Inclusion

Our Vision for Inclusion

At Claydon Pre-school, we believe that every child deserves the best possible start in life, regardless of their background, needs, or individual circumstances. Our commitment is to create a welcoming, supportive, and simulating environment where all children feel valued, included, and empowered to reach their full potential. This plan outlines our strategies to ensure access to high quality early years education and comprehensive support for every child and family in our care.

Our core principles of inclusion

• Valuing every child: Recognising and celebrating the unique strengths, talents, and contributions of every child.
• Accessibility and adaptability: Proactively removing barriers to learning and participating and adapting our environment and practices to meet diverse needs.
• Partnership and families: Working collaboratively with parents and carers as primary educators and experts on their child.
• Early Identification and intervention: Identifying needs early and providing timely, effective support.
• Professional development: Ensuring our staff have the knowledge, skills, and confidence to support every child in our setting.

Our strategic goals and actions

Enhancing Family and community partnership for holistic support:

Goal: To strengthen connections with families and local support networks to provide comprehensive support for children’s development and well-being.

Actions: Open communication, to maintain regular, open, and accessible communication channels with all parents/carers, ensuring they feel heard and involved in their child’s learning journey.

• General Support - https://www.suffolk.gov.uk/children-families-and-learning/suffolk-family-hubs
• Suffolk Local Offer - Information and advice for families of children and young people with Special Educational Needs and Disabilities (SEND) in Suffolk - https://www.suffolklocaloffer.org.uk/
• 1-2-1 Suport, Children Under 11 & Run Groups - https://www.familiestogethersuffolk.org.uk/
• Children’s Mental Health & Emotional Issues - https://www.parentsandcarerstogether.co.uk/
• Unpaid Famly Carers - https://suffolkfamilycarers.org/
• Free Group to Support parents and carers of both diagnosed and undiagnosed SEND - https://www.senfamiliesunite.co.uk/
• Specialised support for complex needs including mental health, domestic abuse and anxiety - https://family-action.org.uk/
• Toilet training, behaviour needs, food aversion and sleep routines - https://www.suffolk.gov.uk/children-families-and-learning/childrens-health/health-visiting-service

Seamless transitions and collaborative professional working:

Goal: To ensure smooth transitions for children and to collaborate effectively with external professionals to meet individual needs.

Actions: Link to schools. Establish and maintain strong relationships with feeder schools, sharing relevant information (with parents’ consent) to ensure a smooth and successful transitions for children moving to primary education. This includes inviting school staff to our setting and having transition days.

• Claydon Primary School - https://www.claydonprimary.net/
• Bramford & Somersham Schools - https://bramford.bramsomfederation.net/

Working with other professionals. Develop clear protocol for referring and working alongside external professionals such as Speech and language therapists, Educational Psychologists, Health Visitors and Social workers always with parental consent and involvement. We will ensure effective information sharing and joint planning.

Targeted support and resources allocation for diverse needs:

Goal: To identify and address the specific needs of all children, ensuring fair access to resources and intervention.

Action: Track children by using our tracker system, Wellcom, EYPP, SEND, funding from 2 years old, 2-year checks, reports, and children with addition needs we use learning journals as we recognise all children are unique and develop at different rates. We as a setting understand the importance of children progressing to their needs. We follow birth to five as a guideline to help further children with their development and we work with the learning Journal for children who require additional support, so it is more achievable for the child to meet their goals. Every child will have trackers, adapted to their needs and are done 3 times a year as a guideline for us. Your child will also have reports twice a year to show the achievements they have made and if your child starts at 2, they will receive a 2-year report from us. We also use wellcoms, which help us identify areas children will need support with. This may be through speech, understanding or listening to an instruction. We also recognise vulnerable groups, such as summer born, those eligible for Early Years Pupil Premium (EYPP) children with identified special educational needs and disabilities (SEND) Trackers and reports are helpful tools for us to use to inform us on planning and intervention if needed.

• Free Childcare for Working Parents - https://www.gov.uk/free-childcare-if-working
• Childcare you can get help paying for (‘approved childcare’) - https://www.gov.uk/help-with-childcare-costs
• Funded early education for 2-year-olds - https://www.suffolk.gov.uk/children-families-and-learning/childcare-information-and-support-for-parents-and-providers/guidance-for-parents-and-carers/funded-early-learning-for-2-year-olds
• Family Fund – Helping Disabled Children - https://www.familyfund.org.uk/
• Best Start in Life Parent Hub - https://www.beststartinlife.gov.uk/
• Disability Living Allowance for Children - https://www.gov.uk/disability-living-allowance-children

Individualised planning: Develop and regularly review individual support plans. These could be SEND support plans or an Individual educational plan (IEP) These will be used when we identify that a child will need extra support. We will set clear, measurable goals and strategies in collaboration with parents and professionals.

Ensuring Adequate and inclusive provisions:

Goal: To ensure that our provision is adequately resourced and accessible to all children, including those with higher needs.

Actions: Funded places, Including inclusion funding, higher needs funding, etc. Proactively seek and effectively utilise all available funding streams, including inclusion funding, higher needs funding and any other funding available to ensure appropriate staffing, specialist equipment, and adaptations are available to support children with diverse and higher needs.

Accessible Environment: Regularly review and adapt our physical environment and resources to ensure they are accessible and inclusive for all children, promoting independence and participation.

Developing a highly skilled and confident workforce:

Goal: To equip our staff with the knowledge, skills, and confidence to effectively support every child’s inclusion and development.

Actions: Training for skilled workforce. Implement a comprehensive professional development plan for all staff, including mandatory training in SEND awareness, inclusive practices, supporting children with English as an additional language (EAL), positive behaviour management, and specific training related to children’s individual needs (medical conditions, specific learning differences)

SENCo support: Ensure our Special Educational needs coordinator is well trained, has dedicated time, and receives ongoing professional development to effectively lead on inclusion, support staff, and liaise with external agencies.

Promoting Health, well-being and positive Lifestyles:

Goal: To foster a healthy and nurturing environment that promotes the physical and emotional well-being of all children.

Actions: Support Healthy Eating: Implement a clear healthy eating policy, providing nutritious snacks/meals and encouraging healthy choices. This includes accommodating dietary requirements, allergies, and cultural food preferences.

Emotional Well-being: Create an emotionally secure environment where children feel safe to express themselves, develop resilience, and build positive relationships.

Active play: Provide ample opportunities for active play and outdoor learning, promoting physical development and exploration for all children.