How children with SEND and additional needs can thrive at COG

As specialists operating for over 50 years, we know that early intervention, inclusive practice and specialist support make a real difference. Our highly qualified team provides tailored support for children with additional needs and SEND throughout their early years, empowering them to thrive academically, socially, and emotionally, and setting a positive foundation for their developmental journey.

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We strive for equality, while acknowledging the difficulties that some children face when taking part in activities available to others. Our trained practitioners and Special Educational Needs and Disabilities Co-ordinators (SENDCOs) work beyond the Early Years Foundation Stage Framework (EYFS) to provide accessible activities to our children, so they can play and learn at their level, and make progress from their starting points. Examples of this include:

• providing specialist equipment such as height adjustable and tilting tables to allow access to activities
• working closely with professionals such as occupational therapists to provide adaptive equipment, physiotherapists and speech and language therapists amongst others
• specialist training for staff including British Sign Language, positive behaviour management and Autism training, for example
• supporting children emotionally, through extensive staff training and experience, to build their confidence, resilience and self-regulation in group situations or new activities
• allowing children time, with expert guidance, to learn communication techniques through a 'total communication' approach, so they can be heard, recognised and valued.

Additionally, our SENDCOs and Family Support workers work with families to provide and signpost support, ranging from advice around toileting, sleep routines and safety in the home (in conjunction with health visitors), to providing information and advice around school placements and support available. This includes supporting children on Gloucestershire's Graduated Pathway of Early Help and Support, which can sometimes lead to an application for an EHCP (Education and Health Care Plan) while a child is here at pre-school, and looking ahead to starting primary school. We work closely with our local schools to ensure a smooth transition to the next stage of education, making sure they are aware of any SEND or additional needs and how we have been supporting them.

COG's SENDCOs work with parents/carers and our local authority to ensure children with SEND and additional needs have the required resources to thrive at pre-school and onto the next stage of their education. Documents to support this process can be found on our Information for Parents/Carers page, to which you will be directed by our SENDCOs if and when needed.

Music Therapy

Music Therapy is embedded in our pre-school provision at COG. Children who could benefit are referred by pre-school practitioners, in discussion with parents/carers, for 1-1 music therapy with our trained and fully qualified music therapist, which takes place for approximately 20 minutes, once a week. Additionally, the music therapist provides small and full group music time to all children in our playroom, or outside during warm weather. This is great fun and immensely popular with the children, also giving those who will be having music therapy the opportunity to get to know the therapist, offering a gentle transition to their 1-1 time.

Music therapy and musical activities hold immense value for children in their early years,

• serving as a universal language, particularly providing children who are non-verbal or for whom English is an additional language, a way to communicate
• fostering emotional expression, and aiding in the development of crucial social and cognitive skills
• helping enhance their sensory perception, coordination, and motor skills, through rhythm and melody
• creating a nurturing and enjoyable environment, promoting emotional well-being and resilience, and encouraging creativity and self-expression.

This is a funded service and we work closely with Music Space, Bristol, who provide and supervise our music therapist.

Sensory Play

Stimulating children's senses is something we do everyday at COG. Instinctively utilising their senses during play, children also naturally explore their environment and engage with one another, as well as with all the toys and games available.

Specific resources that encourage sensory play can hold particular significance for children with SEND. We use these to provide a tailored and inclusive approach to their learning; engaging their interests, where other forms of play may not be appropriate to their stage of development, to

• offer chances for exploration and to develop crucial skills such as fine and gross motor coordination
• provide a sensory-rich environment that caters to diverse needs, accommodating various sensory sensitivities or challenges that children with SEND may face
• promote tactile, visual and auditory experiences, for language development, communication, and social interaction
• offer a therapeutic outlet, offering children with SEND a means to regulate their emotions and alleviate anxiety
• support cognitive growth by encouraging problem-solving and enhancing concentration.

COG's fully enclosed, exceptional outdoor learning environments are vital for the holistic development of all our children, but they provide particularly diverse sensory experiences for children with SEND. For many, the calming effect and sense of tranquility in our private woodland area reduces anxieties and allows children to connect to their natural world, with time to make sense of their surroundings. Our extensive gardens, and playground filled with large wooden toy structures, provide opportunities for physical activity, outdoor play and exploration in an inclusive environment that offers something for all abilities.

