John Rankin Nursery School

Following the Special Educational Needs and Disability Code of Practice, John Rankin Nursery define SEND as:

A child or young person who has a learning difficulty or disability, which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person 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 facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Pupils are identified in a range of ways:

• Early identification and intervention.
• Early Years referral from Pre School Teacher Counsellors
• Parental Concern
• Teacher Identification
• Professional diagnosis
• Involvement of outside agencies including: Speech and Language Therapy, Hearing Impairment Teacher, CAMHs.
• Through data analysis and continued monitoring of progress (Pupil Progress Meetings)
• Persistent, complex and severe learning difficulties.
• Use of interpreters to support pupils with EAL and potential SEND.

In addition to this, nursery teachers and practitioners implement play based interventions specific to children’s individuals needs based on their observations and assessments. Teachers attend Pupil Progress Meetings with members of the Senior Leadership Team. This is support with the identification and planning for pupils whose development may be a concern. At John Rankin Nursery we track the progress and development of all pupils with SEND, including non-SEND pupils who aren’t reaching their developmental milestones in order to prevent any gaps from widening.

If the nursery teachers have concerns about a pupil this will be discussed with the SEND team and parents/carers.  The decision will either be made to continue to monitor progress/development or provide intervention and/or or outside professional support. 

Pupils are added to the SEND register in consultation with parents/carers.  Teachers will also use the school's identification criteria and SEND categories to affirm where pupils should be placed on the register. 

The government states that all pupils, including those with a special educational need should make expected progress by the end of each academic year.  The SEND team provides governors and the Executive Head Teacher with a data analysis report outlining progress made by the SEND cohort (intervention data is used) and new whole school SEND foci are established.   The nursery monitors pupil progress and development in relation to vulnerable groups and evaluates results to identify trends and patterns of underachievement. Pupils making little or no progress may be assessed by the SENDCo or other relevant professionals, in consultation with parents, to establish specific need and provide support to accelerate progress. 

We take note of the 6 broad areas of need.

• Communication
• Learning and Development
• Behaviour and Emotions
• Health
• Everyday Life
• Family and Community

Parents are encouraged to:

• Contact nursery teacher
• Contact SEND team
• Contact GP/Health visitor

If your child has already been identified with SEND you may also be provided with opportunities to discuss your child through SEND parent evenings (SAP – support and achievement plan, meetings 3 times per year).

All parent/carer concerns are taken seriously at John Rankin Nursery as we believe that you hold expert knowledge about your children.  Parent partnership is the key to consistent and successful support for all pupils and we will happily discuss any concerns, identify causes and provide advice on how best to support your child.

If my child is identified as having an additional need, who will oversee and plan their education programme?

Nursery teachers have a responsibility for day-to-day provision.

• Nursery teacher in collaboration with school SEND team will discuss a child’s areas of need, agree and plan a SAP (Support and Achievement Plan).
• Parents are involved in agreeing and reviewing SAPs.
• SAPs are reviewed termly or more frequently if appropriate.  Where appropriate children are involved in the review process with teachers and the SEND team.
• SEND team and class teachers liaise with outside agencies and professionals to ensure the best provision is in place.
• Parents are involved in outside agency meetings and have the opportunity to discuss their child and their needs as a family.

Every Teacher is a teacher of children with SEND.  High quality teaching, scaffolding and differentiation will meet the needs of a child on a daily basis. 

Your child's SEND needs will be overseen by the Nursery practitioners and the SEND team (Miss Demeza and Miss Challis), who will assess and plan opportunities for them to access the curriculum and other aspects of school life through high quality teaching and play based intervention.  The SEND team has responsibility for monitoring the support of pupils with SEND and this is carried out through; pupil progress meetings, SAP (Support and Achievement Plans) reviews with teachers and parents/carers and observation of pupils within the nursery setting.  The SEND team will provide support to teachers and teaching assistants through regular training meetings.

The teachers and SEND team will co-ordinate the provision for all SEND pupils and plan a personalised learning environment that will support pupils.  The focus of provision will be determined through discussion with teachers and parents/carers.

