SEN Policy


My ethos is ‘learning knows no bounds’ when the foundations of learning and development are sensitively and individually tailored for each child.

I adhere to the following legislation:

  • Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years. Statutory Guidance January 2015 and the update 1st May 2015

  • Children and Family Act 2014

  • Working Together to Safeguard Children 2015

  • The Children Act 1989

  • Equality Act 2010


The term SEND ‘special educational needs and disabilities’ has a legal definition. Children with special educational needs all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. The law says that children do not have learning difficulties just because their first language is not English. Of course, some of these children may have learning difficulties as well.

I pay full regard to the SEND Code of Practice (January 2015). I work to support the child and the child’s parents, in order to facilitate the development of the child and to help them achieve ‘the best possible educational and other outcomes, preparing them effectively for adulthood’. I make sure the child’s voice and parent’s voice are heard and they can participate as fully as possible in decisions by providing information and the necessary support. I have an up to date copy of the Code of Practice that I can email to any parent on request. It is formatted in large print as a word document. Parents can also download the document from

I use ‘The Graduated Approach’ to support the 4 areas of SEND - Communication and Interaction, Social, Emotional and Mental Health, Cognitive and Learning, and Sensory and/or Physical Needs.

I work closely with parents to listen to their views so as to build on children’s previous experiences, knowledge, understanding and skills and provide opportunities to develop in the seven areas of learning:

  • Personal, social and emotional development

  • Communication and language

  • Physical development

  • Literacy

  • Mathematics

  • Understanding the World

  • Expressive Arts and Design

Through my observations, I monitor individual children’s progress throughout the Early Years Foundation Stage (EYFS) and provide individualized early years educational experiences.

Where a child doesn't appear to be making progress, either generally or in a specific aspect of learning, I work with parents to devise interventions that are additional too/different from those provided as part of my setting's usual educational program and strategies (Differentiated Curriculum).

When an ‘Assess’, ‘Plan’, ‘Do’, ‘Review’ approach suggests a child needs further help, SEN support is provided, which is ‘Targeted Support by Setting’ whereby I work in conjunction with a child's family and external support services who can provide more specialist assessments, give advice on the use of new or specialist strategies or materials and help with an Individual Plan (IP) or a ‘Healthcare Plan for Children with Complex Medical Needs’ and help set targets to support a child. Support services at this stage may include the child’s Health Visitor and the Children’s Centre. The IP will take into account the views of the child and will record information about the short-term targets set for the child, the teaching strategies and the provision to be put in place, when the plan will be reviewed and the outcome of the action taken. I continually review the IPs and seek the parents’ views on the child’s progress. I make each child’s targets ‘SMART’. That is: Specific, Measurable, Achievable, Relevant, Timed. If after 2 terms the child has not made measurable progress, I use the ‘Graduated Approach’ and move to ‘Targeted Support by Setting and Other Professionals’ and ‘Educational & Health Care Plan (EHC) needs Assessment’.

I discuss my observations and any proposed plans with the parents in a way that encourages them to contribute their knowledge and understanding of their child and allows them to raise any concerns they may have about their child’s needs and the provision that is being made for them.

I previously worked as a Tutor at Portfield School, which specialises in Autism and other learning difficulties. I am always willing to strengthen my knowledge through reading and extra training courses where needed.