Etherley Lane Nursery School

Hazel Grove, Bishop Auckland, Co Durham, DL14 7RF

Basic School Website

 Basic School Website
  • Home
  • About Us
    • Our Mission Statement
    • Promoting Positive Values Statement
    • Meet The Staff
    • Our Governing Body
  • Statutory Information
    • Nursery Admissions
    • Nursery Brochure
    • Equalities
    • Safeguarding
    • Early Years Pupil Premium Allocations
    • Financial Information
    • Nursery Performance
    • Nursery Policies
  • Parents
    • Our Nursery Uniform
    • School Office
    • Child Care
    • Family and Toddler Group
    • Nursery Holidays
    • Nursery Newsletters
    • Online Safety
    • Useful Links
  • Nursery Curriculum
    • EYFS Framework
    • What to Expect, When? A Parents’ Guide
    • Areas of Learning and Development
    • What Have We Been Doing In Nursery
    • Woodland Learning
  • SEND
    • SEN Information Report
    • Disability & Accessibility
  • Contact Us
Home / SEND / Our SEN Provision / How we identify, assess and review children with special educational needs

How we identify, assess and review children with special educational needs

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

  • Work in partnership with parents/carers. Detailed parent information about a child is taken when children start nursery, and regular termly feedback meetings are held with parents.
  • Consult with relevant external agencies such as Speech and Language therapy, occupational therapy, health visitors
  • Use assessment tools & materials. The nursery uses the Durham “Flying from the Start” assessment scheme.
  • Use observations from keyworkers.
  • Use Short Notes which are shared and discussed with parents.
  • Use advice from Speech and Language Therapists and the Educational Psychology service.

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will:

  • Assess a child’s special educational needs through keyworker and SENCO observations and discussions with parents.
  • Plan the provision to meet your child’s aspirations and agreed outcomes through producing a SEN support plan outlining the additional provision that we will make, with agreed outcomes.
  • Do put the provision in place to meet those outcomes for example a language support programme.  Sometimes this will be in the form of an extra group time, with a small group of children. Sometimes it will be some individual support for short periods of time, for example supporting use of PECS cards to develop communication skills.
  • Review the support and progress through keyworker and SENCO observational assessment, use of assessment schemes and discussions with parents/carers.

As part of this approach every child with SEN will have an individualised Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child (where appropriate) views are integral to this process. If parents/carers have concerns they are given the highest priority and a meeting is arranged with the Headteacher, who is also the SENCO.

In evaluating SEN provision, outcomes are evaluated in relation not just to individual children but for the cohort of children as a whole. Regular monitoring of provision by the Headteacher ensures that all children, including children with SEND receive high quality teaching. Children with SEND access the full curriculum and provision alongside their peers. As the nursery is small, all staff are made aware of individual needs of children through staff meetings so this enables all staff to have a unified approach, for example in supporting behavioural or communication needs. If a child is displaying some immature but aggressive behaviour such as biting, then a risk assessment will be done, to ensure the safety of the other children, whilst also working to support the individual child.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

For more detailed information see the Local Offer.

For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.

In this section

  • Introduction
  • Our SEN Provision
    • The kinds of SEN that are provided for:
    • Our approach to teaching children & young people with SEN
    • How we adapt the curriculum and learning environment for children & young people with SEN
    • How we identify, assess and review children with special educational needs
    • How children with SEN engage in all activities?
    • How we evaluate the effectiveness of SEN Provision
  • Support for Emotional & Social Development
  • Looked After Children with SEND
  • SEN Transition
  • SEN Specialist Expertise
  • Consulting with our SEN Pupils, Parents & Carers
  • Compliments, Complaints & Feedback
  • Key Policies
The Local Offer
Ofsted Outstanding 2011 2012
Ofsted Outstanding School 2014 2015

Copyright © 2023 Etherley Lane Nursery School

Hazel Grove

Bishop Auckland

County Durham

DL14 7RF

Tel 01388 604 835 · Email etherleylanenursery@durhamlearning.net


Legal Information | Website Login

Powered by Durham County Council.