Rahana Akhter

Education Offer

Overview

At my setting we believe that each child is unique and must be given the opportunity to achieve, become a confident learner and reach their full potential. All children access a full range of activities to develop and learn through play in a caring, safe and stimulating environment. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education.

I adhere to the requirements of the Equality Act 2010 and the SEND Code of Practice 2014.

My setting is located in the Woodford Green area. I have a separate playroom with a good size garden. I can accommodate up to 6 children. Children in my setting come from different backgrounds.

I have made a quiet area where children can spend time relaxing and I have access to the sensory room, sensory garden and soft play room at my local Children’s Centre.

Identifying children's needs

Early identification of difficulties is important to support children’s progress, learning and development. Any difficulty with children’s learning is discussed with parents and carers.

All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.

Outside agencies may be involved when a child does not progress at the expected rate despite additional support. Parents and carers are asked for their consent. Progress may also be discussed with the LA Childminding Development Officer and the SEN Advisor/Coordinator.

Dedicated contacts

I will be the first point of contact for parents and carers. Progress may also be discussed with the LA SEN Advisor/Coordinator.

Involving children and their families

• Regular contact between parents/carers and the setting
• Planning and review meetings
• Advice on how to support learning at home

Range of support available

• Support for communication needs
• Additional support strategies
• EYFS Curriculum planning differentiation
• Support for health needs
• Support for behaviour

We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.

Measuring children's progress

Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP shows small steps and is reviewed termly with parents and carers.

A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS.

A Two Year Progress Check is also compiled when the child is two years and covers the child’s progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).

Children are observed regularly to identify progress and next steps.

Support and training for school staff

I have experience of supporting children with SEN and additional health requirements. I work closely with the LA, local schools, Children’s Centres and other childminders.

Our training plan is closely linked to the setting’s improvement plan.

Recent training attended: Safeguarding updates Practical Maths Fundamental British values and Prevent duty at Childminders Forum and Training day on 19^th March 2016.

Accessibility of the school

All resources are located at children’s level in clear, labelled boxes.

The toilet is fully accessible and provided with stools and easy to reach washing facilities and there is 1 situated on the ground floor

The garden area is fully accessible from the main play room.

Inclusion

A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.

There is a wide range of equipment to support children’s learning and development to include sensory toys. Resources are appropriate, challenging and interesting and are available to all children.

All activities are differentiated according to children’s level of development and all outings are available to all children.  

Transition arrangements

School visits are organised at the beginning of the summer term.

The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).

Support and training for parents and carers

We organise coffee mornings and regular meetings to share children’s progress.

• Parent consultation
• Links with children centres
• Coffee mornings with parents