The SEND team follows an 'Assessment, Plan, Do, Review' cycle that carefully plans precise support, for pupils, through rigorous assessment and review.  Provision for pupils all feeds into School Development targets, monitoring, data analysis, TA appraisal and training.

The SEND team has a duty to report and share the strategic management of SEND with Senior Leaders and the designated SEND Governor in the school.

John Rankin Nursery is committed to providing inclusive practice in a main- stream environment.  Reasonable adjustments are made to include all children.

The nursery makes independence and learning behaviours, of all pupils, a priority and actively plans for independence within SAPS and the learning environment. 

Nursery Teachers and TA's are trained in ways to develop independence through modelling and daily opportunities such as dressing and undressing, managing hygiene and toileting.

At John Rankin Nursery, we focus on the needs of the individual child so we are consistently analysing and planning for individuals in this way. The nursery works closely with outside professionals and, where possible, these professionals provide staff with regular holistic training in order to improve outcomes for all pupils through high quality teaching and learning environment.   

• Pupils with ASD could have an individual visual timetable, choosing board, visual cues
• Pupils with Speech and Language difficulties may be visited by a NHS Therapist and recommendations are made.  The school will implement these recommendations but the main focus is with high quality teaching strategies that are integrated within the setting. The Federation has a specialist Speech and Language teaching assistant (who is Elklan trained) who supports nursery practitioners with the delivery of Speech and Language intervention.
• Pupils with Sensory impairments and difficulties may be visited by an NHS Therapist and recommendations made.  The school will implement these recommendations and may provide additional proprioceptive opportunities, such as a bespoke sensory diet.

We encourage children to be independent learners and can make reasonable adjustments to a child’s provision to support.  Additional staffing could be provided if:

• Education Health Care Plans (EHCP) outline a need for additional adult support and hours are funded by SEND. Additional support for these pupils is decided by the Head Teacher, SENDCo and teachers in consultation with parents. Teaching assistants are deployed according to their skills.

• All Teaching Assistants are trained in delivering a range of play based interventions across the nursery.

• The SENDCo has a full time position within the schools.
• In addition to this, we have 1 EYFS ELSA, that support vulnerable pupils or those with Social and Emotional difficulties across the nursery.
• The school also budget for a Family and Pastoral Lead (4 days per week) who works with families across the school in need of pastoral support and supports parents at home.
• The Family and Pastoral Lead is part of a larger Pastoral Support Team (Executive Headteaher, Deputy Head teachers, SENDCo), within the Federation, who meet regularly to discuss needs and plan support for pupils in need of Pastoral support.

We are an inclusive nursery and aim to carefully match provision to individual children's needs.  The SEND team will support with provision for individuals that is recommended from professional reports.

We may offer:

• Proprioceptive equipment
• Visual timetables, choosing boards and visual cues.
• Play based interventions
• Plan, do, review process suited to individual children’s needs.
• Social Communication and skills sessions based on recognising feelings and managing feelings.
• Involvement of outside agencies.
• If relevant, support from our Family and Pastoral Lead.

We are an inclusive nursery and aim to carefully match provision to individual children's needs.  The SEND team will support with provision for individuals that is recommended from professional reports.

We may offer:

• Proprioceptive equipment
• Visual timetables
• Choosing boards
• Task strips and visual cues
• Sensory resources
• PECS or similar visuals to support communication

At John Rankin Nursery, we operate an open door policy.  Parents are informed of all progress through parents meetings, SAP meetings and pupil school reports.

All pupils are assessed through observations. Pupils who aren’t achieving developmental milestones are identified and support is put in place. This is tracked through observations and data analysis.

Within each long term, teachers meet with Senior Leadership to discuss pupil's progress (Pupil Progress Meetings), which the SENDCo either attends or is fed back from.  During this process, teachers and Senior Leaders assess the impact of support and plan for 'Closing the Gap' for individual pupils and cohorts. There are regular opportunities for meetings between these times with teachers/TAs and the SEND team.

