Wiltshire Ordinarily Available Provision for All Learners (OPAL)
Section One: Partnership with parents, carers and young people
Broadly speaking much of this section will be an integral part of the setting's provision for all children. It outlines some of the practices and adaptations that are part and parcel of quality first teaching. The provision and strategies outlined in this section may be required for Children and Young People (CYP) with SEN and/or disabilities but will undoubtedly be of benefit to many of the CYP in the setting.
| Expectations of all settings | Strategies |
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| The setting works in partnership with parent carers and CYP in decision making | - The school SEND information report is co-produced with parent carers; visit SEND School Improvement resources (rightchoice.wiltshire.gov.uk) (opens new window) for Wiltshire Council training to ensure this is compliant
- Parent carers are signposted to Wiltshire's Local Offer. This is referenced on the setting's website
- Parent ;carers are aware of the role of all professionals supporting their child or young person.
- Parent carers are aware of the range of communication channels available for sharing information about their child.
- The setting is transparent with the parent carers and is responsive to the needs and wishes of the CYP and Families.
- Parent carers are aware of the SEN status of their child and the provision to support, including any individually tailored interventions in place.
- Parent carers are involved in regular Team around the Child (TAC) meetings to discuss individual child or young person development and are involved in setting and reviewing targets for their child
- Formal and informal events take place to seek views in relation to SEN provision in the settings e.g. CYP and parent/carer surveys, coffee mornings
- Use of a home and setting diary / book bag / messaging and social media to support communication directly with parent carers in addition to communication given via CYP
Early Years guidance- Parents / carers are signposted to other services in EY, that can support early identification of early SEND such as the Family Hubs, for more information visit Advice and support.
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| The key principles of the SEN Code of Practice should be applied in all settings and throughout the CYPs learning journey | - The views, wishes and feelings of the CYP and the child's parents
- The importance of the CYP and parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions
- The need to support the CYP and the child's parents in order to facilitate the development of the CYP and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood. (SEND code of practice (opens new window))
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| An effective partnership with CYP and parent carers is evident through their participation | - CYP are involved in the Graduated Approach (see document titled 'Graduated response cycle' under the Monitoring, Tracking and Evaluating section) (opens new window); assess, plan, do, review, process: setting and reviewing targets and identifying their own learning strategies
- CYP interests, likes and dislikes are involved in the Graduated response and creative ways are found to capture the child's voice.
- CYP are helped to understand their own barriers to learning and the strategies that can support them
- CYP are supported to value and celebrate their achievements
- CYP understand and are able to contribute to the targets they are working to achieve
- Parents/carers are involved in regular target setting and review meetings
Early Years guidance |
