Inclusion and Special Educational Needs and Disability 


Our Nursery Schools believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We will ensure that the The Equality Act 2010 and The Special Educational Needs and Disability Regulations 2014 and relevant Codes of Practice and Guidance are implemented effectively across the settings.


Our nurseries are committed to providing an appropriate and high quality education to children living in our local area.  We believe that all children have an entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of life.  We pay particular attention to the provision for and the achievement of;

•    girls and boys, men and women

•    minority ethnic and faith groups

•    learners who need support to learn English as an additional language (EAL)

•    learners with 'Special Educational Needs and Disability’  (SEND)

•    learners who are disabled

•    those who are 'gifted and talented'


We aim for the environment to be one in which all children can thrive with appropriate regard to their rights and preferences as individuals.  All children should be valued in nursery.  We will strive to eliminate prejudice and discrimination, and to develop an environment where children can flourish and feel safe.  Inclusion is most likely to be successful if the diversity of all members is recognised and valued.  The nursery recognises that individuals are unique in their interests, abilities, motivation and learning needs.  All members of the nursery are entitled to be treated with respect and have their views taken into account.


Part of the nurseries strategic planning is to develop and improve the cultures, policies and practices to include all learners.  We aim to engender a sense of community, but also to respond to children in ways that take account of their varied life experiences and needs.  As a nursery we consider our Curriculum policies, Admissions, Anti-bullying, Assessment, Behaviour, Child Protection, Discipline, Disclosure, Equal Opportunities, Health & Safety, INSET and Staff Development policies to be seen as part of our continuing approach to improving our inclusion strategies.


Children, including those identified as having 'special educational needs' have an entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of nursery life. 

Our commitment to educational inclusion is evidenced by the following practical strategies in the areas of:

i)          Physical access

ii)         Resources

iii)        Communication

iv)        Attitudes and collective responsibility.

 v)        Multi-professional collaboration


i) Physical access.

Our Nurseries provide a welcoming environment for all members and visitors,  management and staff are enabled to actively  address issues of inaccessibility by changing the environment to enable access.  Where possible appropriate doorways, level internal floors and external parking are available for wheelchair access and the outdoor play area is also easily accessible.  There are allocated quiet areas and there are accessible toilet and washing facilities, with space for changing a child's clothes. 


ii) Resources.

Learners: The ranges of library, reading books, games and resources have positive images of people with disabilities.  Resources and equipment, work and displays around the settings celebrate the diversities in society by the use of positive, inclusive images.  Resources and equipment are placed at appropriate levels for open access for all children.

Staff: There is a copy of SENDA and the Code of Practice which have been shared with the staff and parents or carers.  INSET is available to staff via the EYDCP Training Directory and other sources.  The Manager has responsibility for allocating resources.  There are books available to support inclusive practices eg. All Together.  There is a notice board available to parent or carers for details of workshops and training plus support groups. We have a Senior Senco based at Head Office and a Senco within the settings.


iii) Communication

New parents or carers, children, staff are informed of the nurseries Inclusive policy, ethos and practice.  Staff use various varieties of ways to communicate eg. Photographs, pictures, large print.  They use positive language and challenge offensive language relating to disabilities.  The SENDCO offers advice to parents or carers about other organisations or schools that offer support.  The home or school books provide a positive system of communication and staff offer parent or carers opportunities to inform them about their child.  The parent or carers are involved in decisions to be made about how their child is being supported and the staff are pro-active in supporting a child's transition to a new school or setting.


iv) Attitudes & collective responsibility

The company, Manager and Staff have a commitment to valuing the whole child and enabling the individual to develop his or her skills.  They also have an understanding of the Social Model of Disability and keeps up to date with legislation and good practice.  Outside agencies are used for support and advice and all policies are based upon inclusive principles.  All children are welcomed and valued and the whole staff team is committed to inclusion and supported to discuss their concerns, triumphs and good practice on a regular basis.  The Operations Manager, Training Manager and Managers ensure that curriculum plans provide a full entitlement for all childrens.  The role of LSA's is valued and they are supported and appropriate training available.


What is SEND?

A child has special needs requiring differentiated educational provision if he or she has a learning difficulty or is gifted.

