This should cover your overall arrangements for children with SEN, including admissions, your access to specialist facilities, and any staff with specialist qualifications. Think about what resources you have; which people should be involved; who will identify and assess children, and where you will do this; how you will review your policy; and how you will deal with complaints.
Individual Education Plans (IEPs)
Involve children and parents in IEPs as far as possible. Discuss what you're doing, and see if children can choose some of their own activities.
IEPs should only cover the additional things you do - a maximum of three or four targets, based on what the child's already doing, which can be achieved in about three months and reviewed on a set date. Decide which staff should be involved, the timetable, the benchmarks for success, and the equipment you will need.
Be prepared to be flexible if the plan really doesn't seem to be working.
And above all, work in small steps, be consistent and be positive.
Termly reviews
Fill out a 'termly review form' with all relevant information in advance, and ensure that all relevant people can attend. During the review meeting, work systematically through the review form, giving the parents and the child every opportunity to contribute. Discuss what you need to do now.
After the meeting, make sure the parents are happy with the outcomes. As soon as possible afterwards, send everyone copies of the review form and notify them of the next meeting date.
Working with parents
Talk to parents about what you and any outside agencies are doing, and any new developments. Give them credit for everything they do at home, and stress that children should not be pushed against their will. Be realistic, as well, about the fact some parents will not do follow-up work to support yours.
Working with outside agencies
Some children will already be involved with outside agencies. Others will be involved at the Early Years Action stage, and any child who moves to Early Years Action Plus will probably work with more. Before reaching this point, it is a good idea to establish good relations with the relevant specialist professionals. A whole range of practitioners can offer specialist advice and support. But remember that you have specific early years expertise, and that your work should complement each other.
