Inclusive Practice Our
approach
At Giggle and Grow we respect
that children are individuals, and that each child has their own individual
needs. We recognise that sometimes children require extra support to help them
meet their maximum potential, and alongside parents we create a graduated
approach for these children to achieve this. Our principles and practices are
based around Special Educational Needs and Disabilities Code of Practice 2015.
Expertise
We have dedicated SENCO staff
that take the lead role in making sure that the right support is in place.
Sarah Chadwick and Kerry Farrow are our SENCO co-ordinators based at our Oldham
setting. Fozia Shareef and Shamila Bashir are our SENCO co-ordinators based
at our Glodwick setting.
They have
supported children with various special needs and have attended regular training
courses to support their role, including SENCO level 3 training.
Our SENCO
representatives are responsible for ensuring all practitioners in the setting
understand their responsibilities to children with SEN and the setting’s
approach to identifying and meeting SEN. They advise and support colleagues,
ensuring parents are closely involved throughout and that their insights inform
action taken by the setting. We also liaise with professionals and agencies
beyond the setting.
We ensure
all practitioners treat all children as individuals. We believe that all children
should thrive and be supported in the best possible way to ensure they enjoy a
positive learning experience with us. We adapt and differentiate our
planning/provision to ensure every child is included and can fully engage in
all activities.
Our observation, assessment and
planning cycle allow us to plan for every child’s individual interest and
needs, and therefore encourage the child’s development through what they enjoy
doing the most.
We follow the Early Years
Foundation Stage and use Development Matters to support our practice. Some
children require smaller steps to achieve their goal so they may have an Early
Support Developmental Journal to show their learning progress, while working
with their family and outside agencies ensuring the child is at the centre.
Adapting
Practitioners develop personal
relationships with all children, and this enables us to understand our key
children well. This allows us to have the knowledge to adapt our practice to
suit the needs of all children. We can do this in a variety of ways:
By tailoring an activity for the
individual child Encourage good role models in adults and
older peers. Developing each child’s self-confidence
and self-esteem so they are comfortable to ask for help if they require
it. Changing the physical environment to
ensure it is suitable for all children to fully access an activity. Providing specialist resources for those
children who may require them such as ‘Picture Exchange Communication
System, Now and Next timetables, story boards etc and we work with other
professionals to support children if any special equipment is needed. Assessing
and Reviewing Progress
We hold termly review meetings
for children with SEND (Special Educational Needs/Disabilities) and all
agencies involved with the family are invited. The parents are foremost in this
process, so it is essential they attend.
These review meetings aim to support
the child and the family during their child’s learning journey. It is often a
time to share any concerns the family or professionals may have but more
importantly they are a great opportunity to celebrate successes.
All children who have SEND will
have an Individual Support Plan (ISP). These are reviewed termly and a
discussion takes place with parents to ensure their thoughts are included in
the next goals being set. Often an IEP goal may be on the child’s IEP for some
time. This is in recognition that children learn through repetition, and the
opportunity to develop skills over a period.
Professionals come into the
nursery setting regularly to meet with the children and to assess their
development. The children are relaxed and happy whilst in nursery, so it is a
great time to see how they are progressing.
