Shirley Conner - network childminder

Education Offer

Overview

At my childminding setting, I 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 including local playgroups, parks, libraries, which I regularly attend on a weekly basis to develop and learn through play in a caring, safe and stimulating environment. I give support to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. I have daily communication and updates with parents and carers enabling them to play an active role in their child’s education and emotional requirements.

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

My setting is located within my home environment. I provide a very safe and secure homely setting with a vast range of educational learning toys for all age ranges to which I endeavor to promote a relaxed and fun play/learning setting as a group and/or individually. I have good sized garden equipped with a diverse range of play equipment ideal for outdoor activities. Children in my setting come from many different backgrounds.

I have made a quiet area where children can spend time relaxing; I also have access to a soft play room at my local Children’s play groups which I attend on a weekly basis.

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. I keep daily diaries of children under two years old in my care, which enables me to discuss immediately any concerns that I or parents may have regarding their child, which enables us together to resolve and plan any course of action we feel would need attention.

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. In all cases parents and carers are always 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.

•  Lynn Topps

Involving children and their families

• Planning and review meetings
• Advice on how to support learning at home 
• Parenting advice
• Regular contact between home and school, e.g. home/ school book

Range of support available

• EYFS Curriculum planning differentiation
• Support for behaviour
• Specific teaching interventions
• Support for health needs
• Partnership working with other professionals
• Support for communication needs
• Additional support strategies

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.

Recent training attended:

• Behaviour management training.

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 for all 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

• Coffee mornings with parents
• Parent consultation
• Links with Children’s Centres