Explain The Importance Of Policies, Procedures And Guidance

Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils.

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

When providing a healthy and safe environment both inside and outside the nursery, there are factors myself and other practitioners need to consider; individual children and any specific needs they may have, for example at my work place we a baby with Prader-Willi syndrome, a rare genetic condition that causes restricted growth, poor core muscle strength, learning difficulties, behavioural problems such as temper tantrums or stubbornness and a permanent feeling of hunger which will start between the age of 2 and 8 years old. The practitioners who work with the baby must always consider

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

My responsibilities as a trainee nursery practioner include: providing physical and emotion support and care for the

Communication is very important, not only with the child/ young person but also their parents/ careers. Parents and careers need to be kept updated with everything that happens with their child/children and information that they need to know about the nursery itself. The stronger the relationship between the practioners and the parent/ career the stronger the trust the parents/ careers have with their child/ children in your care.

A multi-agency approach is a range of professionals including speech therapists, Special Educational Needs Co-coordinator (SENCO) , key workers or physiotherapists etc. that all work together and support children and their families in provisions that need to be made in order to support a child with special needs. Working within close partnership with parents is expected for all babies and children within the Early Years Foundation Stage (EYFS)

All members of the staff must act as professionals while at work, especially with young children. The administrative and teaching staff must work together to ensure their practices are developmentally appropriate, and share new and/or creative ideas with one another. It is also the responsibility of a teacher to establish an open, trusting relationship with the parents of each children in their care. Thus, parents can freely communicate their thoughts, concerns, and/or suggestions about their child or the program. Parent satisfaction is something that every child care or development center should strive for.

There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to

As a school we are required to have policies and procedures for all the staff/adults and

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination if the provision made for individual children with special educational needs, working closely with staff, parents/carers and other agencies.

Multi agency teams such as a teacher, speech and language therapist and SENCO work together to support children that have speech, language and communication needs. If a parent is worried about their child’s speech, language or communication, they may visit their GP or a health visitor. The health visitor would identify problems when a child is taken for check ups. For some children if their communication difficulties are linked to other learning difficulties then it can resort to them being assessed by an educational psychologist. Once a delay in the child's development has been recognized the child would then be referred an appropriate specialist service e.g. to a speech and language therapist. It is vital that every educational provision

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

-liaising with outside agencies with respect to a child's special educational needs (SEN) such as speech Therapist, physiotherapist..etc.