For our SEND policy please see our policies page.
SEND Information 2018/19
If you have a complaint about a child with SEND, please contact our SENCo Steph Rushworth or in her absence our Head teacher Catherine Hughes. If you are still concerned then please refer to our complaints procedure (also on our website).
SEND Information Report
Ganneys Meadow Nursery School is a fully inclusive school. We ensure that all children achieve towards their potential socially, emotionally, physically and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, physical ability or educational needs) This document is intended to give you information regarding the ways in which we ensure we support all of our children including those with SEN and disabilities, in order that they can reach their full potential. It may not list every skill resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual children.
Children may be identified as having SEND when their progress has slowed or stopped and the interventions and resources put in place do not facilitate improvement.
Special Educational Needs and/or Disabilities can include one or more of the following:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health difficulties
Sensory and/or Physical Needs
A child may have needs that span two or more of these areas. In the Code of Practice 2015, Chapter 6, paragraph 6.28 onwards, it gives a fuller explanation of these categories.
The purpose of identification is to work out what action the School needs to take, not to fit the child into a category.
Who are the best people at school to talk to about my child’s SEND?
Your child’s Class Teacher and your child’s Key Worker - responsible for planning the differentiated curriculum and assessing your child’s progress.
SENDCO- responsible for co-ordinating all the support and interventions in the school, keeping parents informed, holding the reviews and liaising with all agencies involved with your child. Steph Rushworth is the SENDCo, and is a member of the Senior Leadership Team. She has the National Award for SEN (NASENCo award), as required by law, and longstanding experience in SEND. To contact her, please phone the School on 0151 677 9255
Headteacher responsible for the day-to-day aspects of the school and all the arrangements for children with SEND. The Head Teacher has to report to the Governing Body on all aspects of SEND within the school. The Head Teacher Catherine Hughes has longstanding experience in SEND and was a SENCO in her previous role.
SEND Governor is responsible for making sure the necessary support is made for every child who attends the school with SEND.
Arrangements for consulting with parents of children with SEND and involving them in their child's education
Children's keyworkers speak regularly to parents regarding their children as 2-way communication between home and Nursery School is key to children's learning. Parents are encouraged to express any concerns to the keyworker about their child's development and the keyworker always shares any concerns that the Nursery might have. If the SENCo becomes involved and has concerns that would be better suited for external agency advice and support, parents are always consulted as to their thoughts and wishes. Parents are fully informed with applications for other services and are always involved with any meetings that concern their child. School Additional SEND Support Plans [ASP's] are sometimes put in place and parents are fully involved in this process.
How will I know how well my child is doing at school?
The School has an ‘open door’ policy - parents are welcome to speak to their child’s Key Worker at any time.
Partnership between parents and teachers - we strive to communicate regularly with parents. There are termly meetings with the SENCO and / or Head Teacher.
If your child has an Education Health Care Plan or Inclusive Practice Funding, there will be formal meetings where progress is reported on and a report written.
Team Approach and Working Together
We have a team approach, working in partnership as staff, with parents and outside agencies. This allows all involved to contribute knowledge and perspectives, and supports adoption of a consistent and informed position from which to work with each child. We have a collective responsibility to ensure the whole school community (staff, parents and pupils) make a positive contribution to meeting the needs of children with SEND. Our approach is supported by commitment to ongoing staff training, appropriate to the needs of individual staff and children.
How accessible is this school for children with SEND?
Our school is fully compliant with DDA requirements. There is a disabled toilet and changing facilities. We ensure where ever possible that equipment used is accessible to all children regardless of their needs. After-school provision is accessible to all children, including those with SEN.
How do school know if my child has special educational needs?
The professionals working in school with your child are able to share their concerns with the Special Needs Co-Ordinator (SENCO), Mrs Rushworth, if a pupil is not making the expected level of progress.
At Ganneys Meadow we use a cyclical approach to meeting and reviewing the needs of pupils with special educational needs:
This process includes:
• Using the graduated approach to identify and support a special educational need. (see above diagram)
• Additional Support Plan meetings in order to plan appropriate provision and intervention.
• The setting of individual targets with pupils and their families and sharing the impact of support, using Additional Support Plans.
• Liaison between the SENCO and class teacher with other professionals to determine and facilitate appropriate support.
• Ensuring quality interventions are delivered by the appropriately trained staff.
• Termly pupil progress review meetings with the Head teacher, class teacher and SENCO take place to review progress and appropriateness of provision. This informs provision mapping and the updating or identification of those pupils requiring additional support
At Ganneys Meadow we use a variety of interventions that we hope will improve children’s outcomes in the area of SEND that has been identified as an area of need.
Here is a list of some of the interventions that we use to support the children. Alongside these we will follow recommendations from external agencies.
Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health
Physical and Sensory.
1:1 session with key workers around child’s interests.
Small group targeted activities.
Welcomm: SALT assessments/activities.
Sound listening: SALT programme to support development of speech sounds.
What’s in the bag: SALT programme to develop language.
Giggle time (ASC Team) Developing interactions.
Venturing into play (ASC Team) Developing interactions.
Lola: Listening and attention games.
