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Langley Moor Nursery School

SEN Information Report

 

Introduction

Welcome to our SEND information report which is part of the Durham County Council Local Offer for children and young people with special educational needs.  Durham County has provided a wealth of information for families of SEND.  The Local Offer outlines what Durham County can offer families or carers in order to support children with SEND.  This can be found on the Local Offer website

The SEN Information Report was last reviewed on 02/11/2026.

This SEN Information Report should be read alongside the nursery’s SEN Policy  and the Accessibility Policy

The Special Educational Needs and Disability (SEND) Code of Practice states that:

“A pupil has SEND where their learning difficulty or disability calls for special educational provision, that is provision that is different from or additional to that normally available to pupils of the same age”.

 Key Contacts

The following are the main contacts for special educational needs at Langley Moor Nursery School:

Mrs Charlotte Ferguson is the Executive Headteacher

Ms Hannah Farthing is the designated SEND Governor

Mrs Claire Nattrass is the designated Special Educational Needs Coordinator

 

SEND Admissions

For information on the admission of pupils with a disability, please visit the Apply for a Place section of our website and view the Accessibility Plan in our School Policies section.  Prior to admitting a pupil with a physical disability, or an EHC plan we will do an environment audit in conjunction with parents/carers to ensure that activities are as accessible as possible, and make any necessary adjustments where we can.  The facilities to assist access are outlined in our Accessibility plan.  Our Accessibility Plan and the short, medium and long-term actions will be reviewed and adjusted on an annual basis and a new Accessibility Plan will be produced every three years.  The Accessibility Plan contains relevant actions to:

  • Improve access to the physical environment of school, adding specialist facilities as necessary
  • Increase access to the curriculum for pupils with a disability. This covers reasonable adjustments within teaching and learning, specialist aids and equipment and the wider curriculum of the school such as after school clubs, visits etc.
  • Improve the provision of information to pupils, staff, parents and visitors with disabilities. All information will be made available in various formats within a reasonable timeframe

If you would like to discuss your child’s SEN in more detail, please contact the school to arrange an appointment.

Our SEN Provision

At Langley Moor Nursery School, we ensure that all pupils, regardless of their specific needs make the best possible progress.

The SEND Code of Practice sets out four broad categories of need.  These are:

  • Communication and Interaction - This area of need includes children with autism spectrum disorder and those with speech, language and communication needs
  • Cognition and Learning - This includes children with specific learning difficulties, moderate learning difficulties, severe learning difficulties and profound and multiple learning difficulties
  • Social, Emotional and Mental Health Difficulties - This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
  • Sensory and Physical Needs - This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties

Accessibility

We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual and emotional needs.

We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

Our approach to teaching children with SEND

At Langley Moor Nursery School, we are committed to providing an inclusive, nurturing and supportive environment where all pupils contribute and participate in all aspects of school life alongside their peers.  Every child is valued, respected and encouraged to reach their full potential regardless of their starting point.  We recognise that children develop and learn in different ways and at different rates, and we adapt our provision to meet each child’s individual needs.  Our bespoke curriculum not only includes the formal requirements of the Early Years Foundation Stage curriculum, but also a range of additional opportunities to enrich the experiences of pupils.

Langley Moor Nursery School prides itself in being inclusive and will endeavour to support every child, regardless of their level of need.  As our curriculum is progressive in both skills and knowledge, all pupils follow the steps of learning that are appropriate for the level and the pace they require.

It is a priority to us that we identify at the earliest opportunity, all children who require special consideration to support their needs (whether these are educational, physical, social or emotional) and that all children have access to our wide curriculum and all nursery activities.  Our school works in partnership with parents and carers and relevant external agencies in order to best meet children’s special educational needs and disabilities.  We ensure that all pupils with SEND are fully included in all activities so they have every opportunity to achieve the best of their abilities, regardless of starting points.  At times, and when it is felt appropriate, modifications to the curriculum may be implemented.

Inclusive practice begins with the child, their family and the school working in close partnership together.  This partnership is further supported by the advice from professionals and other agencies that provide support and guidance for particular children.  Below is a list of some of the agencies we have worked with in previous years:

  • Health Visitor
  • Speech and Language
  • Educational Psychologist
  • Occupational Therapy
  • Physical Therapy
  • Emotional Wellbeing and Effective Learning team
  • Paediatricians
  • Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)

We understand that children learn and develop in different ways.  The staff team recognise this and use different teaching styles and resources to cater for various ways children learn.  Some of the actions we implement to achieve this are:

  • Use visual prompts and pictures to support understanding of instructions
  • Key vocabulary in school supported with the use of Makaton signs to support children with limited language to share their wants and needs
  • Visual timetables implemented to support understanding of the nursery routine
  • Provide a calm, quiet space to support children with self-regulating
  • Strategies explicitly taught to support self-regulation e.g., deep breaths, blowing bubbles
  • Modifying the provision to meet individual needs
  • Ensure teaching staff are aware of and sensitive to the needs of all children

In deciding whether to make special educational provision to support educational, social, physical or emotional needs we:

  • Take detailed information from parents and carers about a child prior to them starting nursey, captured on our ‘All About Me’ forms
  • Work in partnership with parents and carers
  • Invite children and their parents and carers into nursery for a stay and play visit prior to starting
  • Have regular meetings as a whole staff team and take into account any concerns raised
  • Have an open-door policy for parents where at any point, parents can have a conversation with staff
  • Use observations from key members of staff uploaded onto Tapestry
  • Consult and liaise with external agencies such as Speech and Language, Health Visitors, Educational Psychologists etc.

