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?
Parents can email, text or phone to arrange a mutually convenient time for a visit to see how our setting works in practice and to find out more information.
1b) What are some of the things they will see to welcome them to your setting?
A warm welcome where parents can come in to help their child settle each morning if this is beneficial to the child. All children who attend our setting are taught by role modelling to welcome and greet all other children and this is evident in their excitement when someone comes to the door. A bright and light conservatory with accessible toys and outside play area as well as cosy beanbags for rest times. Coat pegs for each child and racking to allow children to place and access their own bags, coats and shoes.
1c) What different ways do you use to communicate with parents?
Mainly face to face at drop off and pick up as this gives me the information I need from a parent to provide the care their child needs that day. I give parents the option of daily diaries on Babysdays for information and photos about their child’s day, or a notebook that can be shared with other settings where there is shared care. I text updates during the day if a child is new or has struggled to separate form a parent in the morning or has been unwell. Occasionally I will WhatsApp a photo during the day for instant communication. For more formal or generic sharing of information, I will email and may also provide information on paper.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
They can load observations and photos onto Babysdays themselves to contribute towards the tracking of their child’s progress. I ask parents to complete an annual questionnaire to provide me with feedback to help me plan how to improve the childcare service I offer. I always make time to chat openly and honestly at drop off and pick up times. This communication is a two way process.
1e) If the parent/carer is unhappy with your provision, what should they do?
In the first instance, they should talk to me in the hope that I can resolve matters. They can contact the Family Information Service/CYP&L if they wish or Ofsted if they feel that I have been unable to resolve the matter to their satisfaction. This is detailed in my complaints policy that is provided to all parents before their child starts at our setting.
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
I gain as much information about a child and their home life by talking to parents and asking questions. I ask parents/the child to complete an ‘All about Me’ form to find more out about them. I discuss with parents how many settling in sessions they think will be right for their child to help them settle in gradually. I am planning to write ‘An Introduction to Babysdays’ information sheet so that parents can get themselves up and running with the system and the information it has to offer in terms of tracking their child’s learning and development. Hopefully, a happy child who is developing to their full potential!
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
This will be entirely based on each individual child’s specific needs, all discussed in partnership with parents and any other professionals involved with the child’s care. At the very least a ‘Transition to School’ form or, where appropriate, meetings involving all parties.
3a) How do you ensure the child is happy and learning as they move from room to room?
By tracking their progress, I can see how well they are learning and I will adapt activities and approaches accordingly. If they are happy, this will usually be evident in their body language, facial expressions, verbal communications and feedback from parents.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
For children moving onto nursery, preschool or school, we will talk, read books, draw pictures and base role play activities around forthcoming changes, to name a few.
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?
When a child starts at my setting, I ask parents to tick off what their child is doing at home in the 3 prime learning areas to help me establish their starting points. I regularly observe a child at play and refer to the Characteristics of Learning as well as the 7 areas of the EYFS. If a child is falling below the expectations in terms of age bands then in the first instance, I will chat to parents to discuss any concerns I may have. My next step would then be to contact a Borough of Poole Childcare Officer for advice.
4b) How will you make sure that what you are teaching meets the needs of the child?
If I had concerns, I would seek advice from a Childcare Officer or ELAT at the Local Authority.
4c) How will you make sure that the child is having fun and enjoys learning through play?
If a child is engaged in their play, this will be evident in their enthusiasm and involvement for the activity. For verbal children, I often give them choices when planning play activities and will always take their personal interests and development needs into account when planning weekly outings.
4d) Which experts and other professionals do you liaise with?
BCP Council Childcare team, ELAT’s, Health Visitors, other childcare settings, other childminders as they can often offer a wealth of no name advice.
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?
Regular communication with parents, health visitors, children’s centres and the BCP Council Childcare team. If a particular approach isn’t working to help a child learn and develop to their full potential then I will work in partnership with parents and other professionals to help the child get the support they do need.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
By regular communication to ask both parents and children their views.
Section 5 - Inclusive Practice and SEND training and expertise within this organisation
5a) What range of training and expertise do your staff have?
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what SEND experience do they have?
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what training or learning opportunities are available to parents/carers?
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are there specialist staff in your team?
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what are their roles and qualifications?
I have completed a SENCO course and I attend regular Poole Early Years Providers and Safeguarding Forums, Inclusion briefings. I am constantly building my experience and review and evaluate my working practices and make changes and improvements where necessary.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
Space to move about, accessible toys and storage for their personal belongings, comfortable rest areas, sensory activities and more.
An accessible free flow safe outside play area with ride on toys, mark making area, sandpit, water play and separate mud kitchen, plants, flowers, trees, fish pond in our enclosed garden.
Most mornings go on outings to Children’s Centres/Family hubs, parks, the beach, woods, a fortnightly Olga gym class, Jiggy Wrigglers (music and sensory session), soft play and more.