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?
I comply with the EYFS (Early Years Foundation Stage) requirements as defined by OFSTED. A 2 year old development check is carried out. This involves a meeting with the Parents/Carers and any concerns regarding development are discussed. A hard copy of the meeting is signed by both Parents/Carers and myself. The Parents/Carers are given a copy. If any concerns arise during the meeting, with the permission of Parents/Carers, I will seek advice or help from other professionals in the relevant field(s), with a view to enabling a smooth transition to the next step. All concerns are dealt with following my Inclusion Policy.
In order to meet the needs of Children new to my setting, I have discussions with the Parents/Carers and any other professionals with the family, enabling me to identify the starting points for their learning journey.
Time is set aside during the morning hand over and at the end of the day with Parents/Carers to discuss how their Child has been prior to their arrival and how they have been whilst in my care.
How will the early years setting staff support my child?
Whilst the Children are away from home and in my care I support them fully to build their confidence and positive self-esteem and help them to feel safe and secure both emotionally and physically. This is done by following my Physical Contact, Confidentiality, Equal Opportunity (Inclusion) and Risk Assessment Policies/Procedures I have in place. If needed I work closely with other Professionals who may already be involved with Children in my care and follow any advice from these Professionals. I communicate on a day to day basis to reassure and inform Parents/Carers of their Childs/Children’s progress and they are provided with all necessary information.
How will the curriculum be matched to my Child’s needs?
Planning for the Children is generally ‘child led’ to enable each Child to build their learning around their interests. I provide activities that encourage and enhance their development. These are planned using observations to highlight any areas of development that may be needed. All planning is individually related to the Child/Children’s developmental needs as opposed to their ages. I use the Child/Children’s interests to help motivate them to interact and play. I use the Early Years Foundation Stage Curriculum as a guide to enable me to do this. All Children are encouraged to explore safely and confidently both inside and outside of the setting including outings.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
I continually keep Parents/Carers informed regarding their Child/Children’s progress and achievements. I subscribe to a professional dedicated computer programme which enables me to comprehensively monitor and document the progress of each child. Parents are able to view their own Children’s records using this programme which is individually password protected. Using this system I am able to create Daily Diaries for Children that are unable to communicate with their Parents/Carers which summarises how they have been whilst in my care. These can be in the form of observations and assessments which help with planning for development and activities. Photographs can also be uploaded onto the system for a visual look at what the Child/Children have been doing. I have a Working in Partnership with Parents Policy which is shared to all individual Parents/Carers. My setting has a wide range of resources to which all Children have access. They are both age related and support the development stages. These include books with stories from around the world, a computer with age related games, IT toys that help with reading to name a few and I also borrow resources from the Toy Library.
What support will there be for my child’s overall well being?
My main concern is for your child’s overall well-being. Whilst in my care I am responsible for each Child’s safety and security both emotionally and physically. I will support and strengthen each Child’s self-esteem and self-confidence and keep them safe from harm. I have a Safeguarding Children Policy which is adhered to and a Policy on Behaviour Management including a set of Ground Rules which are shared with Parents/Carers. Positive behaviour is always enforced and is motivated by praise. I risk assess my setting daily and all outings, where possible, are risk assessed beforehand. I am first aid trained and this is renewed every three years. All medication that is kept within the setting is stored appropriately as directed and out of Children’s way. I record any medication given to Children whilst in my care and the record is signed by Parents/Carers. I have a valid DBS Certificate.
I am registered with the Food Standards Agency and my last Food Hygiene Rating was “Very Good”. My Policies/Procedures include Accident and Emergency, Health and Safety, Inclusion, Illness and Infectious Diseases, Medicines, Physical Contact and Risk Assessment. All my Policies/Procedures are updated as and when necessary and particularly following any training where appropriate. I require permission to take photographs of the Child/Children whilst out on outings and whilst they play. When on outings all Children wear high visibility jackets that have my logo and mobile phone number on. I also wear high visibility jackets. This enables me to easily identify the Children and I am equally visible especially if the area I am visiting is busy.
What specialist services and expertise are available at or accessed by the early years setting?
I have previously worked with a Parent and the Inclusion Support Team for one of my minded Children who had difficulties in communicating both with Adults and Children. I have a lot of support from my Childminding Colleagues, who between them and myself have a varied knowledge of expertise and experience. I am also able to gain advice and expertise from other Professionals including the Child Care Support Co-ordinator and my Local Authority.
