Special Educational Needs and Disability
We really want to use this page to share all of the fantastic things we do in nursery to ensure that ALL children have equal access to our provision. Children with additional needs will experience a personalised curriculum, support from skilled and knowledgeable staff and this is overseen by our Special Educational Needs Co-ordinator, Catherine. Catherine is a qualified teacher.
Hylton Red House Nursery School welcomes its general responsibilities to the Equality Act 2010, and the Public Sector Equality Duty. Please also refer to our Equality and Diversity Policy (containing Equality information and objectives (public sector equality duty) statement for publication).We are a fully inclusive school. We aim to ensure all children experience a fully accessible environment, curriculum and quality of experience by seeking to remove barriers. This is in accordance with support and advice from external partners such as the Local Authority, specialist SEN support teams, medical professionals and EMAS team where appropriate.
The Sunderland Ranges
In Sunderland, the newly introduced 'Ranges' document will provide a core framework for all professionals working with the pupil and will give greater clarity for parents, families and carers in terms of what their child’s needs are, and what each child is receiving.
The Ranges cover the 4 areas of need from the SEN Code of Practice:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and/or Physical and Medical needs
The Ranges also take account of 'Preparation for Adulthood' (PFA) Outcomes:
- Employability / Education
- Independence
- Community Participation
- Health
The Parent Carer Forum have created a useful video to explain the ranges HERE
How we support children with additional needs
We are a fully inclusive nursery school. This means that all staff work with children who have special educational needs and disabilities. It’s everyone’s job to support every child so that they progress educationally, emotionally and physically. Your child's key person will develop a close working relationship with your family. When your child sees positive relationships between staff and parents, they feel more safe and secure.
Inclusion Staff
All staff have roles and responsibilities linked to inclusion. However, the following are some specific roles:
SENDCo: Miss Catherine Barnett, Headteacher
Medications Manager: Miss Laura Spoors
Medications Manager: Miss Rachel Pleavin
Wellbeing Champion: Miss Catherine Barnett
SEND Governor: Mrs Julie Heron
Inclusion, Equality and Diversity Working Party (Governors): Miss Rachel Pleavin / Mrs Anne Loadman / Mrs Julie Heron
To contact any of the above staff, email the school office: hrh.nursery@schools.sunderland.gov.uk
Accessibility Plan
To ensure no pupils are treat less favourably than their peers, we monitor and review our Accessibility Plan. This plan describes our commitment to disability equality. We firmly believe in equality of opportunity for all and are committed to playing our part in removing barriers actively promoting equality in everything we do. In accordance with the DfE guidelines, as stated in the Equality Act 2010 and the SEND Code of Practice 2014, we will consider 3 main areas:
1. Increasing the extent to which disabled pupils can participate in the school's curriculum,
2. Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school,
3. Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.
A paper copy of our 'Accessibility Plan 2020-2022' is available at the office, and we can arrange for access in alternative formats / languages upon request.
Admissions
Hylton Red House Nursery School does not have separate admission arrangements for children with SEN to that of their peers. We will make every effort to meet the individual needs of a child with SEN.
Speech, Language and Communication
We have continually invested in training, support and resources in order to be able to provide robust support and intervention for children who may have language and communication needs. Some of the ways we support language in nursery include:
ICAN
We are an enhanced ICAN accredited setting. This means that we have been recognised for the robust and inclusive provision we have around children's speech, language and communication needs. We can deliver 'Early Talk Boost' and Blast! language interventions.
Makaton
Makaton is a sign assisted language programme. We currently have 100% of our permanent staff trained in Beginners/Foundation Makaton. There are also staff who are certified in delivering 'Baby Makaton'. We use Makaton signs and symbols daily as part of our everyday provision, with all children. This is part of our inclusive offer and supports children's language and communication development as well as raising awareness of the needs of others.
See our 'Learn at Home' page for more Makaton resources.
Makaton - Old MacDonald
Makaton - Baa Baa Black Sheep
Makaton - Wheels on the Bus
"Parents of SEN children can’t speak highly enough about the support given for their children."
Inclusion Quality Mark Report, June 2016
Equality Objectives
In line with the Equality Duty 2010, we have 'due regard' to equality considerations when making decisions that may potentially impact upon groups or individuals. We have an 'Equality and Diversity Policy' which explains our procedures in more detail.
Our objectives are:
- Monitor and analyse children’s achievement by groups, including gender, race and disability and act on any trends in the data that require additional support for children to accelerate progress.
- To ensure continuing professional development for all staff supports their understanding of the Equality Act 2010 and school responsibilities.
- Ensure that curriculum, resources and displays promote diversity in terms of race, culture, gender and disability.
- To promote attitudes of respect, pride and understanding between pupils, parents, staff, governors and the local community.
Social, Emotional and Mental Health (SEMH) and Wellbeing
Support and Information for Parents and Carers
Are you a carer?
Many do not recognise themselves as carers.
They are parents, grandparents, children, partners, friends or neighbours doing what needs to be done to maintain a quality of life for those they are looking after.
Sunderland Carers Centre is there to help you. Whether you are caring for young children, parents, grandparents, extended family members or friends, they adopt a “whole family” approach.
The responsibilities and duties of a carer can arrive at any time, to anyone in any community – you may be looking after your child, spouse, friend, relative or co-worker.
We would urge anyone who thinks they are or may know a carer to contact the Carers Centre directly.
You can self-refer to Sunderland Carers Centre.
Local Offer
Local Authorities must publish information about provision in the area for children and young people aged 0-25 who have SEND.
Click HERE to view.