In weekly staff meeting teachers are given the opportunity to bring up any concerns and observations regarding a child’s learning and development.


Learning Difficulty

A child has a learning difficulty if:

a)         he or she has a significantly greater degree of difficulty in learning than the

            majority of children of his or her age.


b)         he or she has an impairment which prevents or hinders the use of educational

            facilities generally provided for children his or her age.


Gifted or More Able Children

Gifted children are recognised as having Special Educational Needs and Disability.  These needs may be academic or may occur in sport, music, drama, art, IT.


SEND  Academic Provision


a)         Inclusion

b)         Differentiation

c)         Enrichment or extension

d)         Individual or small group lessons



Our Nurseries aim to provide differentiated provision in addition to, or otherwise different from, the provision made generally for children of his or her age.

Our Nurseries expects all children to achieve the maximum possible for their ability and recognise each child's achievements as well as his or her difficulties, in an inclusive setting.


SEND School Action and School Action Plus

Our Nurseries are committed to implementing the SEN Action and Action Plus as stated in the The Special Educational Needs and Disability Regulations 2014.


SEND  Action

a) The practitioner identifies SEND

b) Refers to SENDCO

c) SENDCO observes child

d) SENDCO consults with parents and decisions on support are made with IEPs

e) SENDCO or practitioners and parents have regular reviews of child's progress and update IEPs, usually on a summative basis.

 Action Plus

a) if little or no progress, over a long period of time, has been made then in consultation with parents outside agencies are employed to give further support.

b) Specialist assessments will be the basis for further IEPs.

Statutory Assessment

If children do not progress through Action Plus it may be appropriate, in consultation with the parents and outside agencies, to consider a Statutory Multi-disciplinary Assessment.

The SEND co-ordinator is Holli Williams. She is responsible for the day to day operation of this nursery's SEND policy.

a)         Through induction and in-service training, practitioners are made aware of and

            trained in recognising signs of SEND.

b)         Quarterly plans will include information about differentiation.

c)         Children with SEND have equal access to all areas of the curriculum and are

           taught fully within their class unless being removed once or twice weekly for

           specialist one to one teaching.

d)         Individual education plans (attached) are reviewed quarterly by the Manager  

            and the SENDCO.


Our Nurseries must ensure that the curriculum is fully accessible to children with special educational needs and Disability.  In the light of evidence about a child's particular needs, provision can include:

a)         alerting all practitioners and support staff to the child's needs

b)         helping the child develop appropriate practices for taking down and

            recording information eg. lap top computer

c)         providing alternative sources of information.



Staffing Policies:

   Support Services

a) Our Nurseries invite Local Speech and Language Therapists, Early Years Advisors, Occupational Health Advisors, Educational Psychologists to the setting in line with Multi-agency collaboration.

b) Our Nurseries invites self-employed, specialist teachers into the school to give children with special educational needs and Disability individual or paired lessons. These teachers are responsible to the nursery and work through the SENDCO but the financial arrangements are made privately between the teacher and parents.

b) Our Nurseries advise parents on a wide range of available services.


 Links with other Schools


Our Nurseries place great emphasis on the procedure resulting in the correct choice for parents of schools for their children.

a) On-going consultation with parents and child is essential.

b) Developing and maintaining links with other mainstream schools and special

    schools through visits.



Special Educational Needs and Disability Co-Ordinator

The SENDCO has responsibility for the day to day operation of the nursery’s SEND policy and for co-ordinating provision for children with Special Educational Needs and Disability.


Specifically, the duties of the post are:

  • To be responsible for producing and implementing guidelines for Special Needs and Disabilities throughout the Nursery to ensure development, continuity, progression and differentiation.

  • To co-ordinate and oversee the implementation of identification and assessment as laid out in the SEND policy.

  • To co-ordinate and liaise with Special Needs support staff within the nurseriesb  and with outside agencies to provide appropriate support for children with Special Educational Needs.

  • To liaise with and advise colleagues on identification, assessment and classroom management.

  • To contribute to the In-Service training on SEND for staff, including using outside agencies.

  • To oversee record keeping, including the SEND register.

