Holden Park School is committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and learn from each other. At Holden Park, we provide a positive and welcoming environment where children are supported according to their individual needs.

Holden park schools believes that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorize children is inappropriate.

Holden park schools is committed to working alongside parent/carer(s) in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. Holden park schools is committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of Holden park schools’s facilities. All children have a right to a broad and well-balanced early learning environment.

We feel it is paramount to find out as much as possible about a particular child’s condition and the way that may affect his/her early learning or care needs by:

• Liaising with the child’s parent/carer(s)
• Liaising with any professional agencies
• Reading any reports that have been prepared
• Attending any review meetings with the local authority/professionals
• Regularly monitoring observations carried out on the child’s development.

All children will be given a full settling in period when joining Holden park schools according to their individual needs.

Aims

We will:

• Recognize each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice (Nigeria) on identification and assessment of any needs not being met by the universal service provided by Holden park schools
• Include all children and their families in our provision
• Provide well informed and suitably trained practitioners to help support parent/carer(s) and children with learning difficulties and/or disabilities
• Develop and maintain a core team of staff who are experienced in the care of children with additional needs and employ a Special Educational Needs Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs. Staff will be provided with specific training relating to Special Educational Needs (SEN) and the SEN Code of Practice
• Identify the specific needs of children with learning difficulties and/or disabilities and meet those needs through a range of strategies
• Ensure that children who learn quicker, e.g. gifted and talented children are also supported
• Work in partnership with parent/carer(s) and other agencies in order to meet individual children’s needs, including the health and education authorities, and seek advice, support and training where required
• Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed
• Ensure that all children are treated as equals and are encouraged to take part in every aspect of Holden park schools day according to their individual needs and abilities
• Promote positive images and role models during play experiences of those with additional needs wherever possible
• Celebrate diversity in all aspects of play and learning.

Our Holden park schools Special Education Needs Co-ordinator’s (SENCO) are.

 Working closely with all staff to make sure there are systems in place to plan, implement, monitor, review and

evaluate the special educational needs policy of Holden park schools, always making sure plans and records are shared

with parent/carer (s).

Methods

We will:

• Designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and share his/her name with parent/carer(s)
• Provide a statement showing how we provide for children with learning difficulties and/or disabilities and share this with staff, parent/carer(s) and other professionals
• Ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all members of staff in Holden park schools
• Ensure that our inclusive admissions practice includes equality of access and opportunity
• Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
• Work closely with parent/carer(s) to create and maintain a positive partnership which supports their child(ren)
• Ensure that parent/carer(s) are informed at all stages of the assessment, planning, provision and review of their child’s education
• Provide parent/carer(s) with information on sources of independent advice and support
• Liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
• Use the graduated response system for identifying, assessing and responding to children’s special educational needs
• Provide a broad and balanced early learning environment for all children with learning difficulties and/or disabilities
• Provide differentiated activities to meet all individual needs and abilities
• Use a system of planning, implementing, monitoring, evaluating and reviewing Individual Educational Plans (IEPs) for children with special educational needs (SEN)
• Review IEPs regularly and hold review meetings with parent/carer(s) at this time
• Ensure that children with learning difficulties and/or disabilities are consulted at all stages of the graduated response, taking into account their levels of ability
• Use a system for keeping records of the assessment, planning, provision and review for children with learning difficulties and/or disabilities
• Ensure the privacy of children with learning difficulties and/or disabilities when intimate care is being provided
• Provide in-service training for practitioners and volunteers
• Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
• Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. Individual Education Plan (IEP) reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
• Provide a complaints procedure and make available to all parent/carer(s) in a format that meets their needs e.g. Braille, audio, large print, additional languages
• Monitor and review our policy annually.

Special educational needs code of practice

It is the duty of Holden park schools to carry out our statutory duties to identify, assess and make provision for children’s special educational needs. The Code of Practice recommends that our Holden park schools should adopt a graduated approach to assessment through Early Years Action and Early Years Action Plus. Good practice of working together with parent/carer(s), and the observation and monitoring of children’s individual progress, will help identify any child with special educational needs. Our Holden park schools has identified members of staff as SENCO who will work alongside parent/carer(s) to assess the child’s strengths and plan for future support. The SENCO’s will ensure that appropriate records are kept according to the Code of Practice.

