Mrs Sarah Underhill

Experience of including people with special educational needs and disabilities

SEND (SPECIAL EDUCATIONAL NEEDS AND DISABLITIES) LOCAL OFFER

 

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?

 

All children attending my childminding service are monitored and observed in line with the Early Years Foundation Stage (EYFS).  A 2 year old development check is carried out and shared with parents and any concerns regarding development will be discussed.  The needs of the children who are new to my provision are identified through discussions with their parents/carers and any other professionals involved with the family – this enables me to identify the starting points in your child’s learning journey.

 

Parents are given their child’s learning journey of a termly basis and we meet up regularly to share progress, and discuss appropriate next steps for your child.  At the beginning and end of each day there is time for you to talk to me.

 

2 How will the early years setting staff support my child?

 

Working alone I give continuous care – supporting your child whilst they are away from home.  This helps build confidence and positive self-esteem, helping your child to feel secure emotionally and physically.  I share each child’s learning journey with their parents or carers and communicate regularly and answer queries.  I offer reassurance and inform the parents or carers of their child’s progress and ensure they are provided with all necessary information.

 

On staring with my service each child will receive an ‘All About Me’ form which focuses on their strengths, areas of development, home life, interests and language which helps me identify the types of activities or support to be provided.

 

3 How will the curriculum be matched to my child’s needs?

 

The planning for each session is ‘child led’, so that their learning is built around the children’s interests; with guidance from me for their individual next steps.  I provide activities for your child to learn within the area of need.  I use the EYFS Curriculum as a guide for the children’s development

 

https://www.gov.uk/government/policies/improving-the-quality-andrange-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundationstage

 

Your child is a unique person.  I allow them to explore and investigate, in a rich environment, with support, ensuring safety and extension of experiences as well as offering fertile ground for developing potential.

 

One-to-one support can be provided.

 

Observations are taken on your child and an assessment is made which will highlight areas of development that may need to be focused on.  Planning will be addressed within these areas of learning.

 

4 How will both you and I know how my child is doing and how will you help me to support my child’s learning?

 

Every child has their own individual needs and to cater for this, I observe them during play and evaluate these in order to take their learning forward.  Any concerns are shared and discussed with parents on a regular basis.  If a child is not making progress I can access further support from my Local Authority Development Officer or seek advice from other professionals.

 

Where English is not a child’s first language I can work with my Local Authority to access resources to support the child in my provision.

 

My service has a range of resources which your child can access which are age related or support the developmental stages.  This includes books and items in different languages, audio and visual equipment, flash cards and I can also share and borrow resources from other local childminders.

 

5 What support will there be for my child’s overall wellbeing?

 

I am responsible for ensuring your child is safe and secure; both emotionally and physically throughout the transition fro home-based are to pre-school and later to full time education.

 

I maintain an inclusive service.  My provision is risk assessed before each session for safety.  The children help to check for broken toys while clearing up at the end of each session.

 

House rules made by the children are put in place as required.

 

I am trained in paediatric first aid.  All medication is stored in a secure place.  A record of all medication administered is held, dosage, date and time of administration is recorded and signed for by parents.

 

I and any other adults in the house over 16 are Criminal Records Bureau (CRB) or Disclosure and Barring Service (DBS) checked.  I hold and regularly update my certificate in Safeguarding/child protection.

 

My service policies include safeguarding. Special needs and equal opportunitie/inclusion.

 

I do not use photographic devices unless all other parents/carers have given written consent.

 

6 What specialist services and expertise are available at or accessed by the early years setting?

 

I have a strong network of support from other local childminders and attend a Childminders group on a Thursday morning.

 

I can access further expertise from my local authority or seek advice from other professionals.

 

7 What training have the staff supporting children with SEND had or are having?

 

Training is undertaken regularly to ensure necessary knowledge and to enhance my professional development as the need arises.

 

I am always happy to work closely with parents/carers and outside agencies to learn specific skills to support children with additional needs.

 

I have attended courses on Autism Awareness and Allergy Awareness.

 

I am first aid trained and in the process of completing my Level 3 childcare qualification.

 

8 How will my child be included in activities outside the early years setting including trips?

 

When planning any activities or outings which will involve their child, I will always welcome parents input and feedback.

 

All areas visited are buggy/wheelchair accessible and a risk assessment is carried out prior to the outing to ensure each child’s requirements can be met.

 

The Childminder’s support group meet weekly during term time and dietary information is held and implemented as needed

 

9 How accessible is the early years setting environment? (indoors and outdoors)

 

I work from my rented home which is a detached house in Hadleigh.  Access through the front door has a step and also at the rear to the garden, which is graduated with small steps.  I have no wheelchair access.  The ground floor of my house is used for childminding and I have downstairs toilet facilities.

 

I have a secure, enclosed rear garden for outside play and I am close to local parks and the town centre shops which are visited regularly.

 

I offer a school/nursery run to St Mary’s School.

 

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 ask new children and families to attend settling in sessions before they start.  This gives an opportunity for parents to meet me and my family, which in time will settle the child when the parents decide to leave them,  For children moving on to primary school, transitions are supported in the same way.  Primary school teachers visit your child in your home environment and are welcome to visit my provision too.  Each child has the opportunity to visit their school on more than one occasion before starting.

 

11 How are the early years setting’s resources allocated and matched to children’s special educational needs?

 

I provide Government funded early years education places for eligible 2 year olds and all 3 and 4 year olds.  Additional funding can be claimed for children with special educational needs.

 

12 How is the decision made about what type and how much support my child will receive?

 

I will observe and make a decision on whether your child will benefit from extra support with the additional information from the 2 year check when necessary.  This will be discussed with my Local Authority Development Officer and moved on from there. 

 

An Individual Education Plan will be devised for your child with your input.  This is reviewed over a term to learn what impact the support has had on your child, and what should be put into place next.

 

13 How are parents involved in the early years setting? How can I be involved?

 

Parents will be consulted whenever possible and kept up to date with their child’s progress and care.

 

They are asked regularly for any ideas for activities to extend their child’s interests through play. 

 

I ask all parents to work with me on their children’s learning and development.  I have a working with parent’s policy in place.

 

14 Who can I contact for further information?

 

The Services for Young Children, Area Inclusion Team, Portage, Children’s Centres and Health Visiting Team would all be able to provide information and advice.

 

I have an open door policy and parents and carers are welcome to come in at any time to discuss their child’s progress face to face.

Contact

Sarah Underhill

Telephone

07766008785

Email

underhill_sj@hotmail.com

Conditions Supported

Autistic spectrum conditions
Communication difficulties
Health conditions
Learning difficulties
Physical disabilities

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