Rolfe’s Nursery School
Rolfe’s Nursery School Rolfe’s Nursery School Rolfe’s Nursery School Rolfe’s Nursery School

SEND

At Rolfe’s Nursery School we are firmly committed to inclusivity and to giving every child the best possible start in life. Irrespective of their special educational needs or disability. We consider all children for admission to Rolfe’s Nursery school who have the ability to access the curriculum. Children who have SEN are welcome, provided that we have the appropriate resources and facilities to provide them with the support that they require.

At Rolfe’s Nursery School we believe that all children should experience a high quality early years education. We will endeavour to make reasonable adjustments to insure all children reach their full potential within an inclusive curriculum.

Our Principles With Children With SEND

We aim to:

  • ensure that all children have access to a broad and balanced curriculum
  • provide learning which is differentiated according to the needs and abilities of the individual
  • promote sensitivity and responsiveness to SEND throughout the school
  • encourage children with SEND to take as full a part as possible in all school activities
  • educate children with SEND, whenever possible, alongside their peers within the mainstream curriculum
  • provide effective communication with the parents regarding their child’s progress and attainment, and to recognise and encourage the vital role played by parents in supporting their child’s education
  • stimulate and maintain curiosity, interest and enjoyment for children with SEND in their own education, setting themselves aspirational personal targets, and ensuring that they are involved, where practicable, in decisions affecting their future SEND provision

Where a child is identified as having SEND, action will be taken to remove the barriers to learning. This SEND support will take a four–part cycle, known as the ‘graduated approach’. The four parts to the cycle are: Assess, Plan, Do, Review (SEND Code of Practice 2015).

Where a child continues to make less than expected progress due to SEND, despite the use of an evidence based approached and well matched interventions, we may recommend consultation, assessment and support from outside agencies (for example Speech and Language or Occupational Therapy).