Inclusive Practice

According to the Education Act 1996, A child has a special educational need if they have a learning difficulty which calls for special educational provision to be made for them.


Our policy at Learning Land is to ensure inclusion of all children. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundations, children need, to make the most of their abilities and talents as they grow up. To achieve this, nursery follows the guidelines set out in the SEN Code of Practice handbook and the Equality Act 2010 for carrying out statutory duties to identify access and make provision for children with special educational needs.


Learning Land welcomes all children equally into the nursery and promises to ensure that the needs of all children are met by working alongside parents and other professionals. Each child’s ability is taken into account when planning and carrying out activities, making sure that their individual needs are met. Staff will always ensure that children have opportunities to participate equally in activities. Each child has a key person who will be responsible for the induction and monitoring of that child’s progress. The key person will regularly report to the parent/carer of the child and build a positive relationship with them. We believe that the involvement of the parent or carer is very important as they know their child best.  


We will work to the requirements detailed within the:

Statutory framework for the early years foundation stage – Setting the standards for learning, development and care for children from birth to five (September 2014)

  • Special Educational Needs and Disability (SEND) Code of Practice: 0 to 25 Years -  Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities (July 2014)
  • Equality Act 2010

If a key person feels that a child is progressing above or below their potential in a particular area of learning or development they will observe the child and plan the next steps in their learning and play in response to their particular needs and wishes.



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