Working with Children with SEND

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How does the pre-school know if children need extra help and what should I do if I think my child has special educational needs? 

If you choose Rotherfield Pre-School for your child, they will be supported by a dedicated key person who will get to know them and your family well. Before your child’s first settling-in session, we’ll invite you to complete an “All About Me” form via our Famly app, giving you the opportunity to share anything you feel is important, including interests, routines, and any known or suspected special educational or developmental needs.

Once your child has settled in, we carry out a baseline developmental assessment to build a clear picture of their progress and identify any additional support they may benefit from. Should you have any concerns at any stage, we encourage you to speak with your child’s key person or our Special Educational Needs Co-ordinator, Laura Adams (SENCO), who will be happy to support you.

Around 27 months, your Health Visitor will complete an Integrated Progress Review with you and your child. As part of this, they will request input from us, and you’ll have the opportunity to review and comment on the assessment, including any areas where additional support may be helpful.

How will the pre-school support my child with special educational needs? 

Once we identify that your child may have special educational needs through our initial observations, we’ll work closely with you to decide the most appropriate type and level of support. This may include tailored support within the setting from your child’s Key Person and our SENCO, using agreed strategies, or additional guidance from specialist services where needed.

If we feel external support would be beneficial, we’ll always discuss this with you first before making a referral to the local SEND Early Years Service. A member of the specialist team will then visit your child at pre-school to carry out observations and help determine the most effective support.

Following this, a Setting-Based Support Plan (SBSP) will be created, outlining clear targets and strategies to support your child’s development. This plan will be shared with you and reviewed each term to ensure it remains effective and responsive to your child’s progress.

Where appropriate, we may also involve other early years professionals, such as speech and language therapists, to carry out further assessments. You will always be kept fully informed about any visits, discussions, and next steps and remain a valued and central part of your child’s support journey.

How is the decision made about what type and how much support my child will receive? 

We take a collaborative, multi-disciplinary approach when deciding the type of support your child will receive. This may involve working alongside the Early Years Specialist Team, your Health Visitor, speech and language therapists, and any other professionals involved in your child’s care.

Most importantly, you are at the heart of this process. You will be invited to attend meetings and share your views, ensuring you are fully involved in every decision about your child’s support and development. 

How will the pre-school review my child’s progress and how shall they share it with me and help me support my child’s development? 

Within the Early Years curriculum, you, your child’s Key Person and our SENCO will work together to identify any areas where adjustments may be needed to support your child effectively. This might include using alternative resources, offering small group support, seeking advice from external professionals, or making a referral to the SEND Early Years Service where appropriate.

Your child’s Setting-Based Support Plan (SBSP) will be reviewed with you each term, allowing us to reflect on progress and agree on the next steps together. We also operate an open-door policy, so you’re always welcome to speak with your child’s Key Person whenever you need to.

We regularly observe and assess your child’s development, and these updates are shared with you through our online system, Famly. This gives you a window into your child’s pre-school experience, including photos and key milestones, and allows you to contribute to their learning journey.

We’ll also support you at home by offering practical ideas and suggestions to help build on your child’s progress and next steps. 

What support will there be for my child’s overall well-being? 

We take a holistic approach, supporting every aspect of your child’s well-being and development. We understand how important it is to feel confident when leaving your child in someone else’s care. By building a strong, trusting relationship between your child and their Key Person, we gain a deep understanding of what helps them feel safe, secure, and happy at pre-school.

If your child’s Key Person is ever absent, a buddy Key Person will step in, ensuring there is always a familiar member of staff who understands and supports your child’s individual needs.

Where additional support is needed, we can apply for funding to help provide the right level of care. We are also committed to ongoing staff training and professional development, and will seek specialist advice where necessary to ensure we are meeting every child’s needs effectively. All of our staff are fully trained in safeguarding, helping to ensure a safe and nurturing environment for every child.

What training do the staff have in supporting children with special educational needs or disabilities? 

Our SENCO, Laura Adams, is a qualified Level 3 Early Years practitioner with extensive experience supporting children and families with SEND. Many of our team members are also highly qualified early years professionals, creating a knowledgeable and supportive environment.

We work closely with a range of specialist services when needed, including Early Years specialist teachers and multi-disciplinary professionals such as speech and language therapists and paediatric services, ensuring your child has access to the right support at the right time.

What specialist services and support are available to the pre-school? 

We regularly work alongside a range of specialist services, including Early Years specialists and wider multi-disciplinary teams. This can include speech and language therapists, paediatric services, Health Visitors, physiotherapists and occupational therapists, ensuring that, whenever needed, your child has access to the most appropriate and effective support.

How will my child be included in activities outside the pre-school, including trips? 

All activities beyond the pre-school are planned with inclusion at their heart. Trips and external experiences are carefully risk-assessed, with thoughtful arrangements in place to ensure every child can take part. This may include additional staffing or inviting parents and carers to join us as volunteers, helping to create a safe, supportive, and inclusive experience for all.

How accessible is the pre-school? 

The building and external area are fully wheelchair accessible. There are disabled changing and toilet facilities. Where English is an additional language, every effort is made to secure written material in your own language. If your child requires specific equipment, we can access resources from the specialist Send Early Years Service. We can also apply for grants to fund specific equipment. We use visual prompts and Makaton signs throughout our setting.

How will the pre-school help my child move on to school? 

When your child is ready to start at primary school, we will help with the transition. We have good links with all the local primary schools, and all reception teachers are invited to pre-school to meet their new children. In term six, we play lots of games about starting at school. The role-play area becomes a school, and the children are encouraged to dress up in school uniforms. We also practice getting changed for PE. Transition meetings take place with the specialist Early Years Service and the school. We will arrange transition visits with the school. We will share our assessments with the primary school. If your child needs any further assistance with transition to school, we will arrange an individually tailored program to meet your child’s needs. Our ethos is to be flexible. 

How can parents be involved? 

Parents’ thoughts and views are very much involved in the decision-making and day-to-day life of the setting, especially for their own child. Parents can discuss these with their child’s key person, SENCO or the setting Manager. There are annual feedback questionnaires, parent’s evenings and social functions throughout the year. Also, parents are always welcome to arrange an appointment to discuss any issues or suggestions they may have. If parents wish to, they can volunteer to join the Pre-school.  

Date issued: June 2024 

Review Date: June 2025 

Reviewed: March 2026