Promoting inclusive practice - supporting every child to reach their unique potential for learning

At KatieB Kids the educator responsible for special educational needs is Louise Buckley, with Leanne Fox as the SEND deputy.

“Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Albert Einstein

All children develop and grow in their own way, but there are common developmental ‘milestones’ such as crawling, walking, and talking that generally occur at particular ages. Some children may take longer to reach these milestones, and some may need help getting there. Here we explain how at KatieB Kids we offer an inclusive learning environment for all children attending our nursery.

Early identification

At KatieB Kids we are alert to the importance of identifying children who may require adaptations to our curriculum, or a little more support to reach their potential for learning. It is really important to take advantage of early brain development to maximise the potential impact of interventions. The earlier that we better understand a child, the more we can help within our nursery, and if necessary, the sooner we can access the correct services that will support the child and their family.

Having an in-depth knowledge of the skills needed to enhance the child’s education, friendships and quality of life will link to better outcomes for the child in later life.

Strong bonds and high-quality teaching    

At KatieB Kids we build strong relationships with our children, listening to them, supporting them, and following their interests. We place the child at the centre of their education, and we recognise that children may express their wishes, views, and feelings in a range of different ways. Having a comprehensive knowledge of a child enables our educators to ensure that the environment is set up to encourage and facilitate engaged and stimulating play which promotes learning opportunities specific for each child. By observing choices children make, educators recognise what a child likes to do and what they avoid. If a child shows inadequate progress despite high-quality teaching targeted to their specific need it will be easier and quicker for us to access support.

Positive parent partnerships  

Placing children and parents at the centre of our SEN provision and decision making is essential for successful outcomes. Our mission at KatieB Kids is to create a daytime family. We understand how open discussions provide essential insight into a child’s personality, feelings or interests both inside and outside of the setting which is really important for a holistic education. Changes in a child’s life may affect a child’s behaviour, progress or development and need to be considered when planning support, through our open door policy, extensive hand overs and opportunities to build relationships through home visits, workshops and celebrations, we create a space that is non judging, open and positive that promote open and honest conversations without fear or embarrassment.   

We listen and understand when parents express concerns about their child’s development, and we can often provide the much-needed reassurance. However, when a concern is raised, we will always consider all the information about the child’s learning and development from within and beyond the nursery.

Observations and assessment

Every child has a unique way of learning, and it is important that learning experiences are built on current interests and fascinations.

General observations of the impact of play opportunities for each child are a purposeful part of everyday practice in our nursery and it may be these that will initially alert educators to a delay in a particular area. Equally important are young children’s attitude, disposition, and engagement with learning, which are observed so that they can be considered in planning. Children are tracked against age related expectations and key milestones for chronological development. Every child receives a baseline assessment within 6 weeks of joining our nursery, giving an indication upon where developmentally we need to begin planning for a child, and this is reviewed at transitions. These reports, alongside observations are one of the tools that we use to identify if any additional support is needed.

A delay in learning and development in the early years does not mean that a child has a disability…

However, if educators or parents do have concerns, then there must be an assessment to determine whether a more targeted approach to education would better suit the child. With a targeted plan progress can be formally reviewed and tracked through clear short and long term measured targets, and regular meetings. If a child continues to make less than expected progress whilst on a targeted plan, despite the evidence-based support and interventions that are matched to the child’s area of need, alongside parents, we will consider involving appropriate specialists. The evidence recorded through the targeted plan will be used to make a referral, and we will work with all relevant specialists to ensure that any advice, strategies, and recommendations are incorporated into an individual plan, which is similar to a targeted plan, but which reflects the input of all specialists and supports a consistent approach to learning both inside and outside the nursery setting.

Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them.” As defined by the code of practice 2015

If a child needs a more intensive level of specialist support than can be provided through our SEND support, we will make a referral to the local authority for an assessment of a child’s education, health and care needs (EHC). This is an important, legal document describing a child’s specific needs, the support they need and the outcomes wanted. An EHC is not reliant on a diagnosis, it is reliant on the child’s needs, as demonstrated through clear evidence. An EHC plan establishes a child within the system and can result in additional support and funding for a child with SEND. It can also make it possible to apply for a specialist school placement if this would be suitable.   

“Diversity is being invited to the party; inclusion is being asked to dance.”

In summary, children are born ready, able, and eager to learn. They actively reach out to interact with other people, and in the world around them. Every child can be resilient, capable, confident, and self-assured but children rely on opportunities to interact in positive relationships and enabling environments. At KatieB Kids we ensure that our children feel secure, and benefit from challenging, play and support that meets their unique needs.