Cleverclogs logoClever Clogs Pre-School

Clever Clogs Pre-School, Hawkwell Village Hall, Hawkwell. Essex

Special Educational Needs and Disabilities (SEND)

Our  Offer
Clever Clogs is an established, privately run Pre-school, housed in a large well- kept village hall, with excellent parking and disabled facilities.  There are 14 staff who pride themselves in being welcoming, friendly and approachable, and trained in many aspects of SEND. They have vast experience of looking after children with varying SEN - Makaton is used on a daily basis with all the children.


Our Policy
We support children with SEN by providing a fun and friendly environment in which all children are supported to reach their full potential.

  • We comply with Statutory Framework for the Early Years Foundation Stage and the Equality Act 2010.
  • We have regard for the Special Educational Needs and Disability Code of Practice (2014).
  • We ensure our provision is inclusive to all children with SEND.
  • We support parents and children with SEND.
  • We identify the specific needs of children with SEND and meet those needs through a range of SEN strategies.
  • We work in partnership with parents and other agencies in meeting individual children’s needs.
  • We monitor and review our policy, practice and provision and, if necessary, make adjustments.
  • We have a designated Special Educational Needs Coordinator (SENCO) who is Deputy Manager Karen Warren.

The First Steps

  • On induction to our Pre-school the Manager, SENCO and parents share information about the strengths and needs of the child to create a positive partnership.
  • ‘Settling In’ and transitional visits to the setting are ongoing for as long as the family and child feel necessary and until they feel secure and happy in our setting.
  • Each child has a key-person who will work closely with the child and family.
  • On-going observational assessments are made of all children and are linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage).
  • We undertake a ‘progress check between 2 – 2 ½’ which supplies parents/carers with a short summery of their child’s development.
  • Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development.

Supporting children with SEND

  • Individual support is available during sessions where necessary.
  • Our SENCO works with all staff to ensure provision is relevant and appropriate.
  • We use the ‘graduated approach system’ for identifying, assessing and responding to children with SEND. This means using a step-by-step response through the various levels of intervention which are: Discussion of Concern, Targeted Support, Specialist Support and Education Health and Care Plan (EHCP).
  • Our SENCO will explain how children’s individual needs can be met by planning support using a written Individual Learning and Personalised Plan (ILPP), Provision Map or EHCP. The key-person and SENCO will oversee the ILPP targets.
  • In particular cases a daily home/school diary is kept and sent home as a guide for parents to see what their child has been doing during the session.
  • ILPP targets will be reviewed every 3 months and new targets planned in consultation with the child’s key-person, SENCO, parents and where necessary any professional agencies involved.
  • Specific play equipment and resources can be accessed where necessary.
  • We ensure that parents are informed at all stages of assessment, planning, monitoring and review of the child’s progress.
  • Learning Journeys are prepared and updated regularly by the key-person throughout the child’s time with Clever Clogs and are available to view at any time.
  • All documents are kept in a locked filing cabinet to ensure confidentiality.
  • Further funding can be applied for to support the child.
  • Our SENCO attends regular Team around the Child (TAC) meetings at the Lighthouse Centre.
  • Our SENCO has completed specific training in the area of SEN and the majority of the staff have completed training in various areas such as Makaton, Autism, Down Syndrome, Communication and Language as well as training for administering specific medicine e.g. Epilepsy and Anaphylactic shock.

Accessibility of the Environment

  • There is disabled access via the main door and into the outside area. Disabled toilet is available.
  • Resources are easily accessible by children who have free choice of play and learning.

Working with other Professionals
At Clever Clogs we work closely and have a good relationship with many of the Professionals in our area who regularly visit the setting. Some of these include:

  • Occupational Therapist
  • Physiotherapist
  • Speech and Language Therapist
  • Educational Psychologist
  • Local Children’s Centre staff
  • Area SENCO
  • Health Visitor

Additional Information

  • The Manager, key person or SENCO, is always available for advice and support.
  • We are happy to signpost parents to other professional that may be able to help.
  • If your child’s need has been referred to a specific team we will be able to support parents in accessing their services.

Transition on to school/another setting

  • We hold transition review meetings to plan transition for the child into school/setting.
  • We share all documents such as ILPP’s, Support plans and observations.
  • We have close links to all the local schools and invite them into the setting to familiarise and observe the children and to share information in partnership with parents.

Clever Clogs operates an open door policy and should you wish to visit our setting you will be assured of a warm and friendly welcome.

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