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Nunney Pre-school Special educational needs and disability (SEND) – Policy Aims


  • To have regard to the SEND code of practice.

  • To ensure our provision is inclusive to all children.

  • To ensure children with SEN and/or disability, together with their parents and families are supported.

  • To ensure early identification of children’s individual needs and to work closely with parents and other agencies i.e. health and social care services, Integrated Therapy services and local Children’s Centre to meet children’s individual needs.

  • To monitor and review our practice regularly.

Nunney Pre-school is passionate about providing high quality, inclusive care and education. Staff at Nunney Pre-school have experience in supporting children with SEND and medical needs. Staff knowledge includes speech and language including Somerset Total Communication (STC) training, Behaviour as Communication, Every Child a Talker (ECAT) and Letters and Sounds, Paediatric First Aid. 

We ensure that our inclusive admissions practice ensures quality of access and opportunity. Each child is treated as an individual based on their own needs. Every child has a voice, is listened to and respected. 

There are 4 areas of SEN (Special Educational Need) and these are:-
Communication and interaction.
Cognition and learning.
Social, mental and emotional health.
Sensory and / or physical.

Special educational provision is matched to the child’s identified SEN. 

We follow 4 stages of action:-

We regularly assess individual children’s needs and progress.
From the information gained during assessment, we plan and agree outcomes, intervention and support.
We include the views of the child and take into consideration staff development needs. 
Our agreed plan is implemented involving the child’s keyworker and other staff team members. 
The effectiveness of the support and it’s impact is reviewed involving the child’s parents and the
child’s views. 

Role of the setting and Local Area SENCO’s.

We have a designated member of staff who acts as Special Educational Needs Co-ordinator (SENCO.) Our designated SENCO is Rachel Rossi (Leader). All staff are responsible for meeting the individual needs of their key children with the support of our SENCO and are expected to inform our SENCO of any concerns they have about any of the children in our setting. 
Our SENCO will:

  • Ensure all practitioners in the setting understand their responsibilities to children with SEND and the setting’s approach to identifying and meeting SEND.

  • Advise and support colleagues.

  • Ensure parents are closely involved throughout and that their insights inform action taken by the setting.

  • Liaise with professionals or agencies from beyond the setting.

  • Attend regular update meetings and training, feeding back to staff.

Where necessary, we seek the help and support from the Local Area SENCO which includes:-

  • Advice and practical support about approaches to the identification assessment and intervention within the SEND Code of Practice.

  • Support for setting based SENCO’s in drawing up and implementing a SEND policy.

  • Strengthening the links between setting, parents, schools, social care and health services.

  • Developing and disseminating good practice.

  • Developing and delivering training.

  • Developing existing SENCO networks to support smooth transitions to school nursery and reception classes. 

  • Informing parents and working with local impartial information advice and support services to promote effective work with parents of children in the Early Years.

  • Planning for transfer to school.

Accessibility and communication (Our Local Offer)
Our inclusive practice policy ensures equality of access and opportunity. Our setting is wheelchair accessible with level access or ramps, wider doorways, accessible toilet and changing facilities and quiet room. If required appropriate communication tools will be used to enhance our auditory and visual environment, along with the Key Person approach and partnership with parents these will be used to ensure children with SEN can communicate their needs and wishes and understand other people’s communication.
Rachel has completed training in her role as an Early Years SENCO enabling her to

co-ordinate individulaised support for children and work alongside parents, carers, pre-school staff and other professionals as necessary to ensure the best possible outcomes for all children. 

Identifying children with SEN.

Children are assessed when joining our setting. If children are coming to us from other settings, we liaise with them as part of our assessment. Discussions with parents and the 2 Year Old Check also form part of our assessments. 

Support for children and how the curriculum will be matched to the individual children’s needs.

We operate a Key Worker system and when your child joins us he/she will be allocated a Key Worker who will be responsible for settling in, assessing needs and monitoring progress. We encourage settling in visits to Pre-school based on the individual needs of child. If the Key Worker has concerns about a child, this will be discussed with parent’s and if applicable a plan of action including either a Provision Plan for individual needs or an Education, Health and Care Plan where appropriate will be put in place and records kept in the child’s file. Reviews will be carried out termly. Planning activities based on children’s individual needs will help children with SEND and medical needs to be able to access all the activities of the setting, build relationships and make friends. Outings and trips are planned in order that all children are included.  We ensure that the child’s overall wellbeing is supported by providing staff with training and support where necessary to meet the child’s medical and social needs. All administration of medicines are recorded and witnessed and the administration of medicines and provision of personal care are done sensitively and with appropriate privacy. Where necessary, a Medical Care Plan will be provided and all staff will be made aware of it’s contents. Support will be given to individual children and parents when children move to a new setting or start school. Where needed we are able to approach various outside agencies for support such as :- Health Visitor, Area SENCO, Speech and Language (Integrated Therapy Services), Local children’s centre. 

Raising concerns

If you have any concerns about any aspect of your child’s development, we encourage parents to speak to staff, specifically your child’s Key Worker and setting SENCO. You are welcome to talk to us any time either informally or an appointment can be made if preferred.  We hold regular one to one sessions to discuss individual’s progress where parents are invited to look through their child’s Personal Pathway records and raise any queries or concerns they may have.

Monitoring and review

We monitor the effectiveness of our practice and provision through reviewing planning, provision and progress of individual children, staff and management and the views of parents, professionals and external agencies. We monitor and review our policy annually. 

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