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?
Via email; littleexplorerscms@outlook.com
Via Telephone ; 07764529336
Via Facebook page; little explorers childminding service
1b) What are some of the things they will see to welcome them to your setting?
A safe, secure, warm and welcoming house. A large, accessible, secure garden. Children engaged in play.
1c) What different ways do you use to communicate with parents?
Parents can email, phone or chat on collection/drop off. We have a parents Facebook group where we share notices/letters. We can text using What’s App, Facebook Messenger or normal phone text. We are now using Kinderley App to share observations and developmental progress as we go. We print letters when we need things signed.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Through any of the communication channels mentioned above. We will occasionally send out questionnaires.
1e) If the parent/carer is unhappy with your provision, what should they do?
Parents are given a copy of our complaints or concerns policy and we would hope they would follow that. Best place to start, is talking directly to us to see if we can resolve the concern.
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
The parent can stay to help settle the child if necessary. The child will have a choice of toys and activities to engage with. They can bring a comforter with them for reassurance. We will use information supplied by the parent at enrolment to ensure there are things on offer that match the child’s interests. At enrolment it would have been explained who will be taking on SEND responsibilities and tracking progress etc.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
We follow the transition to school processes and timeline as dictated by the schools and BCP Council so good lines of communication will be developed in order to pass on relevant information to ease transition to school or other settings.
3a) How do you ensure the child is happy and learning as they move from room to room?
We do not have rooms that we move children from and to.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
We are willing to provide any transition paperwork or information that is relevant to a new or additional setting and set up lines of communication with them to ensure transitions are smooth for the child.
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 have parents provide us with information about their child’s developmental progress when they start and then use the interests mentioned for beginning to assess their needs and support their development. If we notice any concerns we will begin by discussing them with the parents and then seek advice from other agencies as and when appropriate. We make it clear that we share information with the Borough all the time even if it is on a no name basis to begin with; however before we share any information or concerns with any outside agency, I ensure I have spoken to the parent first.
4b) How will you make sure that what you are teaching meets the needs of the child?
By making observations of the child and planning for their interests. We are always watching, discussing, planning and evaluating what we do, to ensure we are meeting the needs of the children. The children also help plan activities they want to do using a floor book which parents are shown.
4c) How will you make sure that the child is having fun and enjoys learning through play?
The activities will be planned according to their interests and needs and the child will be given chance to help plan activities. We offer a lot of freedom for children to change how they engage with an activity if they wish to. We can get help and advice from the local authority if we find something is not working for a child or meeting their needs.
4d) Which experts and other professionals do you liaise with?
Any that are relevant to meet the needs of the child. Health Visitors, Speech and Language Therapists, Family Outreach Workers, Social Workers, Local Authority EY and SEND team, Schools, This is not an exhaustive list as there are so many agencies that could be listed.
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?
We liaise with the parents and other professionals involved in that individual child’s care and development and put a plan of action in place to ensure we meet the needs of that child.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
By including them and making them the centre/lead of all meetings and action plans so that their voice is heard.
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 a SEND trained member of staff and we both have experience working with children with SEND in the past. We are willing to undertake any additional training that is required in order to meet the needs of a child.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Freedom to choose activities,
Promoting independence,
Involving children in planning.
Routines, clear boundaries, high expectations
Freedom to choose activities,
Promoting independence,
Involving children in planning.
Routines, clear boundaries, high expectations
Bigger space,
Separated, organised, planned areas
All children are included/taken on outings throughout their time here. Risk assess and ensure accessibility of transportation to and from destination and of the destination itself.