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?
I initially receive a phone call or email, after discussion we arrange for you to visit either when I’m not working to discuss further exactly what your requirements are and the service. I can provide for you. Then further visits can be arranged for you to visit when your child can meet and join in play.
1b) What are some of the things they will see to welcome them to your setting?
A warm welcome, age/ ability appropriate toys, a calm environment, if you time it right maybe my ‘Grand dog’ visiting, the antics of the chickens! I provide a calm, safe environment where everyone is made to feel included and happy.
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?
By phone, email, ‘WhatsApp’ and in person! In writing through ‘Daily diary’ as well as their Learning & Development portfolio. Home visits, 1-1 meetings either here or at your home, whichever is easier for you.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
This is a joint venture between you as parents and myself as your childcare provider, working together to ensure your child is ready to move onto the next stage in their learning and development.
I keep a portfolio, showing the great variety of the activities and great fun and enjoyment I share with your child in achieving this goal. I’m always open for you to discuss and add your ideas to this and love hearing of the things you do together at home. I encourage you to talk to me on a daily basis and a visit can always be arranged to discuss future plans and targets.
1e) If the parent/carer is unhappy with your provision, what should they do?
-
who can children talk to if they are worried?
-
where should concerns or complaints be directed?
-
how accessible are your policies?
Please talk to me!! Communication is the essence to having a good working relationship. However, if still not happy then please follow the complaints procedure as in my Complaints policy – a new copy can be provided.
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?
You know your child, so I’m happy to be guided by you as to what your child will need to help them settle quickly. I can visit you and your child at home. I’m happy for you to come stay and play with your child followed by several shorter visits before moving to the full hours you are requiring. I have an ‘All about me!’ form for you to fill in. Your child may want to bring a familiar toy, book or comforter with them. Whatever you feel will help your child.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
I can use PECS timetable or whatever your child uses. I can also use any form of timer, also give verbal warning of changes, anything your child is familiar with or prefers to make them aware of any changes happening during play.
3a) How do you ensure the child is happy and learning as they move from room to room?
Children are encouraged to use all areas of room and not restricted to any area for movement as all in same room.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
School transition forms sent onto school. Learning journals sent home with child so can be shown to teacher on visiting home before starting school. Reception teacher invited to come here to visit child or if attending another setting take them there on day teacher visits. Visits to school and open day. Lots of play discussion so understand where and why they are moving on.
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?
Close continuous and consistent observations and following development tracker and ECAT forms. Personal experience of variety of conditions and complications. Working closely with you as parents. Discussions with Childcare Officer and Early Learning Advisory Team at BCP Council and with other agencies- Health Visitor, Speech and Language therapist, Physiotherapist, Social worker, Portage and any others.
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?
By continually assessing and using the development tracker and ECAT forms and using the next steps identified as well as seeing how much fun each child is having! Also by working closely with you as parents. Making use of any additional training that would benefit the development of your child.
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?
By watching your child’s enjoyment shown on their face & captured by photograph. Also using the identified ‘next steps’ in their portfolio which gives small, measured, achievable and realistic targets All play is child led and their learning fits in with their interests.
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?
Childcare Officer Early Learning Advisory team, Health Visitor, Physiotherapist Occupational Therapist, Social Worker, Speech & Language Therapist, Portage and Local schools and pre-schools.
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: Local Authority Early Learning & Inclusion Team, Health Visiting Teams, Children’s Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc.
Through support from my childcare officer, also advise you to contact SENDIASS who will be able to advise further on support suitable for you to access.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
Regular meetings with you as parents so we’re each fully updated on all aspects of care and learning.
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?
I operate an inclusive practise where the activities are arranged around the child so everyone is fully included. I have experience of working with a wide range of disabilities and conditions as well as attending training on:
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Indoor:
Outdoor:
Trips out of the setting:
-
On the bus to Poole, Bournemouth, Swanage and Wimborne.
-
On the train to Bournemouth & Weymouth.
-
Dinosaur museum in Dorchester.
-
Corfe Castle.
-
Studland.
-
Moors Valley.
-
Upton Country Park.
-
Local parks and woods
-
Library.