Early Years Action

The child is identified with special educational needs. The SENCO, working alongside colleagues and parent/carer(s), will assess and record the child’s needs and provide an Individual Education Plan (IEP) providing future support. This plan will be continually under review in consultation with the child and his/her parent(s).

Early Years Action Plus

Is characterised by the involvement of external support services, usually requested by the SENCO and colleagues in consultation with the child’s parent/carer(s). If the help given through Early Years Action Plus is not sufficient to enable the child to progress satisfactorily, it may be necessary for Holden park schools, in consultation with the parent/carer(s) and any external agencies already involved in an education, health and social care plan (EHC PLAN).

Settling in

We aim for children to feel safe, stimulated and happy in Holden park schools and to feel secure and comfortable with all staff. We also want parent/carer(s) to have confidence in both their children’s well-being and their role as active partners, with the child being able to benefit from what Holden park schools has to offer.

We aim to support parent/carer(s) and other carers to help their children settle quickly and easily by giving consideration to the individual needs and circumstances of each child and their families.

Holden park schools’ staff will work in partnership with parent/carer(s) to settle their child into Holden park school’s environment by:

• Providing parent/carer(s) with relevant information regarding the policies and procedures of Holden park schools
• Encouraging the parent/carer(s) and children to visit Holden park schools during the weeks before an admission is

    planned

• Planning settling in visits and introductory sessions (lasting approximately 1-2 hours).
• Reassuring parent/carer(s) whose children seem to be taking a long time settling into Holden park schools
• Encouraging parent/carer(s), where appropriate, to separate themselves from their children for brief periods

    at first, gradually building up to longer absences

• Allocating a key person to each child and his/her family, before he/she starts to attend. The key person

    welcomes and initially looks after the child. He/she offers a settled relationship for the child and builds a

    relationship with his/her parent/carer(s) during the settling in period and to ensure the family has a familiar

    contact person to assist with the settling in process

• Reviewing the nominated key person if the child is bonding with another member of staff to ensure the child’s

    needs are supported

• Respecting the circumstances of all families, including those who are unable to stay for long periods of time in

    Holden park schools and reassure them of their child’s progress towards settling in

Transitions

Children experience many transitions in their early years, some of these planned and some unplanned. Holden park schools staff are sensitive to the difficulties children may have whilst going through these transitions.

Some examples of transitions that young children may experience are:

• Starting Holden park schools
• Moving between different rooms within Holden park schools
• Starting school or moving nurseries
• Family breakdowns
• New siblings
• Moving home
• Death of a family member
• Death of a family pet.

Staff are trained to observe their key children and as such will be sensitive to any changes in their behaviour and personality. We respectfully ask that parent/carer(s) inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s character.

Supporting transitions in Holden park schools

Holden park schools will support all children in Holden park schools with any transitions they may be encountering. If the transition relates to the child starting at Holden park schools, we will follow our settling in policy. If the transition is due to occur at Holden park schools, e.g. room changes, Holden park schools will fully support the child through this process in the following ways:

Moving rooms procedure

• If the child is due to move rooms due to age and stage readiness, we will work with the parent/carer(s) to ensure this is a seamless process in which the child is fully supported at all stages
• The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings
• The child’s key person will go with the child on the initial visit to enable a familiar person to be present.
• Wherever possible groups of friends will be moved together to enable these friendships to be kept intact and support the children with the peers they know
• Parent/carer(s) will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
• Only when the child has settled in through these ‘taster’ sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to enable this to occur.

Starting school

Starting school is a huge transition and Holden park schools will do all it can to facilitate a smooth move. We have a variety of methods that support this:

• Holden park schools will invite school representatives into Holden park schools to introduce them to the children
• The key person will initiate conversations with their key children, who are due to move to school, about the school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues enabling these to be overcome
• Holden park schools will ensure a comprehensive report is produced on each child starting school to enable teachers to have a good understanding of each child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

Family breakdowns

When parent/carer(s) separate it is a difficult situation for all concerned. Holden park schools understands that emotions run high please refer to the separated families policy which shows how Holden park schools will act in the best interest of the child.

