Truro Nursery School (TNS)

Our ‘Local Offer’ for Special Educational Needs and Disability (SEND)

March 2016

At Truro Nursery School we believe that children deserve the best possible start to their education. We hope to provide that, both in the Nursery School and in the community, by offering a safe, secure and happy environment in which children will feel confident and ready to learn. They will be supported by experienced staff including qualified teachers who are all committed to providing quality, nursery education and care with first class family support.
All our staff are fully trained to support all children and their needs. We ensure that we undertake training and gain advice specific to children with additional or special needs in our care in order to meet their particular requirements. We feel that a genuine partnership with parents is essential and we have a strong commitment to meeting the needs of any child.
We have been trained by ICAN (the children’s communication charity) as a communication supportive school and are currently working with them to gain the enhanced level accreditation. We also have a sensory room which houses a range of wonderful equipment to support all children and especially children with sensory needs.
Furthermore our staff have been trained by Jabadao to run a movement play approach which supports children’s social and emotional needs as well as physical development.
The aims and values of our school are:
·  Promotion of emotional wellbeing; development of self-esteem, confidence, security and independence
·  A preparation for life; learning about taking risks, communication, tolerance, cooperation, aspiration for achievement
·  Fostering a love of learning for all; the development of awe and wonder, excitement, enthusiasm, and essential skills
·  A social responsibility for all; developing social skills and relationships, respect, communication, accountability,
acceptance and empathy
·  A quality environment which is calm , secure, stable, safe, healthy and inclusive
·  Aspiration for excellence; clear and high expectations, a quality environment and respect for all
·  Community involvement; an open door policy, working with the whole family and development of partnerships
·  Sustainability of the school to include financial, environmental, maintaining a positive profile, professional
relationships and adapting to changes
We have a priority one list on our admissions policy which ensures that any child with an Education, Health and Care Plan (EHCP) and any other child considered vulnerable (at governors’ discretion) will be offered a priority place. We believe this is important as we can offer quality early years education led by qualified teachers.
We offer a graduated response to the level of need for each child as stated in the New Code of Practice, 2014. This means that we monitor closely any child who we have initial concerns about and work with parents/carers to ensure that they receive additional or different support as necessary. Children with significant needs may have an EHCP.
We are a fully inclusive school and no child with SEND will be treated less favourably than their peers. In order to achieve this inclusivity we ensure we have suitable ratios of adults to children; children with SEND work with teaching assistants and teachers; training is relevant and timely; all activities are adapted to ensure all children can take part and parent consultations for children with SEND are longer.
Our building and site is fully accessible ensuring any child with SEND has full access to the environment and curriculum. Parents/carers of children with a disability or those holding a blue badge or with a temporary disability may park in our disabled car parking space.
Other Relevant Documents
Accessibility Plan/Policy
Equality and diversity policy
Complaints policy
Admissions policy
Name of the Special Educational Needs/Disabilities Coordinator:
Catherine Stephens is the SENDCO
Contact details: Catherine Stephens, , 01872 274693

The levels of support and provision offered by our school

1.  Listening to and responding to children and young people

Whole school approaches
The universal offer to all children and Young person (YP).
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  The views and opinions of all children are valued.
Ø  Children have ownership of their learning journeys; decide what work they want to showcase and are able to talk about their choices.
Ø  Pupil voice is heard through:
·  Circle time
·  Pupil (verbal) questionnaires
·  Children being able to make choices about their environment and provision.
·  Floor books which record children’s ideas and consult with children in the planning process.
·  “All about me” forms are completed by parents/carers and children before they start nursery.
·  “All about me” boxes which the children bring in when they first start. / Ø  Children with SEND are included in all aspects of the universal offer which is then adapted as necessary e.g. some children may use symbols to communicate their ideas instead of drawings/mark making. / Ø  Universal offer is adapted as necessary
Ø  Team Around the Child (TAC) and other meetings involve pupil voice wherever possible
Ø  Documentation is published in a format most accessible to families
Ø  Children are offered choices and responses are adapted e.g. looking at preferred choice rather than verbalising.
Ø  Communication passports highlight strategies for the professionals that are helpful to the child’