Pupils without SEND who aren’t meeting milestones will be carefully monitored by nursery teachers and may have a ‘Graduated Approach Plan.’

The nursery provides 3 opportunities per year to review pupil progress with parents and discuss ways forward.  Parents are informed if their child is not making progress over time.  These meetings are a forum for staff and parents to jointly plan precise support for progress to take place.

SEND pupil progress is also monitored by SAP outcomes, where appropriate.  Teachers and parents meet initially to start the SAP process.  At the end of each long term, teachers review pupil's progress against each target and set new SMART targets for the next term.  The SAP targets are reviewed and monitored by the SEND team.  Parents receive a copy of the reviewed and new targets at the beginning of Autumn, Spring and Summer term (with an opportunity to discuss these). 

• Additional time to meet the class teacher and or SEND team can be arranged at any time by parents.  Usually, this would be either before the start of the day or at the end of the day, with class teachers, and at other times during the day with the SEND team.
• Parents are asked to phone the office to make appointments so that teachers and SEND team can prepare relevant paperwork and notes.

• • The nursery operates and open door policy, where parents are always welcome to talk to any member of staff.
  • Pupils have a Tapestry account that parents can use to communicate with school.
  • Teachers sometimes send home brief notes to say how well a child has achieved or contributed in class.
  • Parents are invited into school to meet with outside agencies and professionals that are involved in their child’s care. This would be by letter, email or phone call.

• • Learning SAPs suggest opportunities and ideas for parents on how to support their child’s individual and on-going needs.
  • We use Tapestry to communicate what we are learning in Nursery and ideas for how you can support this at home.

• • Meet the teacher evening is offered to support parents/ carers to support their child’s learning.
  • Parents can be given information on useful websites or support groups they can access.
  • The SEND team provides coffee mornings and training workshops for parents.
  • SAP documents are a way to discuss how parents can support their child at home - these are agreed and resourced on an individual basis.
  • Learning events led by professionals outside school are signposted to parents via the SEND team.
  • Tapestry is used to communicate what the children are learning on a weekly basis

• • The view of the child is important to us as a Nursery. We use our observations of the children and your observations to gain insight into their views/feelings.
  • Children are encouraged to be independent and are encouraged share their feelings of what they are good at and what they would help with.

• • Termly Pupil Progress Meetings (PPM) with nursery teachers/ SEND team and Leadership team.
  • Pupils with an EHC plan will have an annual review, with agencies working with pupils, with the pupil.
  • The SEND team and Nursery teachers are responsible for tracking the progress of children with SEND and assessing the impact of provision.
  • Parents are asked for their views through various questionnaires over the year.

Well- being is incredibly important to us and we know that children need to feel safe, secure and happy in order to learn. We want you and your child to have a sense of belonging to our community. We will work closely with you to promote the emotional and social development of your child.

The SEND team can also support children with social and emotional needs through 1:1 and small group play based intervention of social skills.

We will do this through working with you to explore why your child is not conforming to behavioural expectations, and ensuring that your child has a consistency of approach, with clear boundaries. All staff have received training in positive behaviour.

At John Rankin Nursery we firmly believe that;

• Positive experiences create positive feelings.
• Positive feelings create positive behaviour.

Some pupils who need additional support with behaviour may need a 'Therapeutic Behaviour Plan,' which highlights their social and emotional needs and has specific strategies, scripted language and  ways in which adults can support them with small steps of progress.  These plans may be used alongside or instead of a SAP.

The SENDCo and Senior Leaders may also seek advice from outside professionals such as; Therapeutic Thinking Team, Family Support Worker or CAMHS, Parents are informed and included in each stage of the process.

• • We have members of staff that are first aid trained and are able to support pupils with medical needs.
  • We have staffed trained in supporting pupils with type one diabetes.
  • We have staff trained in using epipens.
  • We have staff that have attended asthma training.
  • The Nursery is able to seek advice from the West Berkshire school nurse service for further advice or training should we need to.

