Special Educational Needs and Disabilities
Siddika has worked at St Osmunds Preschool for 10 years. She started with us as an apprentice and has worked her way up. Siddika has qualifications in Early Years and has enhanced her Early Years qualifications by attaining a Level 4 in SEND. Siddika is the Deputy Manager of the preschool and this role includes the Deputy Designated Safeguarding Officer too.
Siddika ensures the children in her care is supported in SEND with an emphasis placed on early intervention strategies – addressing issues early on in a child’s life when additional support can have its maximum impact. Evidence shows that the right kind of intervention in the first three years of a child’s life is particularly important as this is the period when development is most rapid.We will work with all the children ensuring that all have the necessary support to progress and develop that no child falls through the gap. Siddika will work 1-1 with a child and support the keyperson in specific targeted areas. These areas of learning to ensure your child is developing will be shared with parents to ensure work can be supported at home too.
The Special Educational Needs and disabilities Coordinator (SENDco) is Siddika Begum.
A SENDco, or special educational needs and disabilities co-ordinator, is the key person who is responsible for assessing, planning and monitoring the progress of children with special needs.
When to consult a SENDco
If your child has not been diagnosed as having a special need or disability, and you think things are not progressing as they should or need more support, have a meeting with the SENDCo. If the needs are likely to be more than a minor concern that can be dealt with by the key person, the SENDco may observe the child, talk to other staff members and look at any records that may indicate a difficulty. This may suggest that the child just needs a little extra help, or that SEND professionals need to become involved to diagnose a graver difficulty, and perhaps initiate an Education, Health and Social Care (EHC) Plan.
The SENDco will then be the person who liaises with you, about your child's needs.
In English state schools a SENDco should ensure that all staff follow the school’s SEND code of practice. This may involve identifying, assessing and planning for needs and developing support programmes to meet those needs and break down any barriers to learning. It may involve calling in outside professionals such as an educational psychologist. A child does not need to have a plan or record of need to be supported by the SENDco, who should be aware of any child needing extra help.
SENDcos consult and liaise with staff, parents and carers, external agencies and appropriate professionals and voluntary bodies. They try to ensure that support is co-ordinated and targeted appropriately, and that all are informed and updated about children on the SEND register and understand how best to help. They rely on parents' help and support too: if you are aware that your child has any kind of difficulty, inform the staff at the earliest opportunity (preferably before the child starts at the school) and hand over all relevant documentation. This will give staff time to put plans in place to ensure a smooth integration into the new school environment.
THE ROLE OF THE SENDco
SPEECH AND LANGUAGE THERAPY SUPPORT