SEND stands for Special Educational Needs and Disability. Children and families with SEND are entitled to specialist provision and services.
What is SEND?
SEND at Pen Green and Kingswood
At Pen Green we celebrate all children and families. We embrace diversity and recognise the rich contribution of each unique child. We believe that children and families need person-centred services which promote full social participation, enabling everybody to maximise their health, well-being and life chances.
We always focus on children’s achievements and look at children as learners no matter
what their starting points are. We do not use a deficit model of what children cannot do.
- We believe that every child and adult has something unique that they bring to the centre
- We value their contribution and aim to nurture and develop each individual
- We respect, value and celebrate our differences
- We support each child’s well-being, self image and confidence in their abilities to learn and achieve
- We recognise that we all learn from each other
- Everyone has a fundamental right to a fair and equal education
Inclusive Practice and Equality of Access
Pen Green are on a journey to becoming an fully inclusive centre with equality of access. To achieve this, our staff are breaking down the barriers families face when accessing services or asking for help. We are pro-actively seeking the children and their families with special rights, not waiting for them to come to us. Our goal is to work with all children and families with SEND in Corby.
The team at Pen Green share a vision that respects each child’s right to be viewed as an independent and autonomous individual with a fundamental right to a fair and equal education.
SEND in Nursery and the Early Years Provision
Our inclusive provision offers families with SEND a range of options to meet their specific support needs. We always try to find a way to engage and support children and families as best we can. Children with SEND are supported by their Family Worker, members of the SEND team and where appropriate, external professionals and agencies. Some children will also received a 1:1 support worker. To ensure that children with SEND have access to their education the staff will undertake extra training to make sure that the placement will go ahead.
All children in our provision have individual planning and documentation that reflects their personal interests and curiosities. Children with SEND also have a specific action plan, which uses a small step approach to support their learning. This is reviewed on a regular basis with parents. We also create a one page profile for each SEND child. This gives all staff and external colleagues vital information about the child, improving their understanding of the child’s unique needs, helping to ensure high well-being.
We also support families by:
- Working closely with the Specialist Support Services (SSS) formerly known as
- Completing the Portage Development Profile with parents
- Working collaboratively with health colleagues – speech and language services, occupational therapists, physiotherapists, community paediatricians and health visitors
- Consultations with the Education Psychologist Service
- Applying to the High Needs Funding block for money to provide 1:1 support for those children who need extra support.
- Applying for an Education Health Care Plan (EHCP) with parents and writing advice to support the EHCP
- Supporting parents to attend appointments
- Supporting parents to complete applications for Disability Living Allowance (DLA)
- Supporting families with the Early Help Assessment (EHA)
- Publicising the Local Offer
If you would like to speak to a member of team about any concerns, please contact the SENDCo Worker, Annette Cummings.
A Holistic Approach to SEND Assessment in the Early Years
The Early Years Working Party acknowledged the progress of children with SEND cannot easily be demonstrated or celebrated using existing Early Years frameworks and identified key challenges in relating to this notion. Through discussion the Working Party identified a set of principles informing their recommendations and suggestions and considered several assessment pathways with associated assessment tools. The aim being to place the child at the centre and to celebrate their learning and development. The outcome has been the publication of a booklet ‘A holistic approach to SEND assessment in the Early Years’. The booklet provides templates, interactive links and video vignettes and it will be uploaded on to the DfE website to be accessed nationally by practitioners.