• • The Nursery follows the West Berkshire Medical guidelines.  All medicines are locked out of children’s reach.
  • Parents must sign a disclaimer form and school completes a form when medicines are administrated (with the date and time/parents must sign this).
  • When specific cases arise, teachers and teaching assistants have relevant training from outside professionals, organised by the SENDCo or office staff.  These may include; Epilepsy, hearing impairment or nutritional training.
  • Parents complete a medical form that is kept on file in the Nursery office.  The form clearly indicates when and how much medication is to be taken.  Parents/carers must sign the form in order for medication to be administered.
  • The Nursery has an ‘Administration of Medicines’ Policy to support children with medical conditions.

We ensure that there is respectful help with personal care where this is needed, for example, help with toileting, eating etc.

• Nursery will discuss with parents any additional toileting and dietary needs a child may have. We can provide advice and support with toilet training and developing children’s independence skills.
• Advice can be sought from the West Berkshire Health visiting service or other professionals involved in a child’s care.
• We consider advice provided by GP's, Paediatricians and other health professionals, in line with safeguarding regulations.
• We make sure that all staff are aware of the specific personal care needs of children.

The nursery teachers are Early years specialists. We have Nursery practitioners that are trained in Speech and Language and Makaton.

We have one Family and Pastoral Lead (4 days) and four ELSAs.

Teaching assistants who have specialisms are encouraged to share their expertise with other members of staff. This can be through leading training, observing or being observed for good practice.  They are also invited to join multi-professional meetings where appropriate.

The nursery can access the following services.  Need is assessed on a child-to-child basis:

• Sensory Consortium Service
• Speech and Language Therapy
• Occupational Therapy
• Early Development Inclusion team
• Autism Team

• • Contact the class teacher or the schools SEND team to discuss your concerns.  They can signpost you in the right direction or make the necessary referrals.
  • Contact your local GP.  They can signpost you in the right direction or make the necessary referrals.
  • ELSA (Emotional Literacy Support Assistant) and Family and Pastoral Lead services can be sought through the Nursery.

At John Rankin Nursery, we aim to train all our teaching assistants in as many different areas as possible.  Training is provided by the SEND team on a variety of different aspects of Inclusion and these are linked to the priorities of the school and SEND targets. Training is regular and targeted.  The impact of all training is monitored through intervention provision and TA provision within class alongside their appraisal targets.  The SEND Training Log outlines this.

At their induction to the school, TA's are provided with strategies and resources to aid working with children in the Early Years.  Training needs are determined through TA appraisal, staff interest and specialism and also through the monitoring cycle.

Through the TA Appraisal process, training needs are identified by The Nursery teachers and SEND Team and included in the actions for individual staff.  This is linked to the support that they are currently providing and their job role.

The Nursery can send teaching assistants on specific training delivered by the local authority and outside professionals and, in some cases, outside professionals deliver bespoke training to smaller groups of teaching assistants within school.

We have Nursery practitioners that are trained in Speech and Language and Makaton.

We have one Family and Pastoral Lead (4 days) and four ELSAs.

Teaching assistants who have specialisms are encouraged to share their expertise with other members of staff . This can be through leading training, observing or being observed for good practice.  They are also invited to join multi-professional meetings where appropriate.

• • Risk assessments are put in place to ensure that, where possible, all children with SEND can participate in all out of school activities.
  • Nursery Teachers and practitioners help prepare specific pupils for these events with photos and information. Parents are consulted about these processes and asked to help children to prepare at home.
  • Parental support is requested to prepare for trips to ensure the best outcomes and safety for the child.
  • Pupils who need additional preparation for visits and visitors have this available to them.
  • Additional adult support is available if the risk assessment requires it.

• • Nursery teachers discuss activities and trips with parents prior to the event – where necessary, parents accompany children on day trips .
  • Parents, SENDCo, SLT and Nursery teacher meet well in advance of residential visits to make arrangements for support.
  • Risk assessments are put in place and shared with all members of the team. 

The nursery is laid out on one level. There is a wide entrance and ramp into the outdoor area. The setting has accessible toilet facilities and adjustable changing unit. There is a disabled parking space, in the staff carparks, in both the Infant and Junior School.

