work closely with parents & work alongside other professionals to support individual children.

We work closely with parents, ensuring that we create and maintain a positive partnership with you. We ensure that parents are informed at all stages of the assessment, planning, provision and review of your childs education. We also provide information on sources of independent advice and support.

Your childs special educational needs will be taken into account by involving them in all stages of the EYFS curriculum taking into account their levels of ability.

As a setting we use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans IEPs which enables us to adapt the EYFS curriculum to the childs individual needs to provide a broad, balanced and differential curriculum.

We will raise awareness of any specialism training needed to support individual needs and source and provide in-service training for practitioners, parents and volunteers.

We continually liaise closely with parents and other professionals ensuring through continued open communication all stages of development are assessed and reviewed.

We will carry out a risk assessment on the activity or trip and adapt where necessary to provide inclusion. We will also ensure the key person relationship is maintained and the well-being of the child and their disability is taken into consideration & continually asses activities for age and ability appropriateness and differentiate for each individual child accordingly.

Our setting is accessible as it has a flat tarmac path leading from a car parking area into the gate of our setting, where a slope provides an entry to the preschool door and double doors which allows wide access into the room which is on one level.

We provide support by liaising with other professionals involved with the childs special educational needs this includes a connection with transfer arrangements to other settings and school.

We monitor and review our Special Educational Needs policy annually we ensure its effectiveness by collecting information from a range of sources eg SAPP reviews, staff and management meetings, parental and external agencys views, inspections and complaints. We also provide a complaints procedure.

Parents can register their child by putting forward their name on an application form which will go on a waiting list and it will be a first come first serve order taking into account the vicinity of home to setting and siblings already attending.

Our setting has a SENCO officer and the details are displayed on our notice board, website. The SENCO officer will be the first point of contact. They will collect, monitor and review any feedback. Staff and management will make any necessary adjustments to improve any procedures where deemed necessary.