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Child engaged in individual Montessori flower activity at ME Montessori

Special Educational Needs & Disabilities (SEND) Policy

ME Montessori Nursery and Pre-School is committed to providing an inclusive environment where every child can thrive. This policy sets out how we identify and support children with Special Educational Needs and Disabilities (SEND).

This policy complies with the SEND Code of Practice 0–25 (2015), the Children and Families Act 2014, and the Early Years Foundation Stage (EYFS) statutory framework.

Our Inclusion Commitment

We believe that all children, regardless of their needs, have the right to access high-quality early years education. We will:

  • Identify and respond to SEND at the earliest opportunity
  • Work in partnership with parents, carers, and external professionals
  • Make reasonable adjustments to our environment, routines, and activities
  • Ensure every child is valued, respected, and included

Our SENCo (Special Educational Needs Coordinator)

Our designated SENCo is responsible for:

  • Overseeing day-to-day operation of this policy
  • Coordinating provision for children with SEND
  • Advising and supporting colleagues
  • Liaising with parents and carers
  • Working with external agencies and professionals

Contact our SENCo: [email protected]

Identifying SEND

We identify SEND through:

  • Ongoing observation and assessment of all children
  • Information shared by parents and carers at registration and throughout the child’s time with us
  • Concern raised by a key person during routine key-person meetings
  • Information from other settings, health visitors, or professionals involved with the child

If we have concerns about a child’s development, we will always speak with parents first before taking any further action.

The Graduated Approach

We follow the four-stage graduated approach recommended in the SEND Code of Practice:

  1. Assess: We gather information about the child’s strengths, interests, and areas of difficulty.
  2. Plan: Together with parents and any relevant professionals, we agree on outcomes and the support needed.
  3. Do: We put the agreed support in place, which may include an Individual Education Plan (IEP) or One Page Profile.
  4. Review: We review progress regularly and adjust support as needed.

Working with External Professionals

Where appropriate, and with parental consent, we will seek advice and support from external professionals including:

  • Portage workers and early intervention teams
  • Speech and Language Therapists
  • Occupational Therapists
  • Educational Psychologists
  • Health Visitors and Community Paediatric Teams
  • Local Authority SEND Support Services

Education, Health and Care (EHC) Plans

Where a child’s needs are significant and require more support than we can provide within our existing resources, we may recommend an Education, Health and Care (EHC) needs assessment. We will support families through this process and liaise with the local authority as required.

Funding

Additional funding may be available to support children with SEND through:

  • Early Years Pupil Premium (EYPP)
  • Disability Access Fund (DAF)
  • SENIF (Special Educational Needs Inclusion Fund) from Buckinghamshire County Council

Please speak with our SENCo or manager for more information.

Signed: Kellie Antonazzo, Manager

Get in touch

If you have any questions about this policy, please don’t hesitate to contact us.

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