I am an experienced childminder and a qualified SENCo and have undetaken Makaton and Babysigning courses as well as ECaT training. I offer a flexible and individual childminding service which is fully adapted to each child's individual needs. I have experience to date of children on the autistic specrum, with communication and learning difficulties and with specific health needs. I would be willing to undertake extra training specific to a particular child and their needs.
All children attending my childminding setting are monitored and observed in accordance with the Early Years Foundation Stage (EYFS). Any concerns regarding development are discussed directly with parents/carers (as well as any other professionals that may already be involved with the child). A 2 year development check will be undertaken on all children at the setting, close to reaching their second birthday. I meet with all parents/carers at least twice a year (more frequently at either parents/carers request, or if there is a known SEND for their child) when we discuss their child’s Learning Journey and their progress over time. I use a two way daily diary system for all children aged under 3 (and over 3 with SEND) to enable us to have easy communication – chats at the beginning and/or end of day are usually available, as are phone calls and texts. I use termly summative planning for each child, working with parents to ensure that our goals are equal. Where a child has additional needs an Individual Education Plan (IEP) will be written which I will then agree with the parents/carers to ensure our goals for their child are measureable and achievable. This will then be reviewed to discuss what impact the support has had on the child and what should be put in place next. A series of IEPs may be necessary for a child over several years, or just over a short period of time – as each child is an individual there is no set requirement. I have a Working in Partnership Policy and Communication Policy in place within the setting.
I will support each child to the best of my ability. I work, at times, with an assistant, and try to structure my day to allow for one to one times with the children. I help to build confidence and self esteem in each child, helping them to become secure emotionally and physically. I offer reassurance to parents/carers whenever possible and ensure they are kept informed as much as possible with regard to their child and their individual progress.
I believe in ‘child led’ play so that learning is based around each child’s interest – I then support, extend and encourage them in their play. Each child has individual planning undertaken each term, which is agreed with their respective parent/carer, providing their next steps and goals. I also plan for each child to undertake various activities if they wish to do so (adult led play) and I ensure that they are observed under the EYFS Framework to meet their Early Learning Goals by the end of Reception Year at School. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Observations on each child allow for next steps and assessments to be made, which in turn can highlight areas of development that may need to be focussed on – planning will then be implemented within these areas of learning and development.
Where English is not a child’s first language I will work with my Local Authority to access resources to support the child in my setting.
My setting has a range of resources which the children can access and I also use a local toy library as necessary to enhance my setting and to offer the children access to different resources. My setting is a semi-detatched 4 bedroom house, with a purpose built playroom leading to a fully enclosed rear garden. There are a few different levels within the garden, as well as from the main door to the house and the house to the rear garden – this would not make it suitable for a wheelchair – if there was a need for wheelchair access this is something that would be carefully considered for adaptation at the time.
Each child’s well-being is very important within the setting and I offer an inclusive setting. There are daily visual risk assessments, with any risks written up accordingly. Broken toys are removed immediately – I have various policies for parents/carers to view regarding these aspects of my setting in my Policy Folder. Outings are also covered within my Risk Assessment Policy.
I am trained in Paediatric First Aid, as is my assistant. All medication is stored and any medication given is documented accordingly. All adults (people over 16) in the house have undergone a CRB/DBS check. I also undertake Safeguarding courses regularly, as does my assistant. I am happy to undertake further training whenever the opportunity arises and have undertaken many courses including Allergy Awareness and Autism, as well as becoming the SENCo (Special Education Needs Co-ordinator) for my setting.
Photographs are taken of children and shared in line with my Photographs and Observations Policy which all parents/carers view before signing my Photograph Permission Consent Form.
I have a strong network support from local childminders as I am the Vacancy Co-ordinator and a Committee Member of the Bury St Edmunds Childminding Group. I am also the founder of the facebook group Independent Suffolk Childminders https://www.facebook.com/groups/127484724119450/?fref=ts who aim to support all childminders locally in Suffolk, to network together, share information on courses and local training, etc. I am aware that I can access information from Suffolk County Council and seek advice from other professionals should the need arise (and parents/carers would sign a Consent Form to allow for this).
For children moving on from my setting to another, transitions are fully supported. I am also happy to offer ‘settling in’ sessions to new children to the setting. I am more than happy for Primary School teachers to visit my setting as well as the child’s home environment and to discuss the child and their Learning Journey and individual needs with me.
I provide Government funded early years education places for eligible 2 year olds, as well as 3 and 4 year olds, if the parents/carers wish to use this at my setting. I am also aware that additional funding may be able to be claimed for children with SEND.
I believe strongly in working together with parents/carers and have an ‘open door’ policy in that I am always available to talk with parents/carers about their child, any concerns, to share progress and milestones, and to generally be a positive impact on their child whilst they are in my setting (and hopefully beyond)