SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
(SEND) LOCAL OFFER
EARLY YEARS EDUCATION PROVIDER NAME:
Chris Fitzjohn - childminder
OFSTED UNIQUE REFERENCE NUMBER:
CONFORMATION THAT ‘CO-PRODUCTION’ HAS TAKEN PLACE WITH
PARENTS, CARERS, STAKEHOLDERS: YES
LOCAL OFFER SUBMITTED BY:
1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?
As an early years education childminder I assess and observe all the children continually in line with the Early Years Foundation Stage (EYFS) set out by the government. I have discussions with the parents of all children regarding their own child and any concerns a parent may have about their child’s development and progress.
All children who are new to my service are assessed to establish a starting point to see their individual progression.
I talk with all parents at the beginning and end of each day, each child, not in full time education, also has a daily diary to record activities undertaken daily.
A 2 year old development check is undertaken jointly with parents to review ongoing progress.
I have an extensive child-development knowledge which I have gained through training and working within childcare for nearly 30 years, I use this knowledge when making judgements and decisions about support.
Any concerns I have will be discussed with the child’s parent/carer initially, and with their permission, I would then speak to professionals to gain further specific advice.
If I have concerns about a child I would follow my Inclusion Policy.
2. How will early years settings staff support my child?
I work closely with all the children at my setting, supporting them whilst they are away from home. I focus on each child’s strengths, building on these to boost each child’s self-esteem and self-confidence, helping each child to feel secure emotionally and physically.
I liaise and involve parents continually by sharing their child’s learning journey with them, through daily diaries and verbally.
I support the children by also working closely with all professionals involved in their care.
I follow any policies relevant to help support all children.
I assist parents to support their child with on-going assessments and developments.
3. How will the curriculum be matched to meet my child’s needs?
I use the Early Years Foundation Stage curriculum as a guide for each child’s development.
All curriculum planning is based around the child’s own strengths and needs, using observations as a starting point, and information from parents, to assess what they are capable of.
Most planning is child led and individually tailored to each child’s developmental needs, rather than their age.
Each child is a unique person, I allow them to explore and investigate, in a rich environment, with support, confidently at my setting – both indoors and out in the gardens and trips/visits away from my setting.
I use each child’s interests and preferences to stimulate and encourage their participation and interest and through continual observation I can ensure each child is progressing or identify where extra support may be needed.
4. How will you and I know how my child is doing and how will you help me support my child’s learning?
All parents/carers are kept informed continually about their child’s progress and achievements. This is achieved through daily discussions, daily diaries, and each child’s individual learning journey folder, containing written and photographic observations and assessments.
I can also arrange to meet and chat informally at a mutual convenient time with a parent/carer.
I am happy to suggest activities for parents/carers to do with their child at home.
All concerns, if I feel a child is not making progress, are shared firstly with the child’s parent/carer and with agreement I will seek further advice from Professional Association for Childcare and Early Years (PACEY) co-ordinator, local authority, or other relevant professionals –which ever we agree seems most relevant.
I have a varied selection of resources at my setting which are accessible as developmentally appropriate for each child and I can borrow further resources I may need.
I have a ‘Partnership with Parent’ policy which I regularly review and implement.
5. What support will there be for my child’s overall well being?
Each child has their own individual needs and their overall well-being is my personal concern.
I am responsible for each child’s safety and security – both physically and emotionally during their time in my care. Emotionally I aim to support and enhance each child’s self-confidence and self-esteem. Physically I aim to keep them safe from harm.
I have a behaviour policy which I implement.
Positive behaviour is re-enforced and encouraged using praise.
I risk assess my service and all outings constantly.
Simple house-rules are in place and shared with parents and children.
I am first aid trained and I re-take this every 3 years, I am also a qualified Nurse.
Medication is stored as directed on the individual containers and information is recorded by myself and signed daily by parents.
I have undertaken safe-guarding training and again I renew this training every 3 years.
Myself and my husband have had a Criminal Records Bureau (CRB) check. There are no other persons in our house hold or anyone over 16 who attends the setting on a regular basis.
I have a full range of policies including child protection, safe-guarding, inclusion, medication,
Special Educational Needs & Disabilities (SEND), health and safety and more.
All my policies are reviewed annually, or following training where appropriate, following any changes of legislation or changes to the EYFS.
Written permission is sought for outings, observations, photos and more when a child joins the setting.
6. What specialist services and expertise are available at or accessed by the early years setting?
I have previously worked with children with disabilities.
I have worked other professionals for several children in my care, including; Speech therapist, Ophthalmologist, Audiologist,Social workers, Paediatricians, Development Centre staff, Portage workers, school teachers and pre-school staff.
I follow professional advice to assist with progress specifically for a child.
I have a good support network of childminding colleagues who have a wealth of experience and expertise among them.
I can access advice from Special Educational Needs Co-ordinator professionals in my County.
7. What training have the staff supporting children with SEND had or are having?
I access specific training as the needs arises to ensure my professional knowledge and development is continued.
I have previously undertaken training in areas such as; Autism, introduction to Portage, behaviour management, supporting 2 year old boys through play, communication, language & literacy development, supporting children’s emotional well-being, supporting children with speech, language and communication needs, Raising developmental concerns with parents, allergy awareness and Data Protection. I am trained in First-Aid, I have attended safe-guarding training and passed the Suffolk Quality Assurance Scheme. I hold an NVQ level 3 in Early Years Childcare and Education, I also have a certificate in Early Years Practice and a Foundation Degree in Early Years.