SEN Support

Where a pupil is identified as having a special educational need, we follow the graduated approach which takes the form of cycles of ‘Assess, Plan, Do, Review’

This means we will:

  • Assess a child’s special educational needs through key worker and SENCO observations, assessment of a child’s development and progress and through conversations with parents
  • Plan the provision to meet your child’s aspirations and agreed outcomes through producing a short note or SEN support plan outlining the additional provision that we will make, agreed outcomes and how these outcomes will be met
  • Do put the provision in place to meet those outcomes. This could include individual or small group work, language support programmes and the use of resources such as visual timetables and prompts and PECS cards
  • Review the support and progress through key person and SENCO observational assessments and discussions with parents and carers. Regular review meetings with parents and carers and where appropriate, other professionals, will take place to ensure all views are sought when reviewing targets and setting new ones.

Support Plans

As part of the graduated approach, if a child is not making progress with the support of a Short Note, then they may need a SEN support plan.  If a SEN support plan is to be implemented, it is in agreement with parents and carers.  This will describe the child’s needs, outcomes and provision to meet those needs.  Parent and carer views and those of the child (where appropriate) are integral to this process. 

Support plans are reviewed termly.  Additional meetings to usual parents’ evening are arranged for parents and carers of children with SEND. 

Education Health Care Plans

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education Health Care Plan (EHCP).  The process for applying for an EHC assessment requires substantial evidence from school and professionals to be submitted to Durham Authority for consideration.  Durham Authority have 20 weeks to decide if an assessment is granted or not.  This may or may not lead to an EHC Plan.  Each case is dealt with on an individual basis.  The purpose of an EHCP is to make special educational provision to meet special educational needs of the child or young person, to secure the best possible outcomes for them across education.  It is a legal document that describes a chid or young person’s special educational, health and social care needs.  All children with an EHCP will have short term targets that have been established following consultation with parents and carers and where appropriate, the child.  The short-term targets are set from the longer-term outcomes taken from the EHCP and are documented on an individual learning plan.  An EHCP will be reviewed annually although we review their individual learning plan termly.

For more detailed information see the Local Offer

Looked After Children with SEND

Our school recognises there are particular groups of children whose circumstances require additional consideration by those who work with them to support their SEND.  At Langley Moor Nursery School, we have appointed a Designated Teacher for looked after children who works closely with the SENCO to ensure all teaching staff in school understand the implications for those children who are Looked After and are children with SEND.  Our Designated Teacher is Mrs Ferguson.

Looked After children with SEND are supported in the same way as all children in school with SEND through the graduated response, the Assess, Plan, Do, Review cycle.  The process will start with a Short Note and following the identification of need, a SEN support plan or EHCP to meet the requirements of the addition of a PEP (personal education plan).

When a child becomes looked after, his/her social worker must ensure that the child’s needs and the services to meet these are documented in the care plan, of which the PEP is an integral part.  The care plan is made before the child becomes looked after or in the case of an emergency placement, within 10 working days.  The PEP is a record of what needs to happen for Looked After children to enable them to fulfil their potential and reflects any existing education plans such as an EHCP or SEN support plan.  The PEP should reflect the importance of a personalised approach to learning, which secures good basic skills, stretches aspirations and builds life chances.  The PEP is the joint responsibility of the local authority and school.

How Children with SEND Engage in all Activities

We enable all children to engage fully in all aspects of school life.  To do this we:

  • Ensure all children with SEND are included in all activities to promote the highest levels of achievement. This could include adjusting the way activities are planned, differentiated and delivered
  • Ensure that all children have access to the curriculum by for example adapting learning materials such as equipment and activities to suit each child’s needs
  • Ensure additional support is allocated alongside quality first teaching
  • Ensure a wide range of resources (e.g., weighted blankets, wobble cushions, fidget toys, sensory baskets) and strategies (e.g., movement breaks, sensory activities and regulation strategies) are accessible as part of the school routine
  • Ensure every child has an entitlement to a sense of achievement by celebrating progress with children and parents through Tapestry
  • Home-school diaries are used as appropriate to share positive moments and communicate between home and school. This personalised approach ensures that every child has a sense of achievement
  • Every child has their own key person who will know them best and be proactive in planning for their needs and interests, working closely with parents when doing so. SEND children are observed closely and their achievements are celebrated through their learning journal on Tapestry.  This information is used to tailor the curriculum to meet the needs and motivations of each individual child, using methods of delivery that are appropriate to their needs.

