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?
Verbal during an informal on site visit.
1b) What are some of the things they will see to welcome them to your setting?
A typical day with happy engaging children
Routine where appropriate
All manner of ages and stages
Sharing of prospectus
1c) What different ways do you use to communicate with parents?
With day to day information – in daily journals.
Regular contact with parents/carers about things that have happened during the day via txt and whatsapp.
Specific information about the child’s learning collated in the Learning journey and shared with parents annually.
Opportunities are available to discuss progress?
Share planned learning with foot trackers for home learning.
Parents are kept advised of changes to routines or assistants by myself.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Face to face communication and parent feedback questionnaires.
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?
Open and honest communication face to face is my request. Make it formal by written account of discussion and signed by both parties.
All parents have a copy of the policies which detail contact numbers of importance.
Open discussions are held with children daily and I am able to pinpoint whether a child is behaving differently or in need of some 1:1 time.
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
Every child has a day book whereby events/nappies/food and fluids are recorded.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
Ensure the child has all necessary backup and paperwork trail to support the child during the transition.
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?
All children are following the EYFS and those heading to school also follow the guidelines to school reediness – all for which is shared with parents and recorded in both their daily diaries and journals.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
A full report is given directly to the class teacher once this is known and all information relating to the child is shared/ suggestions given and personal thoughts shared too.
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?
Using both ECAT and the Development Tracker, a good understanding of the childs learning and development is understood and concerns raised as a result.
Medicines are recorded in the medicines record as per my statutory requirements
Circle time is used widely for children to discuss and share views, thoughts and ideas – the child is always listened to and ideas shared
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?
No SEND children on roll
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?
No SEND children on roll
4d) Which experts and other professionals do you liaise with?
Local Authority
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?
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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
GR2 to be auctioned and follow through
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
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Section 5 - Inclusive Practice and SEND training and expertise within this organisation
5a) What range of training and expertise do your staff have?
Childminder – SEND Basic Training Attended
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
No SEND children on roll
No SEND children on roll
No SEND children on roll