- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Stepping Stones uses a system of observation and assessment to monitor children's progression in development and learning and planning for their particular needs.
Key persons consult with parents / carers developing an individual plan to support the child towards their next steps.
- How will early years setting/school/college staff support my child/young person?
The individual support plan setting a next step target will be developed by the key-person and Special Educational Needs Co-ordinator (SENCO) together with the parents / carers and other outside agencies as required e.g. Speech and Language Specialist. The plan will be used each session by staff, primarily the key-person who will explain the plan.
Plans will be reviewed at regular periods with all parties evaluating progress and achievements and re- setting new targets and other support required.
- How will the curriculum be matched to my child's or young person's needs?
Stepping Stones plan the curriculum taking into account observations, child's interests, particular needs, next steps and individual targets.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Stepping Stones provide regular opportunities to share information with parents about their child. Setting times for discussion and explanation of planned strategies, interventions and activities to help support their child including ideas for support at home.
- What support will there be for my child's/young person's overall well being?
Setting primarily supports children with SEND via their key-person and the Senco where their Special Educational Needs are supported with different activities.
- What specialist services and expertise are available at or accessed by the setting/school/college?
As applicable the Setting works with outside agencies such as Speech and Language / Health Visitor/ Childrens Centre and Portage Service.
- What training are the staff supporting children and young people with SEND have had or are having?
Staff receive training in Inclusion.
SENCo updates training 3 yearly.
Seek particular needs as demands.
- How will my child/young person be included in activities outside this classroom including school trips?
Our Early Years Setting offers local short walks and visits when SEND children are provided with 1 -1 support to facilitate participation in the out of setting experiences.
- How accessible is the setting/school/college environment?
The Setting operates in a centrally positioned Church Hall with full wheelchair accessibility and has changing and disabled toilet facilities.
The Setting aims to communicate with any parent / carer whose first language is not English by seeking professional help as required and engaging with the extended families as appropriate.
The Setting provides equipment and facilities required to support SEND children securing more specific needs as appropriate via allocated funding.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
There are a variety of ways the Setting prepares for the transition to the next stage e.g. school i.e. stories, items of school uniform, book bags etc. for the role play and dressing up. We share information books from schools; teachers come to visit children joining them.
During term time children have opportunity to practise changing for PE (with support as required) and staying for lunch.
The Setting liaises with all the relevant schools or other settings sharing documented information regarding the child s stage of development with the EYFS, relevant information, background, individual needs and interests. Support and intervention and involvement of other agencies.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Our long established Setting has built a good supply of resources which are available for SEND support and intervention.
The Setting aims to set aside a budget allocation and or seek help is additional specific resources are required.
- How is the decision made about what type and how much support my child/young person will receive?
Decisions about the support of a SEND child will involve the child's key-person, parents and other agencies if applicable.
Targets are set with specific activities/ resources planned to support these which are then evaluated in order to measure progress and set aside further targets.