HETTY Preschool

SEND and Inclusion

Our SEND Practice and Commitment to Inclusion

At HETTY Preschool, every child is welcomed, valued and supported as an individual. We are committed to providing an inclusive environment where all children can participate, develop confidence and make progress alongside their peers.

We recognise that children develop at different rates and may need additional support at different points in their early years. We have high expectations for every child and work to identify and remove barriers that may affect their learning, development, communication, wellbeing or participation.

Our inclusive practice reflects the:

  • Early Years Foundation Stage statutory framework
  • Children and Families Act 2014
  • Equality Act 2010
  • Special Educational Needs and Disability Code of Practice: 0 to 25 years

We make reasonable adjustments to our environment, routines, activities and teaching so that children with special educational needs and disabilities can access the full range of experiences available at HETTY.

Meet Our SENCo

Tracyann Worthington – Special Educational Needs Coordinator and Speech and Language Facilitator

Tracyann leads and coordinates SEND provision throughout HETTY Preschool. She works closely with children, parents, Key Persons, the management team and outside professionals to ensure that children receive appropriate, individualised support.

Her role includes:

  • supporting the early identification of children’s strengths and additional needs
  • listening to and working in partnership with parents and carers
  • observing children and monitoring their learning, development and wellbeing
  • advising and supporting practitioners with inclusive strategies and reasonable adjustments
  • coordinating individual support plans, targeted interventions and provision
  • supporting children with speech, language and communication needs
  • reviewing the progress and impact of additional support
  • coordinating referrals and liaising with relevant professionals, with parental consent
  • supporting applications for additional funding or an Education, Health and Care needs assessment when appropriate
  • planning enhanced transitions into school or another setting

Parents and carers are always welcome to speak to Tracyann if they have questions or concerns about any aspect of their child’s development.

How We Identify and Support Additional Needs

Children do not need a diagnosis to receive support at HETTY. If a parent, carer or practitioner has a concern, we begin by listening, gathering information and considering the child’s development across different activities and situations.

We follow the SEND Code of Practice’s graduated approach, using the four-part cycle:

Assess

We work with parents, the child’s Key Person and, where appropriate, other professionals to develop a clear understanding of the child’s strengths, needs and any barriers they may be experiencing.

Plan

Together, we agree the outcomes we would like the child to work towards, the support and reasonable adjustments that will be provided, who will be responsible and when progress will be reviewed.

Do

The child’s Key Person remains closely involved in delivering support as part of the child’s everyday experiences. This may include environmental adaptations, visual support, small-group activities, targeted interventions or individualised strategies.

Review

We review the child’s progress with parents and carers and consider the impact of the support provided. The plan may then be continued, adapted or developed further. The child’s interests, responses and views are included in a way appropriate to their age and communication.

Support is based on each child’s individual needs and may relate to one or more of the four broad areas described in the SEND Code of Practice:

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs

Working in Partnership with Families

Parents and carers know their children best. Your knowledge, experiences, priorities and concerns are central to all decisions about your child’s support.

We will:

  • discuss concerns openly and sensitively
  • explain the support we propose and why
  • agree plans and outcomes with you
  • regularly share information about progress
  • ask for your consent before making referrals to outside professionals
  • respect your child’s and family’s privacy
  • provide information in an accessible and understandable way

If we feel that advice from another service may be helpful, we will discuss this with you. Depending on the child’s needs, this could include speech and language therapy, health visiting, early years inclusion services, occupational therapy, educational psychology or other health, education and family-support services.

Help with Behaviour, Sleep, Eating and Family Life

You do not need to wait until a concern becomes serious before speaking to us. We can offer a listening ear and practical support with matters such as:

  • behaviour and emotional regulation
  • sleep routines
  • eating, restricted eating or mealtime difficulties
  • toileting
  • communication and speech development
  • sensory differences
  • separation anxiety
  • friendships and social interaction
  • changes within the family
  • preparing for school
  • concerns about your child’s overall development or wellbeing

These difficulties do not automatically mean that a child has SEND. We can work with you to understand what may be happening, agree consistent strategies for home and HETTY and review whether they are helping.

Where needs are beyond the support we can provide directly, we can help families find or contact an appropriate organisation or service. Any referral will usually be made in partnership with parents and with their consent.

Inclusive Learning at HETTY

Our curriculum is designed to be flexible and responsive to children’s individual starting points. Practitioners adapt their interactions, teaching and the environment so that every child can be involved and experience success.

Support may include:

  • visual timetables, objects, photographs or signs
  • simplified language and additional processing time
  • support with transitions and changes to routines
  • sensory or movement breaks
  • adapted resources and activities
  • small-group or individual support
  • targeted speech and language activities
  • support with emotional regulation and social interaction
  • close partnership between the child’s Key Person, SENCo and family

We monitor the difference this support makes, rather than simply recording that an activity has taken place. This helps us understand what works for each child and what may need to change.

Preparing for School

We work closely with families, receiving schools and other professionals to support a positive transition into Reception.

For children who need additional support, this may include:

  • extra visits to the new school
  • transition photographs or personalised books
  • meetings with the school SENCo or Reception team
  • sharing support plans, successful strategies and professional reports with parental consent
  • transition activities at HETTY
  • arranging a transition meeting involving the family and relevant professionals

Useful Information and Support for Parents

Please Talk to Us

If you have any questions or concerns about your child’s communication, learning, development, behaviour, sleep, eating, sensory needs or emotional wellbeing, please speak to your child’s Key Person or contact Tracyann Worthington, HETTY’s SENCo and Speech and Language Facilitator.

No concern is too small. Early conversations help us work together, identify what your child needs and put appropriate support in place.