How does the setting know my child needs extra help and what should I do if I think my child may have Special Educational Needs?
My role is to develop trusting sensitive relationships with parents and children to enable respectful sharing of information. If you have any concerns about your child’s development you can ask for a time when you can discuss this in private with them.
Reports from health care professionals, such as health visitors, speech and language therapists, identify your child’s individual needs. I welcome parents and professionals sharing these reports in order to plan appropriately to meet these needs.
On going observational assessments are made of all the children and are linked to the development Matters ages and stages of development. This in some cases identifies individual needs.
If I identify a possible individual need, i will discuss this with you in private, and plan together to support your child’s learning and development.
I will also liaise with other professionals to seek advice and support in identifying individual needs if necessary. Support and advice can be sought from the Area Senco, and Early Years advisory Teacher with your permission.
How will you support my child?
On starting with me I will give you a small Welcome Pack which will include an "All about me booklet" to fill in about your child to help us to share information about your child’s strengths and needs. This information will be used in the starting points of your child in his/her development tracker and to ensure continuity of care and routines.
Settling in sessions over a period of weeks are helpful for all children especially children who may have additional needs so I can get to know the child before he/she is left and I get to know their routine and ways with the parent at hand to ensure a smooth transition and continuity.
Children are at the heart of all i do, and i will work with you to support your child together, listening to you as well as your child.
I will explain how children’s individual needs can be met by planning support using an Individual Learning and Provision Plan (ILPP), and the advice from the Area SENCO. I will also explain who may be involved and their roles.
Observations, assessments and evaluations all contribute towards ILPP’s.
I would be in the sessions your child attends, foster a relationship with and understanding of your child.
I will identify individual needs and plan next steps, accessing additional support from other professionals where necessary.
I will work in partnership with you, reviewing the ILPP targets, and planning new ones together, and giving you ideas to use at home to support your child.
How will the setting prepare and support my child joining you, transferring to a new setting or to primary school?
As well as the settling sessions mentioned above it is also possible for me to meet you and your child in your home first. This would give me the chance to get to know you and your family, and provides the opportunity for you to share with me details of your child’s needs and the involvement of other agencies, and agree with you a consistent approach to ensure the continuity of care for your child. This can also be done in a meeting before your child starts if you prefer.
We will meet with other professionals e.g. health care professionals to put in place transition planning/health care plan, or to seek relevant training before your child starts.
If your child should attend another setting whilst with me or leave to go to another setting i would invite your child’s new key worker/teacher and SENCO to attend sessions with your child to help them become familiar with them and to discuss your child’s strengths and needs.
I could also hold a transition meeting at all our conveniences, to plan transition for your child into their new setting, giving the new setting time to make necessary plans for any changes they may need to make, sharing targets on your child’s ILPP’s, along with any other information that may be relevant to your child.
It may also be possible to arrange for me to attend settling in sessions at your child’s new setting with them, to help promote a smooth transition.
Who can I contact for further information?
I am able to offer advice about other professionals who will be able to support your child, such as the Families Information Service, health visitors, speech and language therapists, children’s centre staff, and the inclusion officer for our area, and can access support from the Area SENCO, and Early Years advisory Teacher with your permission.
If your child’s need has been referred to a specific team, such as the Autism Outreach Service, I will support you in accessing support from them.
I can offer advice and strategies to cope with unwanted behaviour, ideas for safe places to visit, sensory ideas/activities/play, advice on eating and sleeping ect.
If at any time you are unhappy with an aspect of my provision or practice i would ask that you come to me to discuss the matter to see if it can be resolved. If you are still unhappy, my Complaints procedure is displayed in the playroom on the window, and is also repeated in the policies you will have read and have access to.
What are your responsibilities in enabling and supporting inclusive practice?
I am responsible for creating inclusive policies, ensuring policies are in place and up to date, i access relevant training, i ensure the environment is inclusive, I plan all our activities and routines so I ensure they are age appropriate and accessible for all the children in attendance on the day taking in to account each child’s needs and I ensure all children/adults who we are in contact with are welcoming and respectful to all.
How will I know how my child is doing?
Assessment systems are in place such as the 2 year old check, on going observational assessments, trackers, profiles and summary's including your child's next steps of development which are all linked to the EYFS and are updated regularly . I discuss the days events with you at drop off and pick up and text or call throughout the day if needed.
What support will there be for my child’s physical and emotional well being?
I am a good role model for positive behaviour, and I am consistent in the day to day care of all the children
I am flexible in our routines to provide a positive environment for your child’s needs, and provide personal care, such as changing nappies, respectfully and can adapt our days plans at short notice to allow me to give extra attention if a child is not feeling too well or isn't in the right frame of mind for a particular outing or activity.
