Elizabeth Larkin - network childminder

Education Offer

Overview

In my setting we believe that every child matters and is unique. All children are cared for individually with age and ability taken into consideration. Allowing them to learn and have fun at their own pace, providing them with the opportunity to achieve, become more confident and reach their full potential.

All children can access a full range of activities to develop and learn through play, in a caring, safe and stimulating environment.  All children are supported including those with special educational needs, who are also encouraged to work alongside their peers.

I communicate with parents and careers frequently, allowing them to take 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.

I have a large garden, mainly laid to grass. Inside is a friendly family home with a through lounge with an extension on the rear. There is also a down stairs wc.  I also have access to the sensory room at my local Children’s Centre.

Identifying children's needs

I am the key worker for all children. A good relationship with both children and parents is essential. Parents are kept informed of their Childs progress by daily chats and the Childs individual profile book.

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

This would be me and I can seek advice from the Early Years SEN Co-ordinator.

Involving children and their families

• Regular contact between parents/carers and the setting
• Advice on how to support learning at home
• Parenting advice

Range of support available

• Partnership working with other professionals
• Additional support strategies
• Support for health needs
• EYFS Curriculum planning differentiation
• 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

Through daily feedback verbally and the learning journey books.

Accessibility of the school

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

At present although there is a down stairs WC, no doors have been widened.

Inclusion

Activities are adapted or changed for the age and ability of the children according to needs. 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.

Transition arrangements

WE will arrange with the school a period of settling in. With short visits building up as the child becomes confident. There is no change for rooms as setting is open plan. A transition report will be shared with parents and the new setting.

Support and training for parents and carers

• Parent consultation
• Links with Children's Centres

Further information

For any other information you can email us at e.larkin@sky.com