• Childminder

• All Year Round

• Self Referral

• Phone call, text or email message

• Speech, Language & Communication Needs

• English
• Spanish

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?

Telephone, email or text to arrange a meeting

1b) What are some of the things they will see to welcome them to your setting?

Range of toys to suit all ages and stages Children’s artwork Inviting inclusive layout

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?

Home-setting diary used for daily exchange of information. Learning Journals charting child’s development Pre-arranged meetings to discuss child’s progress Learning journals include development norms for every age and stage. Comments and input from parents in journals regarding targets both in setting and at home.

1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?

Contact me in person or via phone, email or text.

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?

Discuss with me in person or by phone, text or email. If not happy to discuss with me may speak to Ofsted (contact details provided) Complaints procedures as per my Complaints policy which all parents have a copy of.

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?

As a Childminder I am the sole key worker and SENCO for all the children. Short settling in sessions are offered to all new children to allow them to get to know the other children and myself before they attend for longer periods.

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

External support from local authority SENCO when necessary.

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?

Observations, monitoring, reporting on progress

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?

List of school readiness skills to be learnt at home and in setting School transition forms from Local Authority

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?

Observations and reporting on all areas of learning and development in journals Concerns discussed in meetings Medicines administered according to instructions from GP/parents Personal care provided in keeping with my Intimate Care Policy Children encouraged to make own selections of activities and asked about what they enjoy

4b) How will you make sure that what you are teaching meets the needs of the child?

• who oversees and plans the next steps in learning for children with SEND?

• who works with children with SEND and how often?

• what are their roles?

• how is learning tailored to children’s needs?

• how do you know how well children are doing?

Teaching needs overseen by my-self and where necessary help from external sources such as speech and language therapist or local authority SENCO. Children’s progress is regularly monitored and recorded.

4c) How will you make sure that the child is having fun and enjoys learning through play?

• what support can be accessed in partnership with the local authority?

• how do you monitor and ensure continued progress for children with SEND?

• what emotional, social and personal support is available to all children as well as those with SEND?

Childminder drop-ins, library activities, meetings with Childcare officer and LA SENCO. Getting to know each individual child and their likes and dislikes allow for planned activities to suit their preferred learning methods.

4d) Which experts and other professionals do you liaise with?

• which other agencies do you consult?

• how do you make decisions and on what basis?

• who else might be involved?

• how can parents/carers and children contribute to this process?

Currently with a Speech and Language therapist, GP and a LA SENCO. Other agencies would depend on the child and their specific needs.

4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?

• outline your inclusive practice process and specify how you refer to other agencies: LA Early Learning & Inclusion Team, Health Visiting Teams, Children’s Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc

Contact LA Early Learning and Inclusion Team to request advice and a visit. Share information (with parental consent) with LA, health visitor, GP and other agencies involve

4f) How do you ensure that the views of parents/carers and children are included in this specialist work?

Information sharing, progress reporting and parent involvement in all decisions.

Section 5 - Inclusive Practice and SEND training and expertise within this organisation

5a) What range of training and expertise do your staff have?

• what SEND experience do they have?

• what training or learning opportunities are available to parents/carers?

• are there specialist staff in your team?

• what are their roles and qualifications?

Higher Level SEND training for Childminders.

5b) What are the ways in which you fully involve children with SEN and/or disabilities?

• Indoor

Timelines, photos of objects and activities, story basket. Other ways would depend on needs of the individual child.

• Outdoor

Currently not applicable but am able to make changes according to individual needs if needed.

• Trips out of the setting

As above.