At Margaret’s childminding service I believe that every child should be included irrespective of their culture or background. I believe that each child should be given the opportunity to achieve and become a confident learner. I work closely with parents and if a child is identified with additional needs I will give them the full support that they need.
My setting is located in Ilford. It is a mid terrace, three bedroom house. The playroom is located on the ground floor with access to the garden via three steps, the toilet is upstairs and steps are provided in the toilet to allow children access on their own.
Play equipment is available on the children’s level and others are available on shelfs and all are labelled.
- Identifying children's needs
How will the setting know if a child needs additional help and how do they keep parents informed, e.g. regarding development and progress?
I believe it is important to identify children who have additional needs promptly so support can be given. I use the early years foundation stage curriculum and carry out regular observations of the children to help me identify where children are not progressing. I will discuss with parents the area of needs and support them with Sue Fox (childminders developing officer) and Carla Cornelius (SEND advisor).
- Dedicated contacts
The setting’s manager Margaret Niemierko is the overall responsible person for SEN in the setting. she is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCo) has the responsibility for the day-to-day management of the SEN procedures. she has undertaken the following relevant training:
- SEN Modular
- Safeguarding Awareness for Childminders
- Childminders Forum (safeguarding updates, Behaviour Management)
The SENCO has the responsibility to:
- liaise with parents/carers
- liaise with outside professionals in regards to children’s individual needs
- advise and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies support
- Involving children and their families
- Regular contact between parents/carers and the setting
- Advice on how to support learning at home
- Range of support available
- Partnership working with other professionals
- Additional support strategies
- Support for health needs
- Support for communication needs
- EYFS Curriculum planning differentiation
- Support for behaviour
- Specific teaching interventions
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
I conduct regular observations of the children in play, I also use EYFS trackers and perform two year progress checks.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of their child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years old. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our training plan is closely linked to the setting’s improvement plan.
Recent training attended:
Childminders Forum (safeguarding updates, changes to Ofsted inspection, behaviour management and role play).
- Accessibility of the school
Some resources are located at children’s level in clear labelled boxes. Others are on shelf and labelled well
Children’s toilets are upstairs with steps for them to reach the toilet and washing facilities.
Changing areas are discretely located in the back or front room.
Access to the house is by one small step and three steps to the garden.
The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties.
I work with individual children and make adjustments to suit each child.
A risk assessment is completed for outings to ensure health and safety is maintained at all times.
One-to-one support is provided for those children who may require intensive support to access learning activities.
All activities are differentiated according to children’s level of development.
- Transition arrangements
I have a good relation with local schools and share information. School visits and transition meetings with the receiving school are organised at the beginning of the summer term to get the child accustomed to the new environment. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit. 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
- Parent consultation
- Links with Children's Centres
I have informal conversations with parents at drop off or at pick up times.
We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included in assessment and review.
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
- Further information
For any other information you can email us at firstname.lastname@example.org