The term inclusion is meant in the widest sense. It incorporates children and young people as well as the rights of parents/carers, students and all staff.
This is an over arching policy, incorporating EAL, G&T and SEND and is linked to ARK Alpha’s Equal Opportunities, Health and Safety, Behaviour, Safeguarding and Admissions policies. It is also written in accordance with revised code of practice 2001 for children with SEN Equality Act 2010.
We aim to be an inclusive nursery and offer an equality of opportunity to all groups of children within the nursery, including:
- Boys and girls
- Pupils from minority faiths, ethnicities, travellers and asylum seekers and refugees
- Children with EAL (English as an additional language)
- Children with SEND (Special educational needs and disabilities)
- Looked after children
- Sick children, children from families under stress and those with multi-complex difficulties
We aim to:
- Provide a stimulating learning environment across the setting which maximises individual learning potential and ensures children of all abilities are supported to develop across all seven areas of learning set out in the early year’s foundation stage.
- Provide a differentiated learning opportunity, setting suitable learning challenges, responding to diverse needs and overcoming potential barriers to learning and development.
- Provide a happy, healthy and safe nursery.
- Provide inclusive setting through robust cycle of review and evaluation ie. tracking different groups of children, setting targets and monitoring progress.
- To work in partnership with parents/carers ensuring they are fully involved in all decisions that affect their children’s education, learning and development.
- Work in partnership with external professionals to enhance the provision offered at ARK Alpha Nursery, i.e. social care, EP, EMAS, Early Years team and Health Visitors.
English as an additional language
Children learning English as an additional language are supported through recognising and valuing their home language and background. ARK Alpha Nursery uses the Priscilla Clarke’s Stages of Early Bilingual Learning (see appendix 1) to support the provision for the child where this appropriate.
Supporting a child with EAL
- Additional visual support e.g. picture, photos and use of gesture.
- Additional verbal support e.g. modelling and repetition, staff and other children learning key words and phrases in a child’s home language.
- Use of small group time to involve purposeful talk and encourage active engagement.
- Celebrate a range of cultural festivals and beliefs.
- Enhanced opportunities for speaking and listening and role play.
In addition we work closely with parents to understand how language is used in the home setting, and as part of the EYFS we try to support the child’s home language within the nursery for example: recording the parents signing a song which can be then played to the child.
Special Educational Needs and Disabilities
At ARK Alpha Nursery in accordance with the revised code of practise 2001, we recognise that children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
The term SEND encompasses a wide range to types of need. The established categories of SEND are: specific learning difficulty, moderate learning difficulty, severe learning difficulty, profound and multiple learning difficulty, behavioural, emotional and social difficulties, speech and language and communication needs, hearing impairment, visual impairment, multi- sensory impairment, physical disability and autistic spectrum disorder.
We take account of the definition provided by the Equality Act 2010 which states that ‘a person has a disability if: they have a physical or mental impairment and the impairment has a substantial and long term adverse effect on their ability to carry out normal day to day activities’.
All staff at ARK Alpha Nursery are responsible for children with SEND and are accountable for their progress. We are committed to meeting the needs of children with SEND.
Identification of children with SEND
Early identification of SEND is made either by staff or from information from previous settings or other external sources/partnership agencies. Parental concerns and information is also taken into consideration. The nursery follows the stages set out in the revised code of practice. This identifies the stage of SEN a child is at, and clarifies who is responsible for the additional provision that is needed to support the child’s progress.
Our system of observation and record keeping, which operates in conjunction with parents, enables us to monitor children’s needs and progress on an individual basis.
Children with identified needs have an Individual Education Plan (IEP)
If it is felt that a child’s needs cannot be met through nursery without additional support, then advice will be sought from the area INCO and referrals made to partnership agencies for advice, support and, in some cases, additional funding will be applied for.