• Childminder

• Car Parking
• Computers
• Outdoor Play Area / Garden
• Pets
• Separate Sleeping Area
• Visits and Outings
• Refreshments / Snacks

• All Year Round

• Self Referral

• 3 dimensions

• Behaviour, Emotional & Social Difficulty
• Eating Or Drinking
• Medical Condition, including Allergies
• Toileting & Hygiene

• 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?

I don’t have any

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

Listening and working with them

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?

Text – phone – face to face – daily diary = journal

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

Text – phone – daily diary – face to face

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?

Complain

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?

Work with parents

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

Transition or working with new setting

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?

I only have one room

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?

Transition documents, sharing information

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?

COEL

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?

EYFS

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?

Observe them

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?

None at present

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 professionals through parents

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

Talk to them

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?

SEN training certificate

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

• Indoor

I do not have any

• Outdoor

• Trips out of the setting

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