Specialist support teacher’s advice can be sought and, where possible, adaptions could be made to the Nursery environment.

Yes.

The Nursery will make access arrangements for parents who have a disability. There is wheelchair access into the nursery.

• There are two disabled parking spaces at the entrance of each school, with close proximity to the office.
• The Nursery will communicate with all parents, regardless of ability, in a variety of ways; letter, phone call, email and text.
• The Nursery holds termly meetings with class teachers with parents of all children in the school.
• Additional meetings can be arranged with either the class teacher, SEND team or Head.
• The Nursery ensures that parents’ needs are met where possible by inviting relevant professionals involved in the adult and child’s care to meetings.
• Where possible the Nursery could arrange interpreters for the deaf and blind.

The nursery can access support through the EMTAS service when an interpreter is required.

• Prior to starting Nursery new parents and children are offered a tour of the Nursery, as well as a stay and play session where child and family can come and familiarise themselves with the setting and the staff.
• New children will have a settling in schedule of visits building up from one hour with parents to two, two-hour visits on their own. During this time, parents will have the opportunity to discuss their child’s needs with their keyworker.
• Additional visits could be arranged according to the needs of a child.

At John Rankin Nursery, we believe that the key to a smooth transition for pupils and families is preparation.  Our transition schedule for the move to reception class starts after the Summer half term and involves the children parents and staff in a number of meetings and activities to aid different transition. The pupils partake in a number of transition activities such as; visits to the reception areas, new class photo books, transition activities in the setting such as the new teacher visiting for story time.

Individual or group transition plans for some pupils with SEND or social/emotional needs are put in place if necessary.  These plans are evaluated in the beginning of the Autumn term.

In addition to this;

• Nursery teachers meet with Reception teachers to discuss the needs of the children.

• Class teachers from different schools meet to discuss the individual needs of children.
• New teachers also have other opportunities to meet the previous class teachers, teaching assistants and spend time with their new class. 
• Records will be sent promptly to the new school
• New children are encouraged to visit the school prior to starting to meet their new teacher and peer group.

• Tapestry records and Assessment information is passed on to the new school.
• Relevant notes from SENDCo will be passed to the new SENDCo.
• Reports from outside agencies and professionals can be passed to the new SENDCo..

At John Rankin Nursery, we believe that the key to a smooth transition for pupils and families is preparation.  Our transition schedule starts after the Summer half term and involves the children parents and staff in a number of meetings and activities to aid different transitions.

In addition to this, the pupils partake in a number of transition activities such as; visits to new areas, making of class photo books, transition activities in the setting.

Individual or group transition plans for some pupils with SEND or high anxiety are put in place if necessary.  These plans are evaluated in the beginning of the Autumn term.

In addition to this;

• The SEND team and SLT coordinate the hand over of information at the end of the year.
• Nursery teachers meet with Reception teachers to discuss the needs of the children.
• Class Needs Analysis and SAPs are updated and passed over to the new teacher in order for continuity of support.

Parents are advised to email the nursery on JRNursery@jrs.w-berks.sch.uk. Alternatively, the main office can be contacted on office@jrs.w-berks.sch.uk or on 01635 42376.

As the children’s named key worker the class teacher/nursery leader wold be the first point of contact. The teacher can then refer to the SEND team if necessary.

The Nursery has a SENDCo in the main school along with a Family and Pastoral Lead and team. We also have one Early Years ELSA.

The Nursery teachers and the SEND team can signpost parents/carers to external agencies either face to face, via email, newsletters or fliers.

The Nursery operates on an open door policy. The Nursery has an online communication tool named Tapestry that parents can use to contact the staff. There is also a contact form on the website and parents can email using either the office email or the nursery email. 

• Termly Pupil Progress Meetings (PPM) with nursery teachers/ SEND team and Leadership team.
• Pupils with an EHC plan will have an annual review, with agencies working with pupils, with the pupil.
• The SEND team and Nursery teachers are responsible for tracking the progress of children with SEND and assessing the impact of provision.
• Parents are asked for their views through various questionnaires over the year.