Granville Plus Nursery School

Life at Granville Plus Nursery School Life at Granville Plus Nursery School Life at Granville Plus Nursery School Life at Granville Plus Nursery School Life at Granville Plus Nursery School Life at Granville Plus Nursery School

Granville Plus Nursery School SEND Information Report 2016 – 2017

Granville Plus Nursery School is a fully inclusive school. We ensure that all children achieve towards their potential socially, emotionally, physically and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs) This document is intended to give you information regarding the ways in which we ensure we support all of our children including those with SEN and disabilities, in order that they can reach their full potential. It may not list every skill resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual children.

Children may be identified as having SEND when their progress has slowed or stopped and the interventions and resources put in place do not facilitate improvement.

Special Educational Needs and/or Disabilities can include one or more of the following:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health difficulties
  • Sensory and/or Physical Needs

A child may have needs that span two or more of these areas. In the Code of Practice 2015, Chapter 6, paragraph 6.28 onwards, it gives a fuller explanation of these categories.

The purpose of identification is to work out what action the School needs to take, not to fit the child into a category.

SEND Specialism: The School aims to develop expertise to support whatever the child’s needs are. We have worked mainly with children who experience Social, Emotional and Mental Health difficulties, and Communication and Interaction needs (including speech and language delay and disorders, and children in the autistic spectrum), and increasingly with children with Physical Needs (often associated with medical needs).

Who are the best people at school to talk to about my child’s SEND?

*Your child’s Key Worker - responsible for planning the differentiated curriculum and assessing your child’s progress.      

*Teacher in charge of SEND (SENDCO) - responsible for co-ordinating all the support and interventions in the school, keeping parents informed, holding the reviews and liaising with all agencies involved with your child. Beverley Clarke is the Deputy Head Teacher, member of the Senior Leadership Team and is the SENDCo.   She has the National Award for SEN (NASENCo award), as required by law, and longstanding experience in SEND.  

*Head Teacher- responsible for the day-to-day aspects of the school and all the arrangements for children with SEND. She attends the allocation panel for additionally resourced places. The Head Teacher has to report to the Governing Body on all aspects of SEND within the school. The Head Teacher Lesley Benson has longstanding experience in SEND, and has headed several provisions for children with significant SEND.    

*SEND Governor is responsible for making sure the necessary support is made for every child who attends the school with SEND.

Horizon, an Additionally Resourced Provision for children who have a diagnosis of Autism, is part of the Local Authority’s provision for children under 5 who meet an additional set of criteria, including falling into Band 5 within Brent’s Banding approach to funding SEND. Horizon Lead Teacher is Gloria Miranda who is also a member of the Senior Leadership Team. She has a Masters in this field of expertise.

Funded Places for Children with Disabilities (CWD) We also have 8 funded places for children with a range of disabilities, including sensory and/or physical. We are developing wider expertise to meet the individual needs of these children with support from outside agencies.                                                                                                                                           Places in Horizon and for CWD places are allocated by the Under 5’s Specialist Panel, which meets monthly throughout the year.

Team Approach and Working Together

We have a team approach, working in partnership with parents and outside agencies. This allows all involved to contribute knowledge and perspectives, and supports adoption of a consistent and informed position from which to work with each child. We have a collective responsibility to ensure the whole School community (staff, parents and pupils) make a positive contribution to meeting the needs of children with SEND. Our approach is supported by commitment to on-going staff training, appropriate to needs of individual staff, and children.

How will I know how well my child is doing at school?

The School has an ‘open door’ policy - parents are welcome to speak to their child’s Key Worker at any time.

Partnership between parents and teachers - we strive to communicate regularly with parents. There are termly meetings with the SENCO and / or Head Teacher.

If your child has an EHC plan there will be formal meetings where progress is reported on and a report written.        

What are the different types of support available for children at this school?                                                                                                                                                                                       

Whole school ethos and inclusive practice for all children.

Support for pupils with additional needs – refer to The School’s Code of Practice.

Structured day including free-flow play.

Positive behaviour management strategies.

Differing learning styles understood.

Differentiation of tasks, activities, planning and outcomes.

Individualised rewards and sanctions.

Communication with parents and carers.

Additionally Resourced Provision - Horizon Specialist Teacher and Specialist Nursery Assistants.

Small group targeted interventions.

Individual one to one targeted interventions.

Alternative communication systems – Makaton & Visuals: Visual timetables, pictures, photos, objects of reference.

Parents involved in the individual support plan.

