SEND Local Offer
How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
All children attending my childminding setting are monitored and observed in line with the Early Years Foundation Stage, a 2 year old development check is carried out (summative assessment), a termly progress review is noted onto each child’s EYFS progress summary sheet (formative assessment), WOW moments & achievements and planned next steps are noted in each child’s memory book and shared with parents, any concerns regarding development will be discussed as they arise.
The needs of the children who are new to my provision are identified through discussions with their parents/carers and any other professionals involved with the family – this enables me to identify the starting points to update onto their online Tapestry Learning Journey.
Parents can view their child’s online Tapestry Learning Journey at any time that suits them and they can easily add comments. At the beginning and end of each day there is time for you to talk with me, or you can contact me via email, facebook business page, phone calls, text messages or through my website. I am happy to communicate with parents in whichever way that they find easiest. I am happy to be contacted outside of work hours to discuss children’s development should they feel this would be easier than in working hours.
How will the early years setting staff support my child?
Working alone; I give continuous care – supporting your child whilst they are away from home. This helps build confidence and positive self-esteem, helping your child to feel secure emotionally and physically. I share each child’s online Tapestry Learning Journey with their parents/carers and communicate regularly and answer queries. I offer reassurance and inform the parents/carers of their child’s progress and ensure they are provided with all necessary information. Memory books including observations, photos, art, speech bubbles, name templates, handprints are shared termly with parents.
On starting with my setting parents/carers will be asked to fill out a range of paperwork which will help me to support their child successfully in the setting.
How will the curriculum be matched to my child’s needs?
The planning for each session is ‘child led’, so that their learning is built around the children’s interest: with guidance from me for their individual next steps. I provide activities for your child to learn within the area of need. I use the Early Years Foundation Stage Curriculum as a guide for the children’s development (http://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage).
Your child is a unique person. I allow them to explore and investigate, in a rich environment, with support, ensuring safety and extension of experiences as well as offering fertile ground for developing potential.
One-to-one support can be provided.
Observations are taken on your child and an assessment is made which will highlight areas of development that may need to be focused on. Planning will be addressed within these areas of learning.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
Every child has their own individual needs and to cater for this, I observe them during play and evaluate these in order to take their learning forward. Any concerns are shared and discussed with parents on a regular basis. If a child is not making progress, I can access further support from fellow childminders, my local authority or advice from other professionals.
Where English is not a child’s first language I can work with my local lead childminder or co-ordinator to access resources to support the child in my provision.
My service has a range of resources which your child can access which are age related or support the developmental stages. This includes large print books, posters, audio, visual equipment, flash cards, books in different languages and I also share and borrow resources from other childminders.
I write a monthly newsletter which is displayed in the setting and emailed to all parents (on request parents can have a printed copy of the newsletter each month, if they would prefer). Within this newsletter I share information with parents about; what we did last month, what we are planning on doing this month, things that we will be learning in the setting and ideas on how parents /carers can support and continue this learning in their child’s home environment. At the bottom the newsletter it states that parent feedback is always welcome on the running of the setting and any ideas that they may like to share with me will be listened to and implemented if I feel it will be beneficial to the children in my care.
What we’ve been doing this month – poster displayed in the setting showing planning, photos and written information about what we’ve been doing. This poster is displayed in the front entrance of the setting so that parents can access this information easily when they drop off and collect their child. Daily planned activities and outings are also displayed in the entrance so that parents/carers are aware of what their child will be doing/going to during the session.
There is the option to have a parent/carer and setting communication booklet, which will come with and go home with the child each session. This communication booklet can be used to record any relevant information that needs to be shared between parents/carers and the setting.
What support will there be for my child’s overall wellbeing? How will the setting take account of my child’s views as appropriate?
I am responsible for ensuring your child is safe and secure; both emotionally and physically throughout the transition from home-based care to pre-school and later to full time education.
I maintain an inclusive setting. My setting is risk assessed before each session for safety. The children help to tidy up and check for broken toys at the end of sessions.
I promote fundamental British Values and follow Prevent Duty guidance.
House rules made by the children are put into place as required.
Planning, activities and outings are child-led, I have high expectations for all children and encourage all children to reach their full potential through next steps that are achievable but challenges them.
I am trained in first aid.
I am trained in safeguarding children.
