The Provider

We provide an environment in which all children with special educational needs disabilities (SEND) are supported to reach their full potential. We have regard for the Special Educational Needs and Disability Code of Practice (2014) and have in place a clear approach for identifying, responding to, and meeting children’s needs.  We support and involve parents (and where relevant children), actively listening to, and acting upon their wishes and concerns.

We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEND and their families.

Our Pre-School supervisor Amy Giles is the designated Special Educational Needs and Disability Co-ordinator (SENDCo). The SENDCo works closely with colleagues and has responsibility for the day-to-day operation of the ‘Supporting Children with Special Educational Needs Policy’(located on the Policies & Procedures page) and for co-ordinating provision for children with SEND.


  • We ensure that the provision for children with SEND is the responsibility of all members of the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • The Pre-School provides a broad, balanced and differentiated curriculum for all children where we use the graduated approach system (assess, plan, do and review) which is applied in increasing detail and frequency to ensure that children progress.
  • We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children’s education including all decision-making processes
  • We provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
  • We liaise and work with other external agencies to help improve outcomes for children with SEND.


What Ofsted say about us…


All groups of children, including the most able and those in need of support, make good progress from their starting points. Children are well prepared for their next stages in learning and for school.”
Ofsted Report 2018