CONSOLIDATED — May 2026. Supersedes all previous versions.
(Previously existed as: “04 — SEND & Inclusion Policy” [Google Doc, most recent], “SEND_Policy.docx”, “Special Educational Needs (SEN) Policy.docx”)

EYFS 2025 COMPLIANCE STATEMENT
This policy has been reviewed for compliance with the Statutory Framework for the Early Years Foundation Stage (September 2025 revision). The graduated approach (Assess, Plan, Do, Review), early identification requirements, and EHCP process described herein are consistent with EYFS 2025 requirements. Last reviewed: May 2026.

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04 — SEND & INCLUSION POLICY
ME Montessori Nursery and Pre-School

Version: 2.0 | Date: May 2026 | Review Date: May 2027
Proprietor: Francesco Antonazzo
Manager / SENCo: Kellie Antonazzo
Ofsted URN: 2756910

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  1. POLICY STATEMENT

ME Montessori Nursery and Pre-School is committed to fostering an inclusive, respectful, and accessible environment for every child in our care. We believe that all children are unique individuals with their own interests, strengths, and developmental needs. This policy sets out how we identify and support children with Special Educational Needs and Disabilities (SEND) in accordance with statutory requirements, ensuring that every child can participate fully in nursery life and reach their potential.

We celebrate neurodiversity and individual learning styles. Inclusion is central to our Montessori ethos and to all aspects of our provision.

  1. AIMS AND OBJECTIVES

2.1 To identify SEND at the earliest possible stage and provide prompt, tailored support for each child.
2.2 To work in genuine partnership with families, recognising parents and carers as the primary experts on their child.
2.3 To ensure that all children, regardless of ability or need, can fully access and participate in nursery life.
2.4 To collaborate effectively with external professionals and agencies to support children’s development.
2.5 To comply with all current SEND legislation and statutory guidance, including the EYFS September 2025 framework.
2.6 To maintain accurate and confidential records of SEND support and provision.

  1. LEGAL FRAMEWORK

This policy has been written with reference to:

  • Statutory Framework for the Early Years Foundation Stage (EYFS) September 2025
  • SEND Code of Practice: 0 to 25 Years (January 2015, updated 2020)
  • Children and Families Act 2014 (Part 3)
  • Equality Act 2010
  • Working Together to Safeguard Children (2023)
  • Early Education and Childcare Statutory Guidance (2024)

  • Human Rights Act 1998

  • DEFINITION OF SEND

Under the Children and Families Act 2014, a child has SEND if they have a learning difficulty or disability that requires special educational provision to be made for them. This encompasses needs across four broad areas:

4.1 Communication and Interaction — including speech, language, and communication needs (SLCN), and autism spectrum conditions (ASC).
4.2 Cognition and Learning — including global developmental delay and specific learning difficulties.
4.3 Social, Emotional, and Mental Health (SEMH) — including anxiety, attachment difficulties, and attention deficit hyperactivity disorder (ADHD).
4.4 Sensory and Physical Needs — including vision impairment, hearing impairment, and physical disabilities.

  1. ROLES AND RESPONSIBILITIES

5.1 The Manager / SENCo (Kellie Antonazzo) is responsible for:

a) Overseeing SEND provision across the nursery and maintaining the SEND register.
b) Supporting colleagues to plan and implement inclusive strategies.
c) Coordinating timely referrals to and involvement of external agencies.
d) Liaising regularly with parents, carers, and external professionals.
e) Ensuring the nursery meets its legal obligations under the SEND Code of Practice 2015 and the EYFS September 2025.
f) Attending SEND network meetings and cascading relevant updates to staff.
g) Reviewing and updating this policy annually.

5.2 The Key Person is responsible for:

a) Building close, trusting relationships with each child and their family.
b) Conducting regular observations and formative assessments of each child’s progress.
c) Identifying any emerging concerns and raising these with the SENCo promptly.
d) Implementing agreed strategies and interventions consistently.
e) Contributing to SEND Support Plans and reviews.

5.3 All Staff are responsible for:

a) Practising inclusive approaches in every interaction and activity.
b) Attending SEND training and applying learning to daily practice.
c) Treating children, families, and colleagues with respect and confidentiality at all times.

5.4 The Proprietor (Francesco Antonazzo) has overall responsibility for ensuring the nursery has robust SEND policies and sufficient resources to meet children’s needs.

  1. EARLY IDENTIFICATION

6.1 All staff maintain ongoing, vigilant observation of children’s development using tools including the EYFS Development Matters (2021) guidance, the Leuven Scales, and our internal assessment frameworks.
6.2 The integrated review at age two (the Progress Check) is carried out for all eligible children and shared with parents and, where appropriate, the child’s health visitor.
6.3 Where a child’s progress gives cause for concern, the key person will discuss this with the SENCo at the earliest opportunity.
6.4 Parents and carers are encouraged to share any concerns at any point; these will be taken seriously and acted upon promptly.
6.5 We will never wait for a formal diagnosis before putting support in place.

