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SEND Information

Special Educational Needs or Disabilities (SEND) Information
for South Cave Bears Day Nursery

1 What are the contact details for your setting?

Setting name: South Cave Bears Day Nursery

Setting Manager: Becky Dexter

Setting SENCO: Sam Barton

Address: South Cave Sporting Pavilion, Church Street, South Cave, HU15 2EP


Telephone no.: 07415127975

Who should parents/ carers contact if they have a compliment, concern or complaint about your setting?

Becky Dexter – Manager

Sam Barton – Deputy Manager

2 What is the ETHOS of the setting with regards to SEND?
We welcome, value and include all children regardless of different cultures, disabilities, or special education needs. We provide a structured environment, to ensure all children achieve their full potential and work closely with parents and liaise with other outside agencies to ensure this. This ethos is reflected in our policies, and we care committed to the inclusion of all children. We believe all children have the right to be cared for and educated alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive environment where children are supported according to their individual needs.
3 Provide the link to the following statutory policies on the website of the setting

All the policies listed below can be found on this website by choosing Policies and Procedures from the Useful Information tab on the main menu ... together with all our other policies.

SEND Policy Health and Safety Policy Safeguarding Policy
Administering Medicines Policy Equal Opportunities Policy Concerns and Complaints Policy
Behaviour Policy Parents as Partners Policy Admissions Policy
Intimate Care Policy Key Person Policy  
4 How many children are you registered for with Ofsted?

How many Children do you have on roll? 33

How many Children have SEND? 3

How many Children have an Education, Health and Care Plan? 1

5 How does your setting;

Identify children with SEND?

We adopt a graduated approach with four stages of action; assess, plan, do, and review.

  • It is usually led by the senco, supported by the key person
  • Parents are engaged throughout.
  • Action is informed by the child’s views throughout.
  • The cycle can be revisited in order to identify the best way to securing progress

Plan for individual children, set targets or next steps and differentiate learning opportunities to meet individual needs?

Where the broad approach to SEN support has been agreed, the Early Years Practitioner and the senco should agree, with the ideas of the parent.

  • The outcomes they are seeking for the child, the interventions and support to be put in place. The expected progress, development and behaviour expected by the date of the review.
  • The EYP and Senco should take into account the views of the child, select the correct support to meet the outcomes, and base these interventions and support on reliable evidence of effectiveness by using the Education Endowment Foundation Early Years Toolkit. (SEN and disability code of practice para 5.40 plus para 5.42)

Assess and review progress of Children and with SEND?

The EYP, Senco and parents will agree a review date. At this meeting the attendees will review the effectiveness of the support, review the impact of the support on the child’s progress and evaluate the impact and quality of support. (SEN & disability code of practice para 5.43)

Evaluate the effectiveness of provision for Children and with SEND?

The effectiveness of the provision for children and those with SEND is done by continuous evaluations, learning journeys, development plans and observations which are written up and then checked against the individual children’s progress grids regard the EYFS.

Involve parents fully in discussions about their child’s progress and in plans for support to meet the agreed outcomes for the child?

The EYP works with the setting Senco and the child’s parents and bring together all the information and analysis the child needs. The following four broad areas will be discussed to see if they are in need of support, Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health and Sensory and Physical needs. (SEN code of practice para 5.32 and 6.28 onwards.)

6 Who are the best people to talk to in your setting about a child’s difficulties with learning / Special Educational Needs or disability (SEND)?
Firstly, the child’s Key Person and/or the Senco and/or the manager. This can be done in person at pick up or drop off time, or by a set appointment, or phone, email and text. There is also an out of hour’s number which is available for text messages during the weekend.
7 What are the different types of support available for children with SEND in your setting?
Small group activities One to one activities Portage
Speak and Sign Chatter box program Additional staffing
  Additional resources  
8 How will the setting ensure ALL staff are aware and understand a Child’s SEND?
Our setting has fortnightly team meetings and SENDCO is always on the agenda, it is at this point all staff are brought up to speed with children’s individual needs. The setting also has a two short “pass on” information sessions a day am and pm. There is a planning meeting every eight weeks when information can also be passed on.
9 How will the setting let a parent/ carer know if they have any concerns about their Child learning?

Initially the child’s key person would ask the parent if they had any concerns of their own.  Parents evening, or a discussion at a convenient time.  If necessary, the senco can be brought into this conversation.

10 How is support allocated to children?

The senco, sometimes with the aid of the children’s key person, would make the decision on how support is going to be allocated to a child.  The plan for additional support within the setting is sorted at the beginning of each morning with a staff member allocated to the children that need additional support.  The parents will be asked their opinion should they have one concerning allocation of support and we would also seek additional support from the local authority either by way or portage, additional staffing or additional funding.

11 How does support move between the age groups?

We have individual planning to support each child through their learning and development.  The children’s SEN next steps are available to all staff to comment and evaluate.  We differentiate the planning to suit the needs of all children regardless of SEN or age. 

12 Which other people and organisations provide support to Children with SEND in your setting?

All practitioners (as we are small team), provide support to children with SEND in our setting under the guidance of our Senco. Also, someone from the Speech and Language team will sometimes come into the setting along with Portage, Health Visitors, Children’s Centres, Area Senco’s and Social Workers if necessary.  The outside agencies are booked in advance to ensure staff are available to meet and spend time with other professionals.

13 What training have staff received to support Children with SEND?
The Senco and Manager have been on numerous training courses (far too many to list here), mainly, the responsibilities of the SENCO, and we go on Safeguarding and Inclusion Cluster meetings on a regular basis in order to keep up with the latest information. Many of the staff have been on speak and sign training. All SEN and inclusion training is cascaded down to all staff at a team meeting.
14 How will provision be adapted for a child with SEND?

Our nursery needs very little adaption as it is all on one level and we have additional staff in when children with SEND are on site.  Equipment can be brought in to support SEN children if needed.  The SEN children have their own individual development plans which are used within the setting.

15 What support is available for parents/ carers of a Child with SEND?

Our local children’s centre is very supportive of parents and carers of children with SEND. They run a “talk time session” “soft play session” and do home visits, as well as visiting the setting.

We have a scrapbook system in place which has pictures and details of what each child has done each day/week within the setting. This goes home once a week and then the parents are encouraged to also put pictures in and write about what they have all been up to. This together with a verbal update upon collection and pick up is an excellent opportunity to keep regular contact with the parents.

16 How is the settings physical environment accessible to Children with SEND?
Our setting is well equipped physically for a child with SEND to access. Everything is on the same level, there are no steps and we have a toilet for the disabled. The car park has a disabled parking place and the car park and entrance are wheelchair accessible. We have signs to support speech across the setting in various different places. All the children’s equipment is at the correct level for both small children and those in wheelchairs. We have low tables and chairs, we have straps on some of the chairs for safety if necessary and we also have “captain’s chair”. (A low chair with arms).
17 What facilities are available for Children with SEND in the setting e.g. special quiet room, sensory equipment?

We have an area that is “fenced off” where children with SEND can have some peace and quiet if necessary.  We have a “Book Nook” outside the actual dayroom for additional quiet time or one to one work.  We have various items of sensory equipment, together with a dark den with sensory lights.

18 How will Children be supported during transitions? (when moving between rooms/when moving to another setting/moving to school)
We do not have different rooms. However, we would do many visits to a different setting and have transition meetings. We provide a full transition report to which ever school the child may be going to attend regardless if it is not our feeder school. We have a set letter which we send to other settings in order to share progress and other information with an additional setting the child might go to, such as a child minder. When new staff start, we introduce them to the children before they start and explain what their role will be.