I would seek to identify if there are any young carers within the family and provide appropriate information and support, as well as sign-posting them to any young carers projects in my area.
8. How will my child be included in activities outside the early years setting including trips?
As a childminder I have an inclusive setting and this is naturally extended to all activities outside as well.
Before undertaking excursions I seek the parent’s advice, as the parent has the most up-to-date and relevant knowledge and information concerning their child, and they know their child better than anyone else.
Excursions are planned with each child’s needs accounted for, risk assessments are carried out prior to outings to ensure each child’s requirements are met.
MY inclusion policy is always put into practise.
9. How accessible is the early years setting environment? (Indoors and outdoors)?
I work from my home which is an end of terrace house, in a quiet cul de sac, in Bury St Edmunds.
There is a large car park which means parking is off road for parents to bring and collect their children. There are steps up to the house but there is also a ramp to enable access for buggies and wheelchairs. The doors are all wide enough for a full sized wheelchair, and the ground floor has no steps. There is a downstairs toilet/cloakroom unfortunately a wheelchair would not fit in there so discussions would be needed with a parent to work out if we could make the toilet accessible in anyway.
The outside rear garden area is an enclosed/secure area, there are steps from the backdoor but the garden is accessible through a side gate, the garden is all on one level. There is also a front play area that is accessible to all.
10. How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting / school?
I have an admissions/settling-in policy which I follow for all new children attending my setting.
Initial meetings are with both the parent’s/carers and the child, this gives us the opportunity to meet each other and get to know each other better; I feel this creates a good environment for future discussions.
Once a parent has decided they would like their child to come to my setting, we then discuss a flexible settling-in time-table in the weeks/days leading up to their start date.
On the first meeting I also give parents a copy of my welcome pack and main policies to keep, invite them to look through my portfolio folder and policy folder and give them permission forms to sign.
The settling-in period gives the child opportunities to become familiar and comfortable with me caring for them and also gives opportunities for the child to meet other children in my care, get to know my husband/assistant and to feel comfortable and confident in the new surroundings.
I ask parents about their child’s individual likes, dislikes, fears, needs and comforters verbally and by asking them to complete an ‘all about me’ booklet.
When a child starts at my setting I request written permission from each parent to enable me to transfer information with other settings/professionals so when children are moving onto a new early years setting or school the professionals from these settings are welcome to call me to discuss the child or they are welcome to visit my setting if they wish to.
With written permission from the parent/carer other settings the child attends/will attend can have access to the child’s development folder.
When a child is moving onto the early years classes, at the school I work closely with, I take the children to meet their teacher several times before they start to help the transition easier for the child.
11. How are early years setting’s resources allocated and matched to children’s special educational needs?
At my setting I can provide Government funded early years education places for eligible 2 year olds and also all 3 and 4 year olds. This is a maximum of 15 hours per week term time.
Additional funding can be claimed for children with special educational needs and disabilities (SEND).
I will work with each family to identify and obtain other specialist equipment where required; linking in with other professionals.
12. How is the decision made about what type and how much support my child will receive?
The decision is made about how much and the type of support a child receives following discussions with the parent and after observations and assessments that I undertake.
Also, where appropriate, the 2 year old check and end term written evaluations, for children who has not started school yet.
An Individual Education plan will be devised for a child if required, with parent input. This will be reviewed over a term to learn what impact the support has had on the child, and what should be put in to place next.
If further advice is required I will, seek advice from other professional in my area or from my Professional Association for Childcare and Early Years (PACEY) co-ordinator.
13. How are parents involved in the early years setting? How can I be involved?
Parents are continually consulted. All parents are kept up to date with their child’s progress and care.
Each child, who does not attend full time school, will have a daily diary which is for written 2-way communication between the parent/carer and myself.
Each parent is welcome to view their child’s learning journey/development folder at any time and at the end of each term each parent receives a copy of their child’s termly written evaluation and at the start of the next term the parent receives a copy of their child’s next steps.
Joint working with parents is always mutually beneficial especially for the child.
14. Who can I contact for further information?
Further information and advice can be gained from a Health Visitor, local Children’s Centre, Area Inclusion Team, Portage, Services for Young Children, Locality Team, Social Services and Suffolk Services for Young Children http://www.suffolk.gov.uk/your-council/about-suffolk-county-council/children-and-young-peoples-services/
· https://www.gov.uk/early-years-foundation-stage for Early Years Foundation Stage curriculum,
· https://www.gov.uk/free-early-educationfunding information for 15 hours a week for 2, 3 and 4 year olds.
· http://earlyyears.suffolkcpd.co.uk/ for further information on the 2, 3, and 4 year old funding.
· http://www.pre-school.org.uk/parents/support-advice/421/play-activities for activity ideas for parents to do at home with their little ones.
I am always happy to discuss with a parent their child’s development, progress or any concerns they might have. This can be face-to-face or via the telephone – whichever is more convenient for them.
I do not have a website for my service.
I can be contacted on 07867615925, Monday to Friday from 9am – 5.30pm.