2.  Partnership with parents and carers

Whole school approaches
The universal offer to all children and YP
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  TNS values its strong relationships with parents/carers and works hard to develop strong partnerships. We offer an open door policy.
Ø  Parents/carers are invited in to settle their children daily.
Ø  Learning journeys are available to parents/carers daily.
Ø  Weekly singing drop in's operate throughout the year.
Ø  Parents/carers are invited to parent teacher meetings every term.
Ø  Reports are sent home annually.
Ø  Up to date information about what is going on at TNS is published regularly on the parent password protected area on website.
Ø  Families are invited to open days each term.
Ø  Regular newsletters keep parents/carers up to date.
Ø  Opportunities for Information/family learning sessions.
Ø  Reading books sent home daily for sharing
Ø  Parents’ views are sought at intervals throughout the year e.g. at ‘Time to talk’ days and through our annual questionnaire. / Ø  Additional parent/teacher meetings as required.
Ø  Attendance at TAC (Team around the child) meetings
Ø  Referrals can be made via the school to a range of additional support agencies e.g. speech and language therapy; family support workers; educational psychologist.
Ø  Specific reading books are provided to support need.
Ø  Individual Education Plans (IEPs) are shared with parents/carers
Ø  Home/School Folders are shared so that parents can support the work going on at school / Ø  Attendance at TAC/EHCP reviews and other specific meetings.
Ø  Daily feedback/activity for parents/carers
Ø  Additional parent/teacher meetings as required.
Ø  Referrals can be made via the school to a range of additional support agencies e.g. speech and language therapy; family support workers; educational psychologist.
Ø  Specific reading books are provided to support need.
Ø  IEPs are shared with parents/carers
Ø  Home/School Folders are shared so that parents can support the work going on at school

3.  The curriculum

Whole school approaches.
The universal offer to all children and YP
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  The early years foundation stage (EYFS) curriculum is followed. This is designed to be inclusive for all children.
Ø  Full access to the curriculum for all children regardless of need.
Ø  Differentiated curriculum planning ensures that activities and delivery are matched to need. / Ø  In class support from adults supports speech and language /other areas of need
Ø  Small group support from adult
Ø  Small group circle time
Ø  Access to equipment e.g. special beaker, cushions etc.
Ø  Staff are aware of implications of physical impairment and have undertaken manual handling training.
Ø  Curriculum tasks and activities broken down into a series of small and achievable steps for pupils who have marked learning difficulties. / Ø  Individualised learning programme
Ø  1:1 support from adult
Ø  Speech and Language support from speech and language therapy (SALT), followed up in school
Ø  Educational Psychology (EP) involvement
Ø  Occupational Therapy/Physiotherapy involvement
Ø  Other agency support as appropriate e.g. Hearing Support
Ø  Individual visual timetables
Ø  Makaton/Signing
Ø  Symbols used for communication e.g. Picture Exchange Communication System (PECS)
Ø  1:1 Sensory room time
Ø  1:1 Speech therapy
Ø  1:1 Movement Play
Ø  Home School Folder
Ø  Daily contact with parents/carers
Ø  Use of first and next instructions
Ø  Finished box system
Ø  Desired behaviours chart
Ø  Traffic lights used to aid transitions
Ø  Access to ICT e.g. PC with switch, IPAD