Social skills groups. (turn taking)
Boxall profile interventions/activities.
Sensory diet activities.
Disco Dough (Fine motor skills).
Squiggle while you wiggle (Gross motor skills).
At Ganneys Meadow we have a brand new sensory room that has creates a comforting, relaxing and sensory environment for all our children to access. It provides opportunities for visual and auditory sensory stimulation in a structured, targeted way. Children access the room through small group work and 1:1 sessions.
How does this school measure progress and how often?
The class teacher and key worker, formally monitors progress made by the children in their class on a half-termly basis.
Each term the Head teacher, SENCO, class teacher and key worker meet for pupil progress meetings. These meetings:
• identify progress made by individual pupils and determine whether they are working at an appropriate level for their age and ability
• ensure pupils with SEN have access to the interventions and support they need
• monitor the impact this support is having on the pupil’s progress
• help decide what support is needed in the future
· Monitor and review Additional Support Plans to ensure targets are being met and learning is being moved on at a suitable pace.
If a pupil has Inclusive Practice Funding or Education, Health and Care Plan, a person centred review takes place at least once a year. Parents, class teacher, SENCO and other professionals attend and discuss if the child’s needs are being met appropriately.
Who are the other people delivering services to the children in this school?
Other professionals may need to come into school to support your child, or offer advice and guidance to school staff. Here is a list of agencies who visit our school to provide support or work with children.
ASC Team (Autism social communication )
Children’s Educational Psychology Team
Speech and Language Therapy services
Children and mental Health Service (CAMHS) - http://cwpcamhscentre.mymind.org.uk
Behaviour Team/ professionals
Physical and sensory service team
Vision and Hearing support
Outreach programmes (Gilbrook )
(Any other agency as the needs of the pupils arise)
Sun Downs (Charity for children and families with Downs Syndrome)
Reports provided by other professionals are shared with parents/carers and school. The class teacher or SENCO will discuss with you any information or details of the reports which affects your child’s education and provision.
At Ganneys, the settling in process allows children along with their parents to feel comfortable in the new environment and share any particular need or ability that the keyworker or SENDCo might need to know. This involves filling in paperwork all about their child so key workers can get to build positive relationships with the children from the very beginning.
When children are ready to move on to Reception Class there is an individual approach to transitions. All children with SEND will have at least one group or individual visit with their keyworker and usually the SENDCo to their new School. The School SENDCo and teacher are invited to visit the child at Nursery. Parents are kept fully informed about the process. Some children benefit from photos of their new School, or a social story about leaving Nursery and starting School. The receiving school has communication with the SENDCo and as always the parents are involved. Transition meetings are held to ensure that the right provision is in place for the child at the start of the school year.
Effectiveness of our SEND provision
46% of SEND children made better than expected progress in PSED
58% of SEND children made better than expected progress in CL
46% of SEND children made better than expected progress in PD
63% of SEND children made better than expected progress in Reading
46% of SEND children made better than expected progress in Writing
58% of SEND children made better than expected progress in Maths
Special Educational Needs and Disabilities
Ganneys Meadow Nursery School and Family Centre is a local authority maintained Nursery School.
At Ganneys Meadow Nursery School and Family Centre we believe that all children are entitled to the best possible outcomes. We treat all children as individuals and understand that they learn in different ways and different rates.
We aim to identify Special Educational Needs and Disabilities as early as possible so that we obtain the appropriate support for their individual needs.
The 4 broad areas of need are:
· Communication and interaction
· Cognition and learning
· Social, emotional and mental health difficulties
· Sensory and physical needs
SEND Information 2018/19
What is the Local Offer?
The Local Authority (Wirral) publishes information about services that are available to children and families with SEND. This will provide parents with a choice of services and support from a range of providers including the Local Authority, Health and the Voluntary Sector.
You can access the local offer here.
If your child has Special Education Needs what can we offer you at Ganneys Meadow Nursery School and Family Centre?
Who are the best people to talk to about my child’s difficulty?
The class teacher:
Mrs Tina Harris Lavender
Mrs Helen Perry Daisy
· Checking on the progress of your child and identifying, planning and delivering any additional help your child may need and letting the Special Educational Need Co-ordinator know as necessary.
· Writing individual outcomes with the SENCO and ensuring these are shared with parents.
· Ensure all staff working with your child understand the targets/outcomes and the strategies being used to achieve this.
· Ensure the school’s SEND policy is followed in their classroom for all the pupils they teach with SEND.
The Special Educational Need Co-ordinator is
Mrs Steph Rushworth, is responsible for:
· Developing and reviewing school SEND policy.
· Co-ordinating the support for all children with special educational needs/disabilities.
· Ensuring that you are involved with supporting your child’s learning, kept informed about the support your child is getting, and reviewing how they are doing.
· Requesting support from other services e.g. speech and language therapy, educational psychology, health visitors, physiotherapists, early intervention officers.
· Co-ordinating and liaising with a range of professionals who may be working with your child.
· Updating the school’s/centre’s SEND register.
· Providing support for staff working in the school/centre so they can help children achieve the best progress.