  • To control, evaluate and requisition equipment and resources for the teaching of Special Needs and Disability within the nursery.

  • To liaise with parents and promote open communication and understanding.

  • To keep up to date with current educational thinking by reading books, journals and government publications.

  • To attend courses and to disseminate to colleagues where necessary.

  • To review the nursery's practices in providing for SEND.



Equal Opportunities and Diversity

The nursery community reflects society and needs to understand it.  The ethos of our Nurseries is understanding and a striving for excellence in all.  All members of the nursery community are encouraged to understand, appreciate and value the differences between us.  Encouragement and praise should be the foundation of relationships between children, staff and parents.  Each child is treated with love and care irrespective of race, colour or creed.  Children of different culture are embraced where emphasis is placed on equality. Parents of children are invited to help with specific multi-cultural topics, and partake in the celebration of cultural and religious festivals.


Equal opportunities underpin the value system of the nursery.  Therefore the curriculum must display a commitment to these ideals so that all children have access to the same facilities and opportunities.


As a nursery we undertake to;

  1. Encourage everyone to value the contributions of others regardless of cultural and religious differences.

  2. Provide opportunities for all members of the  to understand roles in society free from prejudice based on race, gender and religion.

  3. Provide the children with the opportunity to experience aspects of different cultures at first hand.

  4. Promote the needs and rights of others.

  5. Encourage the development of personal, social and professional relationships.

  6. Acknowledge individual's rights and roles in the world of work and in the work environment.


The curriculum in the nursery will achieve these aims by using positive images to combat negative stereotypes;

  1. By being aware of different types of learning, developing and encouraging different teaching methods to take account of these.

  2. By ensuring that children with special needs have access to the curriculum through implementation of the special needs policy.

  3. By screening the reading and audio-visual resources to ensure that positive images of people of different races and cultural backgrounds, and people with disabilities are promoted. 

  4. By the use of circle time as a forum where the children are encouraged to acknowledge and celebrate individual and cultural differences.



The Senior Management is committed to a policy of equal opportunities of employment.  This policy aims to ensure that no employee or job applicant receives less than favourable treatment because of race, colour, ethnic or national origins, sex, martial status, sexual orientation, age, disability or is disadvantaged by conditions and requirements which cannot be justified.

Procedures for selection, promotion and training will be under constant review to ensure that individuals are considered solely on the basis of merit and ability.



English as an Additional Language


Our Nursery Schools ,as a group where approximately 40% of the children are children with English as an additional language and 20% of children come from homes where other additional languages are spoken.  The term EAL means 'English as an additional language' and includes those children for whom English is not the first language spoken at home and children who are bilingual.



•    To create a welcoming and supportive environment which will encourage EAL children to participate fully in all areas of nursery life.

•    To value and respect the cultural and linguistic identities of EAL children, and use these to enrich the learning of all children.

•    To develop the oral and literacy skills of EAL children so that they can understand and use English confidently and competently across the curriculum and maximise their potential in all areas of nursery life.

EAL children are entitled to the full curriculum.  We value and respect the cultural identities and experiences of all children’s and these are celebrated through both class based and nursery wide activities.  We recognise that the use and development of each child's home language is an essential part of the child's linguistic development.  We support cultural and linguistic diversity through our displays using a variety of resources, such as artefacts, books, posters, maps, tapes and musical instruments.  Children's religious and cultural beliefs and backgrounds are celebrated and valued through circle time and activities.  Parents and members of the community are a valued resource and are utilised to enrich childrens' learning and cultural awareness.  Parents are invited and welcomed into the nursery community and encouraged to participate in the life of the nursery.  Parents (and staff) may be used as interpreters for other families, help in the classroom, go on trips, and share experiences and expertise. 


On admission information is requested about the child's linguistic background.  New EAL children are referred to the SENCO who in conjunction with the child’s key worker carries out an initial assessment of the children to determine their language acquisition stage.  There are four stages of language acquisition ranging from stage 1 (beginners) to stage 4 (fully competent).


The role of the EAL co-ordinator who is also the SENCO is to maintain the register, to act as a contact point and source of information for the class teachers, to attend relevant INSET and feed back to staff and to be responsible for resources.

