Special Educational Needs and Disabilities


"At Wonderland Day Nursery we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside their peers through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs." - Special Educational Needs Policy, Wonderland Day Nursery


At Wonderland we follow a 'planning in the moment' approach in which we are led by each child individually. The team observe the children's play, providing invitations and provocations to play based on their current learning and development needs. 


When an area of additonal support is identified, the child's key person works closely with the setting's special educational needs co-ordinators and the child's family to ensure early support is put in place. 






Our Special Educational Needs Co-ordinator (SENCO) is Lisa who has lots of experience supporting children with additional needs in nursery and pre-school settings. Lisa is also undertaking a Masters degree in Education, specialising in inclusive practices and special educational needs. 







She is supported by Beth L, who is the settings Deputy Special Educational Needs     Co-ordinator (SENCO)


We frequently work with a range of professionals to ensure the individual needs of each child are met. This can include:


  • Speech and language therapy services
  • Portage service
  • Educational Psychologists
  • Health visitors
  • Family Partnership Zone
  • Hearing support
  • Schools regarding enhanced transitions


It is common for a Team around the Family, or TAF, meeting to be arranged for a child with additonal needs. During these meetings, a member of the Wonderland Team will be present and the child's family, along with other professionals who are either involved with the child, or could possibly offer support. This ensures continuity in communications between us all to provide the best support to each child and their families. 


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© Jill McClimonds