What to do if you are worried about your child's development

If you think there may be something holding your child back, express those concerns.  A first port of call could be an informal chat with your child's key person.  We would encourage any parent/carer with any concerns, no matter how small, to do this without delay.  

If your child has not been diagnosed as having a special need, but you and your child's key person think things are not progressing as they should, you can arrange a meeting with the SENCo (more information on their role can be found below). Our SENCos can be contacted directly using the form below.  Or, please ask about arranging an appointment to speak to them in person.  

What happens next?

After discussing your concerns/your child's needs with the SENCo, they may observe your child in the pre-school, talk to other staff members and look at any records that may indicate a difficulty. This may suggest that your child just needs a little extra help, or that SEN professionals need to become involved to diagnose another difficulty, and perhaps initiate an Education, Health and Social Care Plan (EHCP).

The SENCo will then be the person who liaises with you and the key pre-school staff about your child's needs. Remember, this isn't a one-way street - ensuring your child receives the full help necessary to fulfil their potential will require you to support their needs/learning at home.  But, rest assured, we are there to help you in whatever way that we can.  

The Role of the SENCo

At Pinewood Family Group Pre-School, we have two fully qualified SENCo’s who provide support for families and children with SEND (Special Educational Needs and Disabilities), and who work closely with a variety of outside agencies. Our Special Educational Needs Co-ordinators are Lauren Herbert and Natasha Harris.

The role of the Special Education Needs Co-ordinator (SENCo) is crucial in supporting early identification and intervention for children with special educational needs. Their responsibilities include:

• Supporting the identification of children with special educational needs
• Co-ordinating provision/learning/intervention for children with SEN
• Liaising with parents of children with SEN/reporting on chidlren's progress
• Liaising with other providers, outside agencies, educational psychologists and external agencies particularly for children receiving support.
• Co-ordinating and supporting staff in the recording/documenting evidence for Education and Healthcare Plan (EHCP) applications 
• Ensuring a smooth transition on to an appropriate school; either mainstream or special placement