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 encourage parents to have an over the phone discussion with myself and if they think I would be suitable to care for their child we can organise a visit to see my setting and how I care for the children.
1b) What are some of the things they will see to welcome them to your setting?
I will demonstrate how we interact with the children and the resources I have available to help the children thrive and develop.
1c) What different ways do you use to communicate with parents?
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Whose job is it to share day to day information and how is this information shared?
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What opportunities are available for regular contact with parents/carers about things that have happened during the day?
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Who explains specific information about the child’s learning to parents/carers and children?
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opportunities offered and available, additional to normal reporting arrangements, to discuss progress
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how you inform parents/carers about the progress children should be making?
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how do you share planned learning and how can parents support this?
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what strategies do you put in place to enable parents to support learning at home?
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How do you provide parent/carers with specific information regarding any changes to routines or staffing?
We use an online system called baby days which parents can use for daily communication. We are available to communicate on a daily basis at the beginning and end of each session.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Parents can give us ideas to relay information more efficiently in the setting through discussion on the phone, at the beginning or end of session.
1e) If the parent/carer is unhappy with your provision, what should they do?
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who can children talk to if they are worried?
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where should concerns or complaints be directed?
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how accessible are your policies?
I am always available to discuss any issues a parent has with the setting however if they felt the could not discuss this with me then I have a policy in place which all parents receive with contact details of OFSTED and the BCP Council contact details too. All my policies are available to see on baby days via the parents access code.
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
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how will the parent/carer be aware of the child’s key worker?
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how will they be aware of who else has a role in in the education of children with SEND?
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who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?
I will encourage the parent to stay with the child initial and start the settling process, this gives us an opportunity to discuss the child’s likes and dislikes, needs and routine. We will discuss key workers and any contact workers we have visiting the premises to help us support your child’s individual needs. As we are only a small setting I am the lead SENCO and we work very closely as a team to support the children.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
I will lease with parents, support from the Local Authority and any new setting the child may be moving to. We will ensure the child has a smooth transition providing the school with all trackers, written development reports and observations and also meetings with new key workers to ensure it can be as smooth as possible for the child and parents too.
3a) How do you ensure the child is happy and learning as they move from room to room?
We have a small setting so we always ensure the child is well known by the other colleges and we understand each individual child’s needs and goals.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
By working closely with the child and parents and ensuring we provide good progress trackers and feedback to the new setting to make the move as smooth as possible.
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?
We use a variety of trackers but mostly the Derbyshire framework which contains small steps of the EYFS. I gain support and visits from the Local Authority Early Learning and Inclusion team to ensure I am providing the child with additional educational needs.
4b) How will you make sure that what you are teaching meets the needs of the child?
I will lease with parents on progress at home, following the individual tracker for the child and observing the child's progress frequently in the setting to ensure the child is making small progress steps in all areas.
4c) How will you make sure that the child is having fun and enjoys learning through play?
We as a team always ensure we know each child’s individual needs and this gives us ways to plan activities to ensure all the children have fun and are learning through play. We will observe behaviour to make sure the child is happy and also communicate with family for any feedback on ways we can adapt our play to make sure the children are enjoying learning through play.
4d) Which experts and other professionals do you liaise with?
I lease with a large group of professionals depending on what additional needs the child has. I am supported from the Local Authority Inclusion team who are always there to answer any questions and visit the children too to observe how we are developing the child. I’ve had numerous meetings with Physiotherapists, Speech and Language therapist, Occupational Therapists, doctors, specialists and child development workers too.
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?
Through leasing with the parents and the inclusion team I would ensure the child received the best support possible to help them achieve and develop as best as possible
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
I will talk with parents and children regular to make sure everybody is happy with the support.
Section 5 - Inclusive Practice and SEND training and expertise within this organisation
5a) What range of training and expertise do your staff have?
We have cared for a child with complex needs for three years now so we have had lots of in house support from specialist workers. We have carried out SEND training too.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Singing using sign cards to choose songs, sharing, taking turns, group play, adapted sources so they can join in games at the table, colouring, painting, cooking and imaginative play.
Adapted resources for outdoor bikes, slides, swings and games.
Adapted car seats and pushchairs so the child can join in too.