  1. GRADUATED APPROACH: ASSESS, PLAN, DO, REVIEW

We follow the four-stage graduated approach set out in the SEND Code of Practice 2015:

7.1 Assess
The key person and SENCo gather and analyse information about the child’s strengths and areas of need, drawing on:
– Observations and assessments
– Information from parents and carers
– Any reports from health, social care, or other professionals

7.2 Plan
An individual SEND Support Plan is created in partnership with the child’s parents and carers. The plan includes:
– Agreed SMART targets
– Strategies and interventions to be used
– Resources required
– Roles and responsibilities
– A date for review (at minimum every term)

7.3 Do
The key person implements the agreed strategies consistently throughout the child’s day. The SENCo supports the key person and monitors delivery.

7.4 Review
Progress against targets is reviewed with parents at the agreed date. The impact of support is evaluated, targets are revised, and the cycle begins again. If progress remains insufficient despite quality support, a referral to external agencies will be considered.

  1. EDUCATION, HEALTH AND CARE PLANS (EHCPs)

8.1 Where a child’s needs are complex and cannot be met through nursery-level SEND support alone, the SENCo will support the family to request an Education, Health and Care Plan (EHCP) assessment from Buckinghamshire Council.
8.2 The nursery will contribute any evidence required by the local authority during the assessment process.
8.3 Where an EHCP is in place, provision will be delivered in accordance with the plan, and the nursery will participate in annual review meetings.

  1. WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

9.1 Parents and carers are central partners throughout their child’s SEND journey.
9.2 Concerns are discussed sensitively and confidentially at the earliest opportunity.
9.3 Meetings are arranged at mutually convenient times, and interpreting support is sourced where required.
9.4 Parents receive copies of all SEND Support Plans, review notes, and any referral correspondence.
9.5 The SENCo can advise families on accessing the Buckinghamshire Local Offer, the SEND Information Advice and Support Service (SENDIASS), and any other relevant support.

  1. CHILDREN’S VOICE

10.1 We value and actively seek children’s views as part of the graduated approach.
10.2 Child participation is facilitated through a range of means appropriate to each child’s age and communication style, including play-based observation, visual tools, Makaton, PECS, and child-led activity.

  1. MULTI-AGENCY WORKING

11.1 With parental consent, we work collaboratively with external professionals including:
– Speech and Language Therapists (SALT)
– Paediatricians and Health Visitors
– Educational Psychologists
– Occupational Therapists
– Physiotherapists
– Early Help Advisory Teams
– Portage Services
– Children and Adolescent Mental Health Services (CAMHS)

11.2 An Early Help Assessment (EHA) will be initiated where a child and family require coordinated support from more than one agency.

  1. ACCESSIBILITY AND ADAPTATIONS

12.1 Our physical environment is reviewed regularly to ensure it is accessible for all children, including those with physical or sensory needs.
12.2 We use a range of visual supports, communication aids, sensory resources, and assistive technologies as appropriate.
12.3 Routines, transitions, groupings, and language are adapted to meet individual needs.
12.4 Our Accessibility Plan is reviewed annually and is available to parents on request.

  1. STAFF TRAINING AND DEVELOPMENT

13.1 All staff receive induction training on SEND and inclusive practice.
13.2 The SENCo undertakes ongoing professional development relevant to SEND and the EYFS.
13.3 Training updates are cascaded to all staff through team meetings and reflective practice sessions.

  1. CONFIDENTIALITY AND RECORD-KEEPING

14.1 SEND records are stored securely and separately from general records in accordance with our Data Protection and GDPR Policy.
14.2 Information is shared on a need-to-know basis and only with the explicit consent of parents and carers, except where there is a safeguarding concern.

  1. COMPLAINTS

15.1 Any parent or carer who is dissatisfied with the SEND provision offered should, in the first instance, speak with the key person or SENCo.
15.2 If the matter is not resolved, it should be escalated to the Nursery Manager.
15.3 Formal complaints should be made in accordance with our Complaints and Feedback Policy (Policy 13).
15.4 Parents also have the right to contact Buckinghamshire SENDIASS or, ultimately, to appeal to the SEND Tribunal.

  1. MONITORING AND REVIEW

16.1 The SENCo reviews SEND records and the effectiveness of provision each term.
16.2 This policy is reviewed annually, or earlier in response to legislative changes, Ofsted requirements, or significant feedback.

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Signed on behalf of ME Montessori Nursery and Pre-School:

Name: Kellie Antonazzo
Role: Nursery Manager / SENCo
Date: May 2026
Next Review Date: May 2027

Signed: Kellie Antonazzo, Manager