1.4. Explain the policies and/or procedures of the setting in respect of special educational needs

This guide will help you answer 1.4. Explain the policies and/or procedures of the setting in respect of special educational needs.

Settings that work with children and young people must follow specific policies and procedures to support children with Special Educational Needs (SEN). These policies and procedures are in place to ensure that all children, regardless of their abilities, have access to education and opportunities to develop their full potential. In England, these guidelines align with the Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years (2015), legislation under the Children and Families Act 2014, and the Equality Act 2010.

Definition of Special Educational Needs

A child has Special Educational Needs if they face difficulties that make it harder for them to learn compared to most children of the same age. SEN could affect their ability to:

• Communicate and interact
• Understand and process information
• Make progress in academic learning
• Behave appropriately or regulate emotions
• Access physical activities and mobility

The SEN policies and procedures in a setting aim to help these children overcome barriers to learning and development. Every child is unique, and their needs should be identified and supported effectively.

Identifying Children with SEN

The first step in ensuring children with SEN receive appropriate support is to identify their needs. The setting’s policy usually outlines a framework for identification through observation, assessment, and communication with parents or carers.

Key procedures may include:

• Regular observation of children to notice any signs of developmental delay, difficulty with interaction or learning gaps.
• Advice from external professionals, such as speech therapists or educational psychologists, to assess a child’s needs.
• Open communication channels between staff, parents, and carers to discuss concerns.

Early identification of SEN is important because it allows timely intervention. Addressing needs as early as possible helps children improve their chances of catching up with their peers.

The Role of the SENCO

The Special Educational Needs Coordinator (SENCO) is a member of staff responsible for overseeing SEN policies in most educational settings. Their role includes:

• Ensuring that children with SEN are identified and supported.
• Helping create educational plans tailored to each child’s needs.
• Working closely with staff, parents, and external professionals to ensure children receive the right support.
• Keeping records of interventions and progress.

The SENCO plays a critical role in ensuring that the setting complies with legislative requirements. They also provide guidance and training to other staff to improve their understanding of SEN.

Individual Education Plans (IEPs) or Support Plans

Children with SEN may require an Individual Education Plan (IEP) or a similar document, such as a Support Plan. This plan outlines the child’s specific needs, targets, support strategies, and how progress will be monitored.

IEPs usually include:

• Short and achievable targets for the child to aim for.
• Strategies to help the child meet these targets, like adjustments to teaching methods or additional resources.
• The timescale for review and evaluation.
• Notes on support provided by other professionals, such as therapists.

IEPs are reviewed regularly, often every term, to ensure that the child continues to make progress. Parents and carers should always be involved in this process to ensure a partnership approach.

Making Reasonable Adjustments

The Equality Act 2010 requires settings to make reasonable adjustments for children with disabilities or SEN. This means removing or reducing any barriers that may hinder children’s learning or participation.

Examples of reasonable adjustments include:

• Providing additional support, like one-to-one assistance or small group work.
• Adapting teaching materials, using larger text or visual aids.
• Changing the physical environment, such as installing ramps for wheelchair access.
• Allowing extra time for activities or tasks.

These adjustments help children engage fully in the learning process and feel included in the setting.

The Graduated Approach

The SEND Code of Practice promotes a ‘graduated approach’ to supporting children with SEN. This involves a cycle of four stages:

1. Assess: Staff assess the child’s needs through observations, discussions with parents, and external professionals.
2. Plan: A support plan or IEP is developed with clear goals and strategies.
3. Do: The agreed support and interventions are carried out.
4. Review: Progress is reviewed, and support is adjusted if necessary.

This cycle ensures that the child’s needs are being met effectively and that support evolves as the child develops.

Working with External Agencies

Sometimes, a setting may need to seek support from external professionals to provide specialist help. Policies usually outline procedures for collaborating with these agencies, such as:

• Educational psychologists, who assess learning needs and provide recommendations.
• Speech and language therapists, who work with children struggling to communicate.
• Occupational therapists, who assist with physical development or sensory issues.
• Local authorities, which may provide additional funding or resources through an Education, Health and Care Plan (EHCP).

Good communication between the setting and external agencies ensures that children receive consistent and holistic support.

Education, Health and Care Plans (EHCPs)

If a child’s SEN are significant and require specialist support beyond what the setting can provide, they may need an EHCP. This is a legal document that provides a detailed plan of the child’s educational, health, and care needs.

The procedures for requesting an EHCP typically involve:

• Gathering evidence of the child’s needs from observations, assessments, and professional reports.
• Liaising with the SENCO to submit a formal request.
• Working with the local authority to gather information and draft the plan.
• Agreeing on outcomes and actions to support the child over time.

An EHCP stays in place until the young person turns 25 or no longer requires support.

Staff Training and Development

Good policies emphasise the importance of staff training to support children with SEN. Training helps staff understand SEN, use inclusive practices, and implement effective strategies.

Typical training topics might include:

• Recognising signs of SEN, like autism or dyslexia.
• Adapting teaching approaches to meet various needs.
• Using assistive technology to enhance learning.
• Dealing sensitively with behavioural or emotional challenges.

Regular training ensures that staff feel confident in their abilities and remain updated with current practices.

Supporting Parents and Families

Policies often highlight the importance of working in partnership with parents and families. Parents know their child best, and their input is valuable in developing support strategies.

Key procedures often include:

• Keeping parents informed about their child’s progress through regular meetings or reports.
• Explaining any assessments, plans, or interventions so parents understand what is happening.
• Encouraging parental involvement in setting targets and reviewing plans.
• Providing information about local support groups or resources available.

A collaborative approach strengthens trust and ensures children receive consistent support at home and in the setting.

Monitoring and Evaluation

Regular monitoring and evaluation are key aspects of SEN policies. This ensures that support is effective and meets children’s changing needs.

Monitoring involves:

• Tracking the progress of children with SEN through observation, assessments, or reports.
• Evaluating the success of interventions and adjusting them if required.
• Gathering feedback from staff, parents, and external professionals.

Continuous monitoring helps the setting improve its SEN practices and maintain a high standard of care.

Legal Framework

Policies must comply with UK legislation, particularly the:

• Children and Families Act 2014, which ensures children with SEN receive the support they need.
• Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years (2015), which provides guidance on supporting SEN.
• Equality Act 2010, which protects against discrimination and requires reasonable adjustments.

By following this legal framework, settings fulfil their obligations and provide an inclusive environment.

Final Thoughts

SEN policies and procedures ensure fair and effective support for children with needs. They help identify children requiring additional help, provide them with tailored interventions, and monitor progress. Working with professionals, maintaining open communication, and making reasonable adjustments are all key in supporting children with SEN.

Children with SEN should feel included, valued, and capable of achieving their best. Effective policies make this possible, creating a positive space for every child to progress.