All medication is stored in a secure place. A record is kept of all medications held and dosage, time of administration is recorded and signed by the parent.
I and any other adults in the house over 16 have a DBS Disclosure (formerly CRB Check).
I have put in place policies that safeguard the wellbeing of children in the setting.
I do not use photographic devices unless all parents/carers have given their consent.
I record visitors in and out of the setting and they are not permitted to smoke anywhere in the setting or use their mobile phones on the ground floor in the setting.
What specialist services and expertise are available at or accessed by the early years setting?
I have a strong network of support from fellow childminders and regularly attend a childminding support group.
I can seek support and advice from my local authority and other professionals.
What training have the staff supporting children with SEN & disabilities had or are having?
Training is undertaken regularly to ensure necessary knowledge and to enhance my professional development as the need arises. Such as;
Level 3 Diploma in Working with Children and Young People’s Workforce
Common Assessment Framework CAF
Aspects of Special Educational Needs in the Early Years
Working with Vulnerable Adults
Equality & Diversity
Please ask to view full list of qualifications and training that I have attended.
I am always happy to work closely with parents/carers and outside agencies to learn specific skills to support children with additional needs.
How will my child be included in activities outside the early years setting including trips?
When planning any activities or outings which will involve their child, I will always welcome parents input and feedback.
All areas visited are wheelchair/buggy accessible and a risk assessment is carried out prior to the outing to ensure each child’s requirements are met.
All children are encouraged to take part in all activities and outings. Children are taught to help and respect each other, children have different strengths and we celebrate these and support each other where necessary so that everyone enjoys and achieves their own individual goals.
How accessible is the early years setting environment? (Indoors and Outdoors).
I work from my home in a terraced house in Highbridge, Somerset. Access to the front door is a pathway leading onto a ramp through the front door. The doorways in the house and hallway leading to the playroom are narrow and I feel would be unable to accommodate a wheelchair comfortably. The ground floor of my house is used for childminding and I have downstairs toilet facilities.
The playroom is a well lit and clutter free space, most toys are stored away and can be freely accessed by children through the day. Toys are stored away to encourage children to keep the setting floor obstacle free, as they are taught they can access a box at a time, before accessing more toys they must first tidy up those they already have out.
I have a secure, enclosed rear garden for outside play. I have had an outside shelter built over the patio area so that the outside space can be accessed all year round by the children. Artificial grass has been laid in the garden, again to encourage outside play all year round.
I am close to local parks, farms, beaches, a wide selection of baby & toddler play sessions and the town centre shops all of these are all visited frequently.
I do two school runs a day to Churchfield Church School which is situated in Highbridge, Somerset.
How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting/school?
I ask new children and families to attend settling in sessions before they start. This gives an opportunity for parents to meet me and my family, which in time will settle the child when the parents decide to leave them.
For children moving on to primary school, transitions are supported in the same way. Primary school teachers come and visit your child in the home environment and are welcome to visit my setting too. Each child has the opportunity to visit their school on more than one occasion before starting.
Your child’s online Tapestry Learning Journey will be assessable to pre-schools & nurseries that your child attends. Communication with pre school and nurseries reinforces learning & development for your child through working in partnership with settings and parents/carers.
Transition tracker is completed to share with your child’s school when your child is preparing to start reception year. This report maybe wrote by your child’s childminder or preschool/nursery keyworker, ideally input from all settings your child attends will be updated onto the transition tracker.
Early Years Entitlement?
I provide government funded early years education places for eligible 2 year olds and all 3 & 4 year olds –
Additional funding can be claimed for children with special educational needs (SEN).
How is the decision made about what type and how much support my child will receive?
I will observe and make a decision on whether your child will benefit from extra support with the additional information from the 2 year check, when necessary.
An Individual Educational Plan will be devised for your child with your input. This is reviewed over a term to learn what impact the support has had on your child and what should be put in to place next.
Specialist support from outside agencies/professionals will be sought when needed and they will work in partnership with parents/carers & all childcare provisions that your child attends.
How are parents involved in the early years setting? How can I be involved?
Parents will be consulted whenever possible and kept up to date with their child’s progress and care. They are regularly asked for any ideas for activities to extend their child’s individual interests through play.
I ask all parents to work with me on their children’s learning and development.
I have a Working in Partnership with Parents Policy in place.