The SENCO will also carry out an initial assessment of the children's language development, meet with each class teacher on a termly basis to agree on a focus for each EAL children and review each summative report with the Keyperson.

The Keyperson will develop the social skills of EAL children through group work and the use of good role models.  Also liaise with parents and other agencies and assist with communication between home and nursery (if necessary).

EAL learners work in a variety of group and whole class situations where first language speakers provide a positive role model.

There are three main strands to the English curriculum: speaking and listening, reading and writing, and EAL learners will receive teaching in all three areas.  Work is inter-related across these three areas so that one area supports development in another.  In addition children will be using English across the curriculum and throughout the day.  We acknowledge that even the more advanced learners of English need continuing support in order to reach their full potential and we recognise that all children benefit from praise and positive correction.

The staff are the fundamental resource for raising the achievement of EAL learners,  Multicultural and language resources are found across the nurseries and are available for use by any member of staff.  Additional resources can be purchased as required.


Room activities will be differentiated by task, outcome, resources and adult support - details of support can be found on weekly planning sheets. Assessment of EAL children will be in accordance with the Early Years Outcomes.



Achieving Positive Behaviour


We believe that children and adults flourish best in an enabling environment in which everyone knows what is expected of them and where children are free to develop their play and learning without fear of being hurt or hindered by anyone else.


Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.


We aim to work towards an environment in which children can develop self- discipline and self-esteem in an atmosphere of mutual respect and encouragement, in line with our equal opportunities policy.


We have a Behaviour Management Officer in each setting, who is trained in dealing with behaviour of concern. The Behaviour Management Officer will use an ABC from (antecedent, behaviour, consequence) to observe and analyse changes in behaviour.


The Behaviour Management Officer will keep themselves up to date with legislation and research and thinking on managing children’s behaviour.


Access relevant sources of expertise on managing children’s behaviour and to check that all staff have relevant in-service training on managing children’s behaviour. We will keep a record of staff attendance at this training.


In order to achieve this:

  1. Age appropriate Golden Rules will be displayed and explained in all play rooms.

  2. Parents are encouraged to support these Golden Rules at home.

  3. Rules governing the conduct of the group and the behaviour of children will be discussed and agreed within the nursery and explained to all new comers, both adults and children.

  4. All adults in the nursery will ensure that the rules are applied consistently, so that the children have the security of knowing what is expected and can build up useful habits of behaviour.

  5. All adults will provide a positive model for the children with regard to friendliness, care and courtesy.

  6. Adults in the nursery will praise and endorse desirable behaviour such as kindness and willingness to share.

  7. We will take positive steps to avoid a situation in which children receive adult attention only in return for desirable behaviour.


When children behave in unacceptable ways;

  1. Punishments that affect the wellbeing of a child will not be used or threatened.

  2. We will work in partnership with parents to reach a consistent approach and to find solutions.

  3. Physical punishment, such as smacking or shaking, will not be used nor threatened.

  4. Children will never be sent out of the room by themselves.

  5. Techniques intended to single out and humiliate individual children, such as the ‘naughty chair’ will not be used.

  6. Children who display unacceptable behaviour will be given one to one support in seeing what was wrong and working towards a better pattern of behaviour.

  7. In cases of serious misbehaviour, such as racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately but by means of explanation rather than personal blame.

  8. In any case, of misbehaviour it is always made clear to the child or children in question that it is the behaviour and not the child that is unwelcome.

  9. Adults will not shout or raise their voices in a threatening way.

  10. Adults in the nursery will make themselves aware of, and respect a range of cultural expectations regarding interactions between people.

  11. Any behaviour problems will be handled in developmentally appropriate fashion, respecting individual children’s levels of understanding and maturity.

  12. Recurring problems will be tackled by the whole nursery, in the partnership with the parents, using objective observation records to establish an understanding of the case.

  13. Adults will be aware that some kinds of behaviour may arise from the child’s special needs.

  14. If a child’s behaviour is persistently challenging and presents a significant risk to themselves or others, we may discuss with parents or carers the possibility of keeping the child at home for a short period. This will allow time for the staff and parents or carers to make reasonable adjustments to manage the child’s behaviour in accordance with the Equality Act 2010. We will consult on the views of the EYFS Inclusion team before taking this action. We will consider fully the views of the parents or carers and child on developing approaches and strategies to manage a child’s behaviour and plan for the child’s return to our setting.