What training have the staff supporting children with SEND had or are having?
To ensure I have the necessary knowledge and to enhance my professional development I undergo regular training as and when the need arises. These include: Supporting Children with Speech, Language and Communication Needs, Makaton – Foundation and Enhanced, An Introduction to Autistic Spectrum Disorders, Listening, Communicating and Understanding Challenging Behaviour. I also attend training to help with the Transition from one setting another. I am happy to work with Parents/Carers and other organisations to gain specific skills to support Children with additional needs.
How will my child be included in activities outside the early years setting including trips?
My setting offers an inclusion service and is extended to all activities and outings. Where possible I risk assess places I am hoping to visit with minded Children to make sure they are accessible for wheelchairs/buggies etc. Planned outings take into account the various Children’s needs and requirements. Before going on a major outing I always speak to Parents/Carers about where I am going and what I will be doing. In some cases I seek permission from Parents/Carers via the Computer System for outings. If there are any dietary requirements for any Children I make sure these are implemented as needed. My Inclusion Policy is always put into practice.
How accessible is the early years setting environment? (Indoors and Outdoors)
I work from my home which is a detached house. There is a drive to the front of the house and access through the front door is via a step. A ramp can be provided if needed for wheelchair access into the house. The ground floor of the house is on one level and there is a downstairs toilet. There is a doorway from the hall into the kitchen which is wide enough for a wheel chair to pass through. I can provide ramps for the step into the conservatory from the dining room and also from the conservatory into the garden for wheelchair access to these areas. Access from the house to the rear garden is via the conservatory. The garden is on two levels. The first level is covered in decking with a little step leading to the grassed area. There is a locked gate to the front of the house and a further locked gate to the side of the house giving access the garden. Other than the front door these are the only access points for the garden area.
How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting/school?
The initial meeting is with both Parents/Carers and Child/Children giving the opportunity for us all to meet and get to know each other. This meeting can be either within my setting or at the Child’s home. If at the Child’s home then another meeting is arranged so both Parents/Carers and Child can see my setting and the resources I have available. If the Parents/Carers are happy and comfortable with the services I offer and wish me to look after their Child/Children a meeting is arranged for paperwork to be filled out and signed. Copies of all the paperwork including Policies/Procedures are sent to the Parents via the Computer System for them to digitally sign. The Contract is in hard copy format with two sets for each party to sign. One copy is given to the Parent/Carer and another is kept at the setting.
During the meeting we talk about the Child/Children’s individual likes, fears, dislikes and needs. Then if required, we discuss and plan settling-in periods leading up to the start date. The settling in periods are very useful for Children as it gives them the opportunity to become familiar with my setting and be comfortable with me looking after them. It also gives them the opportunity to meet the other Children in my care. If a Child is moving onto another early years setting or school I welcome the Professionals from these settings to either call or visit me to discuss the Child’s stage of development. I am also happy to exchange relevant and confidential information if needed. This is always done with the Parent/Carers written permission.
How are the early years setting’s resources allocated and matched to children’s special educational needs?
My setting is registered to provide the Government funded early years education for eligible 2 year olds and all 3 and 4 year olds (https://www.gov.uk/free-early-education). I work with both Parents/Carers and Professionals to identify and obtain any specialist equipment where required.
How is the decision made about what type and how much support my child will receive?
The decision for what type and how much support each Child will receive, if any, is made after having discussed with Parents/Carers my observations, assessments and the Child’s 2 year check. If support is identified then with the permission of the Parents/Carers I will contact the Professional Team at the Family Information Service for advice and help.
How are parents involved in the early years setting? How can I be involved?
All Parents/Carers are kept updated with their Child’s progress. Parents/Carers have the availability of making comments on the computerised system as to their perception of their Child/Children’s overall progress and if they have ideas for any activities that may help to extend their Child/Children’s individual interests or development. I have in force a Working in Partnership with Parents Policy. WORKING TOGETHER WITH PARENTS/CARERS IS MUTUALLY BENEFICIAL FOR BOTH PARENTS/CARERS AND THE CHILDREN ALIKE.
Who can I contact for further information?
I have an open door policy where Parent/Carers are welcome to come in to discuss their Child/Children’s progress, face to face. I can be contacted on 07940 565826 between the hours of 9am and 5.30pm.
Further information can be gained from the Family Information Service and the Local Children Centres.