Speech and Language Therapy [SALT] programmes delivered by trained staff.

SALT interventions.

Occupational Therapy [OT] programmes delivered by trained staff as and when appropriate.

OT interventions.

Physiotherapist interventions.

Physiotherapy programmes delivered by staff as and when appropriate.

Communication, speaking and listening seen as high priority within the whole School.

Children are listened to.

All staff trained in relevant positive strategies.

3 staff are additionally trained in Elklan Speech and Language Support to Level 3.

2 of these staff have attended additional certificated training and are qualified to train others in the Elklan approach.

9 staff have attended the 2 day Attention Autism course with Gina Davis

1 member of staff is qualified to run Attention Autism training courses.

We teach children according to individuals’ multi- sensory approach to learning.                                                                                                                 

Additional Specialised Examples


Whole school ethos and practice for all children

Support for pupils with additional needs


Autistic spectrum conditions

Structured day including free-flow play. Positive behaviour management strategies. Learning style understood. Differentiation. Rewards and sanctions. Regular communication with parents and carers.

Additionally Resourced Provision - Horizon Specialist Teacher. Specialist Nursery Assistants. Small group targeted intervention. Alternative communication systems – inc. Makaton & Visuals. Visual timetables. Parents involved in learning plan. SALT programmes delivered by trained staff. SALT Therapist intervention. OT programmes delivered by trained staff as and when appropriate. OT Therapist intervention. School trips.


Speech language and communication difficulties

Communication, speaking and listening seen as high priority. Children are listened to. All staff trained in relevant strategies. Elklan trained staff.

Child with Disabilities Places above a threshold. SALT programmes delivered by trained staff. SALT Therapist intervention. Class based support. Alternative communication systems. Specialised Language Groups.



Moderate learning difficulties

Differentiation in teaching and learning planned. Teaching resources are accessible and appropriate. Multi sensory approach to learning. Interactive environment and reasonable adjustments made for all children. All children respected and valued.

Curriculum is adapted to meet the needs of children. Targeted intervention programmes. Behaviour management planning on an individual basis. Specific goals - short steps. Parents involved in learning plan.


Social, mental and emotional health needs


Identification and assessment in school. Additional advice and support from outside agencies. Adaptations to curriculum. Support to build relationships and engage. Positive Behaviour policy.


Interventions are implemented, reviewed and revised. Work with parents to refer to CAMHS. Targeted interventions to promote social skills and emotional resilience.


Sensory and Physical needs hearing/ visual impairment, multi sensory physical and medical needs

Referrals to Brent hearing impaired service or visual impaired service and provision of specialised equipment. Curriculum is adapted.

Child with Disabilities Places above a threshold. Targeted intervention and specialist individual therapy programmes as needed [Physiotherapist, Occupational Therapist]. Staff with relevant expertise, trained as required. Disability toilet facilities. Staff use adapted resources as necessary and work closely with outside agencies/ parents/carers to support access to the curriculum.

In addition

All children will have….


The following provision…..

Assessment on entry.

The Equality Act 2010 requires schools to ensure that SEND children are not disadvantaged.

Emotional and social needs addressed.

Keyworker support, Anti bullying, peer support role models.

Progress tracked and reviewed

Plans, assessed, reviewed, adjusted, tracked.

Transition arrangements

Access to transition programmes and visits

Staff who are trained

Expertise is developed, time made available for meeting with professionals

Provision that is assessed and evaluated

Provision and Whole school policies are evaluated and monitored

Access to mainstream facilities and extra curricular activities

Children are included with mainstream peers unless there is a planned intervention

Progress that is shared with parent/carers

Parents are informed and actively encouraged to support shared goals at home.

What happens if my child with SEN makes very little progress at school?

Where a child with SEND continues to make little progress despite the support provided by the school’s SEND provisions including external support and advice, and there is evidence that the child has severe and complex needs that cannot be met within the resources ordinarily available to school, we will ask the Local Authority to undertake an Education Health & Care Plan assessment of the child’s SEND as set out in the SEND Code of Practice through a formal request.

If you need to complain

Parents have the following rights of redress, should the school, Governors or LA fail in its duty to provide, or if the parent disagrees with a decision or feels that there is discriminatory practice:

  • The school or LA complaints procedure
  • An appeal to The SEN and Disability Tribunal (LA decision)
  • A claim against the responsible body (Chair of Governors or LA) for disability
  • To the SEN and Disability Tribunal for discrimination
  • A complaint to the LA Ombudsman (Schools and LAs)