  15. When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.

  16. We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this.

  17. Common inconsiderate or hurtful behaviours of young children include tantrums, biting or hitting.  Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.

  18. If tantrums, biting or hitting are frequent, we try to find out the underlying cause - such as a change or upheaval at home, or frequent change of carers. Sometimes a child has not settled in well and the behaviour may be the result of ‘separation anxiety’.

  19. We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

  20. We only use physical restraint, such as holding to prevent physical injury to children or adults or serious damage to property. All details are brought to the attention of the nursery manger and recorded on an incident record. Parents are informed on the same day and sign an incident record to say they have been informed.



Promoting Positive Behaviour

It is possible to transform any child’s behaviour with the right approach and by remembering that a child’s behaviour is shaped by their thoughts, which means that if you want positive behaviour you have to encourage children to have positive thoughts and feel good about their selves.

In order to promote positive behaviour we;

  1. Praise positive behaviours

  2. Rewards – helper of the week, well done, high fives

  3. Promote independence and responsibilities and Caring for others – being little helper

  4. Role modelling

  5. Sharing activities

  6. Quiet time activities

  7. Circle time

  8. Enabling Environments

  9. Key worker time

  10. Promote empathy through responsibilities ie, getting a cold compress, returning a toy, helping look after the nursery pet.



Bullying is a deliberate and aggressive action, carried out with intent to cause harm or distress to others. As such, ‘bullying’ action requires the child to have a higher level of reasoning and thinking than most three years olds have. An outburst by a young child is therefore more likely to be a reflection of their emotional wellbeing, stage of development or behaviour that they have copied from someone else. Bullying at this age is a learnt action rather than deliberate behaviour. We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.


Bullying can involve the persistent physical or verbal abuse of another child or children.


If a child is showing bullying tendencies;

  1. We will intervene to stop the harming of the child or children.

  2. We will inform he Behaviour Management officer

  3. Begin ABC forms – looking for a pattern or reason to behaviours

  4. We give reassurance to the child or children who have been hurt or upset.

  5. We help the child understand why his or her behaviour is inappropriate and the consequences.

  6. We promote an understanding of our emotions through empathy.

  7. We praise all children’s positive behaviour.

  8. Parents or Carers are informed of any incidents during the day, through verbal feedback or if needed, recorded documentation.



Repetitive Biting

Biting is a behaviour that some young children display for various reasons;

  1. It can be linked to development in speech, as when they do not have the words to communicate anger, frustration or needs

  2. An emotional response, there may be changes in the child’s life e,g with parents or at home, that need to be taken into consideration.

  3. They may be teething, they may find biting, either themselves, toys or someone else relieving for their teething pain.

  4. Copying, as part of playing, parents or adults may ‘play’ bite their children e.g I could eat your little toes , nom nom. Etc. The children then think it is ok to play bite, and may be copying this action on their friends, without having control of strength of bite.


If a child is biting we will follow our achieving positive behaviour procedure, if the child is showing repetitive traits of biting or frustrated behaviour we will follow the following procedure

  1. Instil boundaries with the child, be consistent in our approach, inform the child that we do not bite our friends

  2. Provide the child with a teething toy

  3. Use an ABC form to find out the reason behind the biting

  4. Speak with the parents to advise what is happening and see if there are any changes at home and how parents are managing the behaviour out of nursery

  5. Teachers will observe the child to see what influences are affecting the biting

  6. The teachers will then plan specific activities and enable the environment so that the biting behaviour should stop

  7. If biting persists, we will refer the child to the Early Years referral team for further support for the child and family.


In all instance an accident form for the child who has been bitten will be completed on each incidence, and incident form will be filled in for the child who has bitten. Each child’s parent will be informed on every occasion.


For confidentiality reasons and to eliminate possible conflict between parents, the name of the child who has bitten will not be disclosed to the parent of the child who has been bitten.

This policy was last updated July 2018


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