Barnston Buddies is aware that some children have special educational needs and/or physical disabilities that require particular support and assistance. We are committed to taking appropriate action to make sure that all children are able to access our services, made to feel welcome, and that our activities promote their welfare and development.

We are committed to the integration of all children in our care. We also believe that children with special educational needs and/or physical disabilities have a right to play, learn and be able to develop to their full potential alongside other children, with special regard paid to the recognition of their individual needs and with appropriate provision made. We focus on the importance of preventative work to ensure that children’s needs are identified as soon as possible and that procedures are regularly reviewed to ensure we continue to meet the individual and changing needs of the children, some of which may require long-term or lifelong support.

The policies, procedures and practices of Barnston Buddies in relation to children with special educational needs and/or physical disabilities are consistent with current legislation and guidance. These include the Special Educational Needs and Disability Cod of Practice (2014): 0 to 25 years, the Children and Families Act 2014, Part 3, The Equality Act 2010, Special Educational Needs and Disability Regulations 2014, Statutory Framework for the Early Years foundation Stage (2014), Working Together to Safeguard Children 2013

Our Admissions Policy and arrangements and integration of children with Special Educational Needs:

We welcome the opportunity for both parents and children to visit prior to starting, to discuss the ways in which the group can meet the child’s individual needs.  We will assess each child’s needs in terms of access and adapt our facilities as appropriate and where reasonable.  We feel it is important to value and acknowledge each child’s individuality and help them feel positive about themselves.  In accordance with our admissions policy, all children will be given a full settling in period when joining Barnston Buddies, according to their individual needs.

Identification and assessment of Additional Needs

Where we believe a child may have learning difficulties and/or a disability that has not previously been acknowledged, we will work closely with the child’s parents/carers and any relevant professionals to establish the child’s needs and secure any action that may be required.  We recognise that children with disabilities may not have SEN but may need Barnston Buddies to make reasonable adjustments to enable them to make full use of the facilities.


Where we have emerging concerns about a child and/or where a child has identified additional needs or a disability we will find out as much as possible about the needs of the child and any support the child or family may need to ensure the child makes the best progress in their learning and development.  We do this through a graduated approach which includes:

  • Liaising with the child’s parents/carers to agree the level of support and intervention needed.
  • Observing and planning for individual needs to support the child and reviewing progress regularly through developing One Page Profiles and Play Plans.
  • Seek any specialist help or support if and when required
  • Liaising with any other relevant professionals engaged with the child and their family to further develop an Individual Support Plan.
  • Reading and/or researching any information or reports provided by other professionals
  • Attending and/or instigating multi-agency meetings to discuss the child’s development
  • Agreeing with parents, key carers and other professionals if intervention is no longer needed or if deciding to request an Educational and Health Care Needs Assessment


If the support given through the graduated approach is not sufficient to enable the child to make satisfactory progress, we may request, in consultation with parents/carers and any other external agencies already involved, an assessment of the child’s needs by the Local Authority – an Educational Health and Care (EHC) Needs Assessment.  The assessment will decide whether a child needs and EHC assessment plan.  This plan sets out in detail the education, health and social care support that is to be provided to a child who has SEN or a disability.  The local authority will consult with parents and let them know the outcome of the assessment.


We are committed to continual training and staff development in order to update our knowledge and understanding.

Staff and parents will be informed of our Special Educational Needs and Disability Policy and we will offer additional information through up to date guidance/leaflets.

We acknowledge the importance of early identification, appropriate provision and early intervention in meeting the needs of the child.

Our complaints procedure:

If any parents or members of staff have any complaints about our provision for children with additional needs they should report it to the member of staff in charge or the Manager.  Every effort will be made to resolve the complaint.  Parents/staff can also lodge their concerns with Ofsted (See Complaints Procedures in policy file).

Special Educational Needs and Disability Co-ordinator


The Manager will appoint a member of staff as the Special Educational Needs and Disability Co-ordinator to manage provision for children with additional needs. This individual will be fully trained and experienced in the care and assessment of such children.

All members of staff will be expected to assist the Special Educational Needs and Disability Co-ordinator in supporting children with additional needs. The Co-ordinator’s responsibilities will include:

• Working alongside the Manager to ensure that all staff understand their responsibilities to children with SEN and disabilities and have regard to the guidance given in the Special Educational Needs and Disability Code of Practice (2014).

• Working with the Manager to ensure that all staff who work with children with special educational needs and/or disabilities have appropriate skills and training.

•Support key carers and liaise with parents to develop One Page Profiles, Play Plans and Individual Support Plans and to identify strategies and activities to work toward the child’s and parent’s views and aspirations.

• Co-ordinating regular monitoring and reviews of children’s progress; involving parents/carers, other members of staff, relevant representatives from statutory agencies and, if appropriate, the child themselves. Alongside the Manager, they will also be responsible for ensuring that any actions following such reviews are followed through.