How We Evaluate the Effectiveness of Our SEND Provision

We continuously ensure the provision has a positive impact on the outcomes for all of our children.  We do this in a variety of ways, including:

  • Robust evaluation of policies and procedures
  • SENCO, SLT and Governor monitoring
  • Termly report to Governors
  • Face to face meetings with SEN Governor
  • Learning walks
  • Internal data and pupil progress meetings
  • Regular meetings with parents and carers
  • School staff meetings
  • Staff audit of skills to identify training needs

Support for Emotional and Social Development

Langley Moor Nursery School is an inclusive school.  Support and the promotion of emotional wellbeing is at the heart of our school.  We work closely with parents and carers to ensure a smooth transition into nursery.  Due to this collaboration, needs are identified very early.  We support children and their families through bespoke transition timetables, suitable to each individual child.  This can include visits with parents and shorter sessions until a child is comfortable in the nursery environment. 

Children have a key person who works closely with them throughout the nursery day, ensuring they feel secure and supported.  We have small group times where social and emotional needs can be addressed, for example, supporting identified children to build on their turn taking skills.  Our bespoke curriculum has a carefully designed approach to social and emotional development which is progressive for each stage of development.

Transition Arrangements

We understand that starting nursery is a big milestone for both our children and their parents.  We aim to support our families through this important stage in a number of ways.  When applying for a place at Langley Moor Nursery School, all families are offered an opportunity to have a tour of the school with either our Deputy Headteacher or Executive Headteacher.  When a place has been formally offered, families are invited to a ‘Stay and Play’ session and induction meeting with the class teacher so they can become familiar with the provision, environment and staff members.  An ‘All About Me’ form is completed prior to each child joining nursery so staff can find out a little more about each individual child including likes, dislikes and routines.  This is an opportunity for parents and carers to share information regarding what their child is currently working towards and any concerns they may have.  Our SENCO contacts previous nurseries to ensure we have the relevant background history as well as up to date assessment information.  On their first day, the families of our youngest children are invited to stay for their first session to help their child settle.  Transition timetables are created to build up each child’s nursery hours to ensure they feel safe and to support the transition to nursery and these are tailored for the needs of each individual child.

How we support children transitioning between classes

Key workers have designated time to pass information onto the next member of staff, where they will talk about relevant strategies and specific provisions.  All children become familiar with the environment and staff of the next room as regular visits are built into the daily routine through visiting the bathroom and lunch room.  In the weeks leading up to transition, children are invited to regularly visit the next room to explore the provision during free play.  Some pupils in nursery benefit from an enhanced transition between rooms by for example, entering nursery through their familiar entrance to begin with.  Pupils are always at the heart of decision-making during transitions and can be tailored to meet individual needs.

How we support children transitioning to Primary School

We work very closely with Primary Schools.  We arrange transition meetings and extra visits for children with SEND and ensure an enhanced transition is available to those pupils who need it.  The SENCO is actively involved in all pupil transitions to primary schools. 

 Joining nursery during the academic year

If your child joins our nursery mid-way through an academic year you will be invited for a tour of the nursery with our Deputy Headteacher or Executive Headteacher and will have an opportunity to meet the nursery staff.  If your child has an additional need, the SENCO will liaise with your child’s previous nursery if applicable to ensure we have the required information to support your child fully.  It would be beneficial if you could discuss your child’s needs with us and share any information you have when you visit.

Leaving our nursery at other times

If your child leaves our school, the Executive Headteacher and SENCO will ensure that all SEND information is passed onto the next nursery to ensure that they are fully aware of any additional needs your child may have to enable the next setting to prepare.

Consulting with our SEND children, parents and carers

We are committed to working with parents and carers to identify their child’s needs and support required.  Parents and carers will be involved throughout the process.

There are a range of ways this can be done.  For example:

  • Additional parent/carer meetings
  • Ongoing discussions with key worker/SENCO
  • An ‘open door’ policy where parents and carers are welcome to come into school to discuss any concerns they may have
  • Termly reviews of short notes/support plans/EHC plans
  • Capturing pupil voice at regular intervals through staff observations, interactions and Tapestry posts
  • Capturing parent voice through questionnaires, quotes on support plans and informal discussions
  • Parent workshops and stay and plays

We are proud that our nursery is a happy and inclusive place for all.

Compliments, Complaints and Feedback

We are always seeking to improve on the quality of education we provide for children with SEN and are keen to hear from parents about their child’s experience.  Our ‘open door’ policy is an invitation to share your comments and concerns with us.

Compliments are always greatly received and can be passed on either directly to staff and the SENCO, or formally recorded via our regular questionnaires.

We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.

Further information can be found in the Complaints Policy.

 

If you would like to discuss your child’s SEND in more detail please contact the school to arrange an appointment.

The full range of local support available for children/ young people with SEND and their families within and outside of school can be found in the County Durham Local Offer

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