4.  Teaching and learning

Whole school approaches
The universal offer to all children and YP
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  Plans are created by the team of teachers in outline and adapted during the week to ensure they meet the needs of all children.
Ø  Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
Ø  An appropriate balance of adult led and child led activities.
Ø  Preferences and learning styles are considered and catered for.
Ø  Adults may lead/demonstrate play in order to stimulate ideas and develop learning but this will be balanced with allowing the child to lead and explore their interests
Ø  Ongoing observations by staff ensure learning is personalised
Ø  Increased visual aids
Ø  Visual timetables to support understanding
Ø  Use of symbols to aid communication
Ø  Structured school and class routines
Ø  Use of simple reduced language
Ø  Access to ICT to support learning
Ø  Circle Time / parachute games/ group games
Ø  In class support from adults
Ø  Daily letters and sounds work
Ø  Daily mathematics
Ø  Movement Play available daily
Ø  Use of ICAN (speech and language) strategies
Ø  Whole school behaviour policy to ensure consistency / Ø  Additional use of ICT e.g. IPAD
Ø  Small Group intervention programmes e.g. speech and language development groups
Ø  1:1 movement play work
Ø  Group time sessions sometimes group children by ability
Ø  Pre learning opportunities (resources available to explore before they are introduced to a group) / Ø  Individualised learning programme
Ø  Individual Education Plans/EHCP
Ø  1:1 support from adult
Ø  Speech and Language support from speech and language therapy (SALT), followed up in school
Ø  Educational Psychology (EP) involvement
Ø  Occupational Therapy/Physiotherapy involvement
Ø  Other agency support as appropriate e.g. Hearing Support
Ø  Individual visual timetables
Ø  Makaton/Signing
Ø  Symbols used for communication e.g. Picture Exchange Communication System (PECS)
Ø  1:1 Sensory room time
Ø  1:1 Speech therapy
Ø  1:1 Movement Play
Ø  Home School Folders
Ø  Daily contact with parents/carers
Ø  Use of first and next instructions
Ø  Finished box system
Ø  Desired behaviours chart
Ø  Traffic lights used to aid transitions
Ø  Access to ICT e.g. PC with switch, IPAD
Ø  Behaviour modification programmes
Ø  Use of specialist equipment
Ø  Alternative teaching strategies

5.  Self-help skills and independence

Whole school approaches
The universal offer to all children and YP
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  At TNS we aim for children to be as independent as possible from day one. E.g. Children often prepare their own snack and they pour their own drinks
Ø  Children are encouraged to solve problems before asking an adult for help
Ø  Where appropriate we used conflict resolution (allowing children to decide on how to solve a problem with careful adult guidance)
Ø  Resources are organised to allow children to self-select.
Ø  Technology used to aid independence e.g. use of IPads to record own learning/take photographs of own work.
Ø  All staff encourage independence / Ø  Personalised support – e.g. talking tins; sand timer; visual timetables etc.
Ø  Small group interventions such as circle time
Ø  Use of visual aids e.g. visual timetables/pictures on resources to aid selection etc. / Ø  1:1 work with staff.
Ø  Use of specific visuals e.g. PECS (Picture Exchange Communication System) to aid choice and independence
Ø  Use of key worker to enable good relationships which will allow key worker to read signs for key child.
Ø  Personalised timetables/now and next boards etc.
Ø  Time given to allow children thinking time to encourage independence.
Ø  Mobility aids if appropriate.

6.  Health, wellbeing and emotional support

Whole school approaches
The universal offer to all children and YP
/ Additional, targeted support and provision
/ Specialist, individualised support and provision

Ø  Personal Social and Emotional Development (PSED) curriculum in EYFS
Ø  Circle times
Ø  Talking chair used to encourage speaking and listening
Ø  Daily time for parents/carers to discuss with teachers
Ø  Supporting children with medical conditions policy is adhered to.
Ø  Diet/health needs catered for and noted for all staff to be aware.
Ø  Movement play available daily
Ø  Forest school sessions planned to ensure every child takes part in a structured programme. / Ø  Individualised programme of movement play planned
Ø  Individual health care plans
Ø  Small group interventions
Ø  Home school book
Ø  IEPs / Ø  1:1 movement play with an adult
Ø  Input from EP, SALT or other professional.
Ø  1:1 story time to enable children to participate without distraction of the rest of the class.
Ø  Home school books
Ø  IEPs/EHCPs
Ø  1:1 support on educational trips/other activities
Ø  Risk assessments carried out for children with medical conditions/allergies and recorded in individual health care plans

7.  Social Interaction opportunities