Equality Act 2010

DfE SEND Code of Practice 0-25 years

We are committed at Pals to the DfE code of practice on the identification of special needs and our response. We firmly believe that

all children are entitled to an education that enables them to:

  • Achieve the best possible educational and other outcomes, and
  • Become confident young children with a growing ability co communicate their own views and be ready to make the transition into compulsory education.

In order to achieve this early identification and effective provision are of paramount importance.

Children have special education needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

a) Have a significantly greater difficulty in learning than the majority of children of the same age, or

b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

C) Are under compulsory school age and fall within the definition at a) or b) above or would do so if special educational provision was not made for them.


Our aims and objectives

We aim to provide a stimulating and challenging environment, and to encourage the children to become as independent as possible.  We strongly believe that children with special educational needs should be given the opportunity to develop their individual potential through a varied and balanced curriculum.  Therefore, our objective is to ensure that each child has full access to the curriculum, and to offer them support whether their needs are academic, physical or emotional.

The pre-school provides a comprehensive range of facilities for pre-school education covering all aspects of the curriculum.  We have access to a disabled toilet and we will do our best to provide the correct specialist equipment and use any resources accessible for wheelchair users.


Special Needs Co-ordinator

Teresa Robinson is our special educational needs co-ordinator who is responsible for overseeing our work with any child who has special needs and ensuring that all relevant records are kept up to date.  However, as we operate a key worker system within the pre-school, all the staff are involved with identifying and working alongside any special needs the children may have.


Identification and assessment

At Pals we observe and assess every child in our care, as we believe it is vital to identify any needs a child may have as soon as possible.  If we feel a child is having difficulty then we will write an Action Plan for him/her.

Parental/pupil involvement

We will always work as closely as possible with parents as they can be a valuable source of information and their opinions and ideas can help greatly when planning, monitoring and evaluating an Action Plan.  All of these plans are confidential and parental consent is always sought before any plans are implemented.  We encourage the children’s involvement in their action plans at an appropriate level and are sensitive to their feelings, listen to their views and use appropriate resources to help us do so.

Action Plans:

As an Early Years Setting we will complete a 2 year old Summary Check for any child aged 2 within our care. In addition to this we monitor and review the progress and development of all children whilst in our care.

If a child appears to be behind expected levels we will consider all the information about the child’s learning and development from within and beyond the setting, from formal checks, from practitioner observations and from any more detailed assessment of the child’s needs. Within the setting we particularly consider information in the EYFS prime areas of learning:

Communication and Language, Physical Development and Personal, Social and Emotional Development. We will also look at any specialist advice that has been received. All the information should be brought together with the observations of parents and considered with them

In order to ensure that we are meeting the needs of a child that appears to require additional support we will write an Action Plan in partnership with the parents/carers outlining  short-term targets we set for the child and details of how the targets and aims are to be achieved.  If we feel that a child needs external support which means contacting an outside agency with parental consent, such as portage or a speech therapist then this will be done with the full consent of the parents.

Outside Agencies

We have a list of outside agencies from which we obtain help and advice from when necessary. We can also refer a child to the pre-school panel based at the Phoenix Centre so that the correct specialist can assess them.

The Borough of Bromley employ area S.E.N.C.O’s to support and advise early years settings and we access this support whenever necessary.  We also endeavor to work closely with our local primary schools thus aiding transition arrangements.  Verbal and written observations will be passed to the child’s primary school with parental consent.    

Our staff also go on regular training sessions within the Borough, which enable us to review and update our special educational needs knowledge.

Monitoring and reviewing process

All Action Plans are monitored and are reviewed at least half-termly at our staff meetings.  Our SEN policy is also evaluated regularly and staff are made aware of any amendments there may be.


Reviewed September 2019