• Childminder

• Car Parking
• Meals Provided
• Computers
• Nappies Provided
• Outdoor Play Area / Garden
• Separate Sleeping Area
• Visits and Outings
• Accessible Toilet
• Disabled Car Parking
• Wheelchair Accessible
• Refreshments / Snacks

• All Year Round

• Self Referral

• Initial phone call, plus interview

• Manorside Academy

• Autistic Spectrum Disorder
• Behaviour, Emotional & Social Difficulty
• Learning Difficulty
• Medical Condition, including Allergies

• English

Section 1 - How do you communicate with the parent/carer whose child has SEND?

• 1a) How they can arrange a visit and/or see you in action?
  • Call my setting (leave a message if there is no answer) then I can arrange a time and date for them to come and visit which suits them.
• 1b) What are some of the things they will see to welcome them to your setting?
  • Happy friendly staff. Posters. Appropriate toys and equipment. Family dog. We offer a very nurturing environment, all setting on one level, which is wheelchair accessible. Diverse resources both inside and out reflecting the local community.
• 1c) What different ways do you use to communicate with parents?
  • Whose job is it to share day to day information and how is this information shared?
  • What opportunities are available for regular contact with parents/carers about things that have happened during the day?
  • Who explains specific information about the child's learning to parents/carers and children?
  • opportunities offered and available, additional to normal reporting arrangements,to discuss progress.
  • how you inform parents/carers about the progress children should be making?
  • how do you share planned learning and how can parents support this?
  • what strategies do you put in place to enable parents to support learning at home?
  • How do you provide parent/carers with specific information regarding any changes to routines or staffing?
    • Responsibility of the key person and management:
      • In Person
      • By phone
      • By email
      • By Whats App
      • By Facebook
      • In writing
      • Daily diary/learning journal
      • Photos
      • Home visits
      • 1-1 meeting with parents
      • Starting Out bags
      • Family tins
      • Home learning projects
• 1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
  • We encourage parents to talk to us on a daily basis and encourage an open relationship built on trust during the child's time with us. There is also a Parents' survey.
• 1e) If the parent/carer is unhappy with your provision, what should they do?
  • how can parent/carers raise any concerns they have with you?
  • who can parents/carers talk to if they are worried?
  • who can children talk to if they are worried?
  • where should concerns or complaints be directed?
  • how accessible are your policies?
    • In the first instance talk to us. If they are still not happy, follow our complaints procedure as provided when child starts our setting.

Section 2-How will you help to settle the child into your setting?

• 2a) State some of the things the parent/carer will see when their child first starts at your setting.
  • how will the parent/carer be aware of the child's key worker?
  • how will they be aware of who else has a role in in the education of children with SEND?
  • who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?
    • we offer: home visits, settling in sessions, Stay and Play sessions. We encourage parents to create a family tin with photos of family members and a child can bring comfort items from home. All About Me form completed by parents.

Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?

• Visual timetable
• Wiggley fingers
• Making child aware session is coming to an end.
• Sand timers

• 3a) How do you ensure the child is happy and learning as they move from room to room?
  • what strategies do you put in place?
  • what information is provided to parents/carers and children around moving rooms and/or settings?

Key worker in place matched to individual child. Parents are encouraged to come, and visit stay and play with their child before they start.

• 3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
  • what preparation arrangements are in place prior to joining a new setting/school for children and parents/carers?
  • what information do you provide to the receiving setting/school?

Learning journals passed on,School transition forms completed, Reception teacher invited to visit child in our setting, working together with new provider and parents.Section 4 - How do you understand and discover how the child learns?

• 4a) How do you measure the child's learning to try to discover any additional educational needs they might have?
  • how do you identify children with special educational needs?
  • how do you raise any concerns with parents/carers?
  • how do you manage the administration of medicines and provide personal care?
  • how do you enable children to share their views?
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On going observation, discussion with child care officer, working closely with parents, Health Visitor, other professional agencies such as speech and language.

• 2 Year Old Early Education Provider
• 30 Hours Free Childcare Provider
• Tax Free Childcare Provider
• 3 and 4 Year Old Early Education Provider