Personal health care plans can be adopted if necessary, and I am willing to be trained in giving the appropriate medication for your child if required.
Activities will be adapted to ensure your child is able to interact fully with their environment, and visual strategies, such as a what’s now and next board to help them to understand our routines. Flash cards can be made available for your child to express how they are feeling about a particular activity/event, quiet area to retreat to if your child if tired, or needs some time to themselves.
What specialist services and expertises are available at preschool?
Because each child's needs are unique to that child and no two needs are identical I access training and advice relevant for each child so that their specific needs are met.
I have links with our local Children’s Centre and i can sign post you to support which is available through there, for example Parent support officers, inclusion officers, and social care.
How will you help me to support my child’s learning?
You will have continuous access to your child's EYFS tracker and profile book. I will explain thoroughly how I track your child and how I incorporate your child's individual learning goals in our day to day activities. I will discuss with you frequently how best to support your child and give you ideas for activities at home that will mirror what we do at the setting
If your child has specific identified needs, iwill work with the team, supporting your child and explain to you how we are acting on advice given by them to support your child.
I will discuss with you on a daily basis at drop off and collections times, how your child is doing on that particular day, which enables you to let us know about any new information we may need to have. You will also be given a daily diary that will have full information on your child's day including temperament, what they have eaten, activities, wow moments, sleeps etc.
How will I be involved in discussions about and planning for my child’s education?
I encourage you to be involved from the first visits as you register your child at my setting. The child’s strengths, needs, likes and dislikes are discussed at this time to help us make the settling in process go smoothly. Then during the settling in sessions I can ask you about anything I may encounter or need advice on as they crop up to ensure I have all the information I need before they stay for full days
You are involved in identifying needs, information sharing identifying targets and next steps to focus on at home and in our setting and reviewing progress toward these targets at ILPP review meetings.
Your permission will be sought before involving outside agencies.
How will the learning and development provision be matched to my child’s needs?
We will get to know your child before they start with us through meetings with you and other professionals who are involved and the flexible settling in routine that enables you to stay with your child and the short stay sessions with just the child until we are all comfortable that they are happy,
Ongoing observational assessments will be used as a starting point within the first weeks of starting linked to the EYFS ages and stages of development. Targets will be set on ILPP’s if necessary to support the learning and development of your child. This enables planning for individual needs and learning goals.
I will ask for copies of assessment from other professionals before your child starts, and advice from the Area SENCO will be sought with your permission and if necessary.
How will my child be included in experiences away from the setting?
Outings will be planned with the needs of the children on the day, the accessibility of the outing, the age of the children to make it manageable and that each child will enjoy and benefit from it. I send photo's on daily basis so you can see the places we visit and the fantastic opportunities you child is benefiting from.
I would carry out a risk assessment linked to the visit and the needs of all the children, including support/help I may need from an assistant or a fellow child minder as we often link up for outings..
We would also take along any aides or medication your child may need. All visits or trips would be planned in order to include all of our children.
How accessible is the setting environment?
We provide multi sensory activities as part of our planning.
My setting has a small slope to access the main front door. I use the ground floor space for the children which consists of a playroom, downstairs w/c and a large kitchen dinner , i would welcome any reasonable suggestions to adapt my property in need be. Specialised equipment from occupational therapists are welcome to allow the child to participate in all the days routines where necessary.
Policies are updated regularly and are available for parents to access at all times.
How are the settings resources allocated and matched to children’s special educational needs?
I am able to plan activities that allow all children to participate and access,
I have many sensory toys including light and noise toys and sensory play including foam, jelly, water etc. I am creative in ideas like making dark tents for lights and making noisy toys or simple things like foil sheets etc. I am constantly observant of useful resources.
How is the decision made about how much support my child will receive?
Through the observation process linked to the EYFS ages and stages of development, and in discussion with you we will identify what support is required.
Extra support will be put in place if necessary with the aim of enabling your child to become independent within their environment.
Ongoing partnerships with both you, other professionals and ourselves, will support the discussion making process.
I will advise you on the process of applying for extra support, and the Inclusion funding process will identify the level of need based on the evidence submitted by the setting and other professionals who are working with you and your family to support your child.
Reports from health care professionals and other professionals, who are working with your child, will be used to plan support within the setting.
The Area SENCO or the Early Year Advisory Teacher or other professionals working with me will support the decision making process to planned targets on the ILPP. The ILPP will be written with you and will include how you can support your child at home.