• Seek any additional support needed including requesting an Educational Health and Care Needs Assessment where strategies have been or are likely to be unsuccessful in helping the child to make progress.

• Assessing each child’s specific needs and adapting our facilities, procedures, practices and activities as appropriate and seeking additional equipment and services if needed.

• Ensuring that children with additional needs are fully considered when activities are being planned and prepared.

• Liaising with parents/carers about the needs of their children and the plans and actions of the Group, as well as being the point of contact for parents/carers.

• Liaising with other agencies and seeking advice, support and training for themselves and other staff as is necessary.

• Liaising with other schools and authorities in arranging transition to other schools and settings.

• Supporting other members of staff to become more skilled and experienced in the care of children with special educational needs and/or physical disabilities.

• Ensuring that all children are treated with equal concern and respect and are encouraged to take part in all activities.

• Ensuring that accurate observations and assessments of children’s progress are regularly made and properly recorded.

• Ensuring that systems are in place to adequately plan, implement, monitor, review and evaluate the Special Educational Needs and Disability Policy.

Our Staffing arrangements:

Each child will be assigned a key worker whose role would be to

  • acquire and share relevant background information with parents
  • listen and address any concerns parents may share
  • provide suitable support
  • plan appropriate activities
  • collect, record and update information and progress.


Children with English as an Additional Language

Barnston Buddies will support children with English as an additional language by responding and encouraging children’s non verbal communication.  Children will be given the opportunity to express themselves and learn through their home language within the setting through the use of dual language displays and the sharing of key words.  As children begin to echo single words and phrases, their attempts will be sensitively encouraged and praised.  We will work closely with parents and other professionals to share information and support children’s development.

Looked After Children

Barnston Buddies recognise that ‘looked after children’ may have both physical and emotional needs and will endeavour to meet those needs through treating each child individually and ensuring a key carer is available to provide additional support and security.  We will talk to social workers, carers etc to help understand a child’s anxieties and to build on their strengths.  We will allow opportunities for children to talk about their feelings, but respect those who feel unable to do so.

Gifted and Talented Children

Barnston Buddies acknowledge that children develop at different rates and will value the ability of all children.  We will liaise with schools and other professionals for advice and support to ensure children are able to maximise on their potential and will support children in all areas of the curriculum.

Our partnership with parents:

A good working relationship with parents is paramount to the development and education of every child.  We welcome a parent’s knowledge and guidance because they know their child best and we encourage parents to voice any concerns at the earliest possible opportunity.  Parents are always welcome at Barnston Buddies either to help out or to discuss any concerns they may have.  Arrangements can be made for private discussions at a mutually convenient time.  If a member of staff has any concerns about a child, they will always meet with the parents privately to discuss any action that may need to be taken.

Independent advice and support is available to parents/carers from:

Wirral SEND Partnership

Tel: 0151 522 7990 Fax: 0151 670 1600   
Email: Web:

Independent Parental Special Education Advice (IPSEA)

Tel: 0800 018 4016  


Council for Disabled Children

Tel: 0207 843 1900

Email:   Web:

Post: Council for Disabled Children, 8 Wakley Street, London, EC1V 7QE

Early Help Assessment

If we believe a child and their family would benefit from support from more than one agency for example where a child may have difficulties linked to poor housing or difficult domestic circumstances we may request or carry out an inter-agency assessment to get help for the family.  This early help assessment, known as the Common Assessment Framework (CAF) aims to ensure that early help services are co-ordinated and not delivered in a disjointed way.

  1. On page entitled ‘Health Illness and Accidents’ the following table needs to replace the existing one for minimum exclusion periods:



Antibiotics prescribed

First 24 hours

Chicken Pox

Until all spots have crusted over


None unless an outbreak/cluster occurs


48 hours from last episode of diarrhoea

Diarrhoea &/or vomiting

48 hours from last episode


Exclusion essential – contact HPA

Gastro-enteritis, Food poisoning,

Salmonella and Dysentery

48 hours from last episode of vomiting

Glandular Fever


Hand Foot and Mouth disease


Hepatitis A

7 days from onset of jaundice and when recovered

Hepatitis B



48 hours after commencing antibiotic treatment


4 days from when rash first appeared


Until certified well


5 days from onset of swelling

Pediculosis (lice)


Pertussis (Whooping Cough)

21 days from onset or 5 days from commencement of



Until certified well


Not usually required

Rubella (German Measles)

6 days from onset of rash


Until treatment has been given

Scarlet fever

24 hours from commencement of antibiotic treatment


If rash is weeping and cannot be covered.

Slapped cheek/fifth disease

/Parvovirus B19

Once rash has developed


Until declared free from infection by a doctor

Typhoid Fever

Until declared free from infection by a doctor

Warts (including verrucas)

Exclusion not necessary (Sufferer should keep feet covered)