What would you like to see in a pre-school SN policy?

[MiladyDeScorchio]

Ds' pre-school have asked me to have a look at their policy which is coming up for review so that they have had some parental input. I'm delighted but we're moving house that week and I'm worried I won't be able to give it my full attention.

I think it's all pretty much pre-set and just a case of tweaking but I'm also aware that it's a fantastic opportunity to maybe come up with something original but necessary based on our experiences.

Also thought it was worth posting because if this is supposedly good practice (and I am being asked purely with my parent hat on) then maybe it's something those of you with pre-school aged children might like to enquire about

Strengthen the bit about school-home communication, and the rest can probably take care of itself, i.e. empower parents to train/explain/input into their children's provision in more than just a token way. Perhaps have an annual mid-term parents evening with all those with SN parents, about 4-6 weeks into the academic year, to get feedback from each other on how special needs are being met for that particular cohort.

Brilliant! I thought you'd have some good ideas, thanks

Definitely a home-school book - communication is key.

Something about identifying one key person to give feedback/manage the needs of the child. So frustrating to have everyone and his dog giving their opinion on your child.

Something about the criteria for EYA/EYA+ and how the setting will identify children who need early intervention.

Sure a home-school book, but not as the ONLY method of communicating with the school, and some ground rules about what shall be written in it, and how often etc need to be established for each child.

Also, policy should include an introduction with the SENCO as soon as SN are identified or when the child starts school. It took me nearly half a year to figure out who the SENCO was, and getting access to her was nigh impossible.

And the most important one for me: 'To treat all children equally does not mean treating them the same'. THAT should be the bases for any inclusion strategy imo.

oh, and it should be IN the policy, that the policy is actually given to parents of children with SN, without them having to go digging for it and/or feel too intimidated to ask for it.

"Something about identifying one key person to give feedback/manage the needs of the child. So frustrating to have everyone and his dog giving their opinion on your child"

Oh yes! And not in the flipping entrance hall where everyone can hear either.

I have a brilliant home/school book for dd1 (now at school, but don't see why it wouldn't apply, tbh) - gives us plenty of opportunity, on both sides, to write everything needed.

I can describelater when she gets home, if you want (can't remember all the headings!)

agree that a key worker is needed, but there also needs ot be allowances for thatinfo to be shared in some way - maybe the pre-school need ot make time for a quick 10 minture meeting each week to share knowledge, etc. the worst things tha thappeneed to dd1 at pre-school happened because the staff memeber was not aware of her issues (eg putting out a cup of water for her at lunch time - dd1 was water phobic at the time, cause real issues withher eating there) that's where a home/school book canhelp, but only if all the staff read it.

Home / School book noted

Informing parents when an outside agency/professional has made an appt at preschool to observe your child & to be copied in on any resulting reports. Or something along those lines

Agree w Bill re: updating parents on visits. The school is in loco parentis here: if I took my kid to see the SALT myself I'd be in the room and asking questions and pushing to make sure the SALT covered everything. As I'm not in the room when SALT visits school, school either has to do that job for me or (because you can bet your life they won't be up for that particular job) they have to let me know about the appt so I can either attend or phone the SALT later to discuss.

SmellyBill I haven't seen the policy yet but if that isn't there then it sodding well should be.

Same as r3dh3d says.

It isn't an issue for me just yet as it is all in my hands atm, I removed ds from pre-school in December due to concerns, I did the research, the pre-school manager supported me every step of the way, saw a paed in February and had a dx that day. Ever since then (despite no SALT at all ) he has been with me doing what I thought best.

He has now had three MS pre-school sessions and I've had fantastic feedback from several staff members but all these people I've met since, the Ed Psych, the specialist teacher, the specialist nursery nurse, the ever-elusive SALT. I'd be bloody furious rather annoyed if they went in and didn't share anything. Goes to show how quickly things might be taken out of your hands

Thank you. That is so important and I'm shocked that it may not happen as a matter of course.

I would say DS1's preschool is quite good but it has unravelled a bit recently when his Specialist Teacher asked the Autism Outreach Teacher to get involved. I was unaware that had been requested, preschool told me the morning of her visit, then when I collected him told me he had been discharged as her input wasn't needed. The Autism Teacher had done a hand-written report that preschool said I could read but I had both DS1 and DS1 hanging off me I couldn't at the time and keep forgetting to ask since.

Fast forward 3 weeks and preschool now tell me that Specialist Teacher is too busy to do school transition so it will be the Autism Teacher doing it - I have never met her so not sure how that is going to work out. As I was unaware of this, she hasn't been invited to the Team Around the Child meeting which will mostly be about school transition. So another thing to sort out tomorrow!

We did have a SALT home-visit this week . I was even more surprised to find out we see her every 6-8 weeks as we didn't see her between May and December at all (nor did preschool)

Back to the home-school book...I would like to see all children with special needs have a homeschool book that has an am and pm section that MUST be written in, with guidelines on what to write. Must be holistic - e.g. not just about what work they have done, but also relationships with other children, mood, communication tools etc. There should be a list of contact numbers/emails of all professionals involved and strict recording of their visits, plus prior notice that they are going to visit.

If only we had access to such a homeschool book!

Dd - that is exactly what dd1's homeschool book is like. School fills in (in sections) 2 sides of A4 per day, and then we have 2 sides (again in sections) to fill in each evening/morning too. Everything from academics to life skills, communication, toiletting, sleep habits etc. It's brilliant.

Of a homeschool book is in place, it has to be effective, otherwise might as well not bother.

silverfrog - ours is a scrappy little notebook. Not always filled in. Might just say 'DS had a good day. Enjoyed swimming', though sometimes more detailed. Nothing about peer relationships ever. This is an SLD school. Not a bad school, but insular and a bit institutionalised. Very difficult to break an institution and make changes

dd - if you think it would make a difference, I am happy to send you a copy of a sheet form dd1's book - would they be interested if you showed them, as an example of good practice?

It can soemtimes be a faff filling in dd1's - you know, morning rush, etc, but it has been really helpful. All the staff at the school read it every day, and so it helps everyone always be in the loop so to speak.

seriously, school sections are:

what did they talk about
communication
behaviour
daily livign skills/leisure
toileting
national curriculum
physical develpoment
snack/lunch
what is needed for the next day

home sections are:

evening
sleep
behaviour
toileting/diet
mornings
family members - comments
weekly schedulefor home/weekends
anything needed form school (pecs, support materials etc)

and then we have a section on how we are getting on with agreed (between us and school at IEP meeting) targets worked on at home, eg dd1's currently are: dressing (especially working on socks), clearing the table after meals, helping clean up mess after meals (sweeping floor etc)

and all that is filled in daily, to help build up a picture of where dd1 is at. has been brilliant.

Mine used to say:

doll house, puzzles, mark making

and that'd be it!

Lots of specific ideas for the book there silverfrog - thank you