Soft Play

COG is fortunate to have a dedicated soft play room, which is available for children attending pre-school, as well as for those coming to some Stay and Play toddler sessions and our Summer provision (should we experience August rain storms!).

Our soft play environment is loved by all the children and plays a crucial role in providing valuable support for our children with SEND. Our specially designed room

• offers a safe and inclusive space where children with varying sensory needs or physical challenges can engage in play
• allows children to explore textures, pressure, and proprioception in a controlled manner
• facilitates the development of motor skills, balance, and coordination, addressing specific needs that children with SEND may have
• encourages social interaction, communication, and co-operation among children, fostering a sense of inclusivity.

Therapy Dog

A welcome addition to the learning experiences for our pre-school children is our therapy dog, who generally visits once a week. Our therapy dogs are registered with Pets as Therapy, a national charity who temperament-assess all their dogs and ensure volunteers understand all safeguarding and risk assessment procedures. At COG, we gain consent from each child's main caregiver before they have contact with the therapy dog, making sure we are aware of any reasons a child may not wish, or be able, to take part. Therapy dogs can be incredibly beneficial to young children by:

• Providing emotional support, offering comfort and companionship, helping children feel safe and secure
• Reducing anxiety, especially in unfamiliar or challenging situations
• Encouraging social interaction: Children may be more inclined to engage with others when a therapy dog is present, promoting socialisation and communication skills
• Enhancing mood through spending time with the therapy dog, which can increase feelings of happiness and wellbeing
• Serving as a non-judgmental listener, helping children to feel more comfortable expressing themselves, as therapy dogs offer unconditional acceptance and support.

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Water Play

Alongside many physical development activities during their usual pre-school sessions, we offer children and their main caregivers the opportunity to access our local hydrotherapy pool at Paternoster School. Our water play sessions are accompanied and hosted by a member of our staff, who is trained in water safety and enhances the session with a variety of water toys, games and songs. A parent/carer usually accompanies their child in the water, which is warm bath temperature. We find both adults and children enjoy this spa-like, fun experience, which helps to:

• build water confidence
• provide experience in a pool, which may be difficult in a busy public pool
• teach children how to behave safely in the water
• support parent/carer and child bonding and attachment.

“Both my son and I thoroughly enjoyed our time using the hydrotherapy pool at Paternoster School organised by Cirencester Opportunity Group it was a wonderful experience and a huge benefit to my autistic child.”

Water-based activities can be particularly beneficial for children with SEND:

• Sensory stimulation: Water provides unique sensory experiences which can help children regulate their sensory systems and improve their overall sensory processing abilities
• Muscle relaxation: The buoyancy of water allows children with physical disabilities or muscle stiffness to move more freely and with less effort, promoting muscle relaxation and improving mobility
• Increased confidence: The supportive environment of the water, combined with the sensation of weightlessness, can encourage children to try new movements and skills without fear of failure or hurting themselves
• Social interaction: opportunities for peer interactions and to develop social skills in a supportive and inclusive environment. Group activities in the water can foster communication, co-operation, and teamwork among participants, both adults and children
• Therapeutic benefits: Water-based activities can have therapeutic effects on children with various developmental, physical, or emotional challenges. Specific goals can be targeted such as improving motor skills, co-ordination, balance, and relaxation techniques
• Emotional regulation: Water can have a calming effect, helping children regulate their emotions and reduce stress and anxiety. The soothing properties of water and the rhythmic nature of aquatic movements can promote relaxation and emotional well-being.

“It was so special to be able to spend time in the pool with Henri.  It not only helped his water confidence, it also was a fun activity to join in with his peers and other parents too in a safe environment.  It really helped build on the bond we already had.”

Water Play is available, when funding has been successfully granted, to children who attend our pre-school. It runs weekly, at certain times of the year and, depending on spaces, is sometimes available to children who attend our Toddler Groups (ahead of them starting pre-school at COG).

Our funded sessions are run in small groups of 3 or 4 families, bookable via our Family Outreach Team or by speaking with a child's key person.

You can also contact us for more information.

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