Mighty Oaks Little Acorns provides an environment in which all children with special educational needs and disabilities (SEND) are supported to reach their full potential. We follow Gloucestershire’s single graduated pathway of Early Help and Support for children, young people and families. 

Special Educational Needs (SEN) - definition

We recognise that ‘a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. We also recognise that a child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools’ (DFE Special Educational Needs and Disability Code of Practice 2015, p.15).

    Disabled children and young people - definition

    We recognise that ‘many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision, they will also be covered by the SEN definition’ (DFE Special Educational Needs and Disability Code of Practice 2015, p.16).

SENDCO - Melanie Binning

We have a named designated member of staff who is our Special Educational Needs and Disability Co-ordinator (SENDCO). The role of SENDCO involves: ensuring all practitioners in the setting understand their responsibilities to children with SEN and disabilities and the setting’s approach to identifying and meeting SEN and disabilities, advising and supporting colleagues, ensuring parents are closely involved throughout and that their insights inform action taken by the setting and liaising with professionals from beyond the setting.

Policy Statement

• We have regard for the 'DFE Special Educational Needs and Disability Code of Practice 2015' and the 'Gloucestershire Guidance Booklet for Practitioners Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities (2016)'.
• We have in place a clear approach for identifying, responding to, and meeting children’s SEND.
• We support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
• We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEND and their families.
• We regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.

Procedures

• We ensure that the provision for children with SEND is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We provide a broad, balanced and differentiated curriculum for all children which includes gifted and talented.
• We apply SEND support to ensure early identification of children with SEND.
• We use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress.