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

We will have regard of the information detailed within the:

Supporting pupils at school with medical conditions – Statutory guidance for governing bodies of maintained schools and proprietors of academies in England (September 2014)

Procedures to be followed:


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.

The Graduated Response

Early Years Action

If a member of staff identifies a child is not making adequate progress or parents/carers have raised concerns about their child and the nursery staff agree the nursery will intervene through Early Years Action. This is the first stage within the graduated response and is used when practitioners are taking additional or different action in order to enable a child to learn more effectively. Strategies used to support the child to make progress are recorded on a Learning Journey Individual Education Plan (LJIEP) this is reviewed and updated regularly by the child’s key person and their parent/carers. Staff, the setting SENCO and parents/carers monitor and review the progress made by the child on a regular basis.


Early Years Action Plus

This is the second stage of the graduated response and is used when, following a period of time at Early Years Action, there continue to be concerns regarding a child’s development and progress. At this stage, other professionals from outside the school/setting will be contacted with the agreement of parents/carers. Support can be sought from the Area INCO, Local SEN disability support services, child health services, social care and any other professional working with the child. Other professionals may include a Speech & Language Therapist; Community Paediatrician; Physiotherapist; Occupational Therapist; Educational Psychologist and Sensory Impaired Service Teacher. LJIEPs continue to be used and reviewed regularly, with those professionals involved providing ideas and strategies to support a child.


Statutory Assessment
The Code of Practice suggests that very few children will require a statement of 'Special Educational Needs' as the majority of children’s needs should be met through Action and Action Plus. A statement of SEN is a legally binding document that sets out the support that is needed to meet a child’s needs.


Reasons for intervention through the graduated response procedure are when a child:

  • Makes little or no progress towards targets to improve an area of weakness
  • Continues to work in certain areas at levels significantly below those expected for children of a similar age
  • Shows emotional and/or behavioural difficulties which are not helped by behaviour management techniques
  • Has sensory or physical problems and continues to make little or no progress
  • Has communication and/or interaction difficulties


The nursery will:

  • Include, value and support the child and make reasonable adjustments to enhance and encourage their learning and development.

  • Work closely with the parents/carers of the child and involve the Special Educational Needs Coordinator
  • Decide on action required to help the child’s progress e.g. individual learning programmes or learning journey.
  • Complete a Learning Journey Individual Education Plan (LJIEP) which includes 2 or 3 short targets, the expected outcome and the date the plan will be reviewed with both key person and parent/carer.
  • Ensure that the named SENCO’s for the setting attend All Our Children Training and meet the minimum 6 hours per year SENCO development training that is required. This will be achieved through SENCO cluster meetings. The relevant information will be cascaded onto all staff members.
  • Work in partnership with other settings or schools during transition, or if a child attends more than one setting.
  • Work in partnership with parents/carers to provide the best possible care for the child, however if this is not achieved and complaints are received about SEN or inclusion provision they will be resolved immediately.


We're here for you:

Tel: 01900 601222


Opening hours

Monday - Friday

08:00 - 18:00 

Closed Bank Holidays


Please also use our contact form


Learning Land Nursery

65 Derwent Street


CA14 2DW


Learning Land Nursery will be closed for the following bank Holidays Friday 19th April 2019 and Monday 22nd April 2019 sorry for any inconvenience this may cause.

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