Moving home and new siblings

These are normally two events that parent/carer(s) will have advance notice of, and we ask that parent/carer(s) let Holden park schools know about these events so we can support the child to be ready for this. We will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.

Parent/carer(s) may also consider placing their child into Holden park schools for additional sessions during these events to provide them with consistency and time away from the changes occurring.

Bereavement

Holden park schools has produced a separate policy on bereavement as this can be a difficult time for children and their families. Holden park schools will offer support to all concerned should this be required.

If parent/carer(s) feel that their child requires additional support because of any changes in their life, we ask that you speak to Holden park school’s manager and the key person to enable this support to be put into place.

Separated family

When parent/carer(s) separate it is a difficult situation for all concerned. Holden park schools understands that emotions run high and this policy lays out how Holden park schools will support the child and their family within Holden park schools. We feel this policy will support all parties in this difficult time including our team.

Parental responsibility

While the law does not define in detail what parental responsibility is, the following list sets out the key roles:

• Providing a home for the child
• Having contact with and living with the child
• Protecting and maintaining the child
• Disciplining the child
• Choosing and providing for the child’s education
• Determining the religion of the child
• Agreeing to the child’s medical treatment
• Naming the child and agreeing to any change of the child’s name
• Accompanying the child outside the UK and agreeing to the child’s emigration, should the issue arise
• Being responsible for the child’s property
• Appointing a guardian for the child, if necessary
• Allowing confidential information about the child to be disclosed.

If the parent/carer(s) of a child are married to each other at the time of the birth, or if they have jointly adopted a child, then they both have parental responsibility. Parent/carer(s) do not lose parental responsibility if they divorce, and this applies to both the resident and the non-resident parent.

This is not automatically the case for unmarried parent/carer(s). According to current law, a mother always has parental responsibility for her child. A father, however, has this responsibility only if he is married to the mother when the child is born or has acquired legal responsibility for his child through one of these three routes:

• By jointly registering the birth of the child with the mother (From 1 December 2003)
• By a parental responsibility agreement with the mother
• By a parental responsibility order, made by a court.

Registration

During the registration process it is important for Holden park schools to know all details about both parent/carer(s). This includes details about who does or does not have parental responsibility as this will avoid difficult situations that may arise at a later date.

Holden park schools’ requests that all details are logged on the child registration form. If a parent does not have parental responsibility, or has a court order in place to prevent this, Holden park schools needs a copy of this documentation for the child’s records.

If a child is registered by one parent of a separated family, Holden park schools’ requests that all details relating to the child and other parent are disclosed wherever possible, e.g. court orders, injunctions. This will allow Holden park schools to have all the appropriate information in order to support the child fully.

Holden park schools will:

• Ensure the child’s welfare is paramount in all operations relating to their time within Holden park schools
• Comply with any details of a Court Order where they are applicable to Holden park schools’s situation, provided Holden park schools has seen a copy/has a copy attached to the child’s file
• Provide information on the child’s progress within Holden park schools to both parent/carer(s)
• Ensure that all matters known by the staff pertaining to the family and the parent’s separation shall remain confidential
• Ensure that no member of staff takes sides within the separation and treats both parent/carer(s) equally and with due respect.

Holden park schools cannot restrict access to any parent with parental responsibility unless a formal Court Order is in place. We respectfully ask that parent/carer(s) do not put us in this position.

We ask parent/carer(s) to:

• Provide us with all information relating to parental responsibilities, Court Orders and injunctions
• Update information that changes any of the above as soon as practicably possible
• Work with us to ensure continuity of care and support for your child
• Not involve Holden park schools’ staff in any family disputes, unless this directly impacts on the care we provide for the child
• Talk to the manager/key person away from the child when this relates to family separation in order to avoid the child becoming upset. This can be arranged as a more formal meeting or as an informal chat
• Not ask Holden park schools to take sides in any dispute. We will only take the side of your child and this will require us to be neutral at all times.