· Organising and monitoring the 1:1 and small group work undertaken by the staff.
The Headteacher is
Mrs Catherine Hughes, is responsible for:
· The day to day management of all aspects of the school, this includes support for children with SEND. She ensures the SENCO and Senior staff keep her informed on a regular basis regarding all children but in particular those with emerging or identified needs
· The Headteacher will give responsibility to the SENCO but is still responsible for ensuring that your child’s needs are met.
· The Headteacher must make sure that the governing body is kept up to date about any issues in school relative to SEND.
The SEN Governor is
Mrs Alison Cretney
What are the different types of support available in our School/Centre?
At Ganneys Meadow Nursery School and Family Centre we offer a graduated approach to support children with SEND.
· High quality teaching based on observation of the children and planned for individual needs.
· Early Years Support Plan (Play Plan for under 3s) based on a Person Centred Planning approach. These will be completed with the SENCO and the parents.
· Early Years Additional Support Plan where professional input is required to support person centred planning.
· Education, Health and Care Plan (EHCP). This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided on an EHCP. This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
How can I let the school know I am concerned about my child?
If you have concerns about your child’s progress you should speak to your child’s class teacher or the Family Services Manager (under 3s).
If you continue to be concerned that your child is not making progress you can speak to the SENCO Mrs Steph Rushworth or the Headteacher Mrs Catherine Hughes
How will the school let me know if it had any concerns?
If your child has been identified as not making progress the class teacher will talk to you. If additional support is needed a meeting will be set up with the SENCO.
How is extra support allocated to the school/centre?
The school/centre budget, received from Wirral LA, includes money for supporting children with SEN.
The Headteacher decides on the deployment of resources for Special Education Needs in the school/centre.
The Headteacher and the SENCO discuss all the information they have about SEND in the school/centre including:
The children getting extra support already.
The children needing extra support
The children who have been identified as not making as much progress as would be expected.
From this information they decide what resources/training and support is needed.
How are other people providing support in school?
Teaching Assistants provide extra support in the form of focused teaching groups. These children have identified needs e.g. listening and attention, language delay/disorder and phonological difficulties. A programme is planned to meet these individual needs. TAs also provide support for those children with physical difficulties and this is usually on an individual basis.
Links with other Professionals
We work closely with a School Educational Psychologist.
· We commission the services of a speech and language therapist who works across the Nursery school/centre assessing children, providing therapy and supporting staff.
· A specialist speech and language therapist from the Early Years Team also works regularly within the Centre supporting those children with severe and complex needs.
· Through the School Readiness Team we can also access a range of other services e.g. Autistic Spectrum Condition Team, Portage Team and the Sensory Team.
· We work closely with Health Visitors and Community Paediatricians, holding regular meetings with the Centre.
· Therapy sessions for children with motor disabilities and their parents are held twice a week and we maintain good contacts with Physiotherapists and occupational therapists.
How are staff helped?
Staff have been involved in considerable professional development led by experienced and highly qualified trainers on issues such as child development, person centre planning, supporting children with social communication difficulties. Part of the SENCO’s role is to support all staff in planning for children with SEN. Staff identify own training needs and request attendance on courses.
We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
How will the teaching be adapted within Early Years?
· The school recognises that all children are at different stages in their learning and also learn in different ways.
· Staff plan high quality flexible learning experiences for indoors and outdoors, following children’s interests and in line with the Early Years Foundation Stage.
· Through observing the children and talking with parents staff get to know each child well.
· Both formal and informal assessments are undertaken tracking children’s progress, identifying next steps and ensuring children’s individual needs are met.
How will we measure progress?
· Progress and achievement is monitored and assessed using the Learning Outcomes of Early Years Foundation Stage 2017.
· The 2 year old check is completed between the child’s 2nd and 3rd birthday.
· The centre SENCO will also assess the children’s level of speech, language and communication through the Wellcomm Screening Programme.
· Through observation and record keeping, together with parents, we are able to monitor the progress and needs of each child.
· For those children with a severe and complex learning disability the Early Support Learning Journal will be used.
What support do we have for parents?
· The teacher or key person is available on a regular basis to discuss any worries or concerns.
· The SENCO can meet with you and individual appointments can be made.
· Family Support Co-ordinator can offer advice and support on a range of family matters.
How is the school/centre accessible for children with SEND?
· The school/centre is fully accessible to all children.
· Ramps and a lift are fitted.
· Disabled change room with rise and fall bed.
· All services are available to all children including daycare, 2 year funded and extended care.
· Room layouts are flexible to accommodate wheelchairs/walkers.
· Disabled parking bays.
How will we support your child when they enter or leave the school?
We recognise that transitions are extremely important and we try to ensure that this is as smooth as possible.
A meeting with parents is arranged before the child begins which gives the opportunity for information to be gathered and plans put into place before the child begins.
When a child leaves or moves to another group in the Centre i.e. Family Services to Nursery school or nursery school to primary school, a transition meeting is organised with parents and professionals that are involved. This allows for an exchange of information and plans for transitions to be made. A receiving school is also invited to spend time observing the child in Ganneys Meadow and to talk to the teacher.