Gemma (Little Gems) - Childminder

Schools extended Local Offer response

Special Educational Needs policy

All children have different needs and I will endeavour to make sure every child’s individual needs are met. Where necessary, I will undertake training and seek advice from other professionals in order to provide quality care. I will provide children with relevant activities and play opportunities that promote their welfare and development and offer appropriate challenge. I am the designated SENCO (special educational needs coordinator) for this setting- Gemma Bryant. The SEND guide for parents can be found here:

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

As parents to, contribute their knowledge and understanding of their child, work closely with us to meet your child’s developmental needs, raise any concerns that you may have about your child’s needs and if you think my provision is meeting them.

I will listen to any concerns that you have regarding your child, I will continue to develop my knowledge of special educational needs by attending training where possible and carry out research, seek support from the inclusion team, discuss my observations and any proposed plans with parents, upon identifying a child has special educational needs then I will use the graduated approach as described in the code of practise (early years and early years action plus), discuss with you if your child appears to not be making progress either genuinely or specifically in one of the prime areas then I will try and alternate ways of learning for instant Makaton, use the EYFS to observe, asses and plan, keep an up to date copy of the code of practise and make available to parents if required, have regard for the special educational needs code of practise and work closely with parents to build on children’s previous experiences.

Slough special educational needs and disability information advice and support service (SENDIASS)- Providing information, advice and support to children and young people with special educational needs or disabilities and their parents and carers. For more information please call 01753/787693.

 

Teaching and learning

1. Planning starts with observing your child to understand and consider their current interests, developments and learning stage.
   • There is an initial assessment (starting points) once the child is settled in, during this time I will assess the child’s current abilities/level/range. This may not be conclusive as they will grow confidence in all areas in time.
   • I will calculate your child’s progress by analysing my observations I take, socialising with your child, interactive play. I will compare your child’s development with a document called ‘development matters’ which I have designed myself alongside the actual document to compare their development stage. I also need to find out about your child’s care and learning needs from you so we can identify your child’s requirements, interested and currently development and learning.
   • I then plan the next step in your child’s development and learning. Most of this will be based on what I have found out on my own observations and assessments as well as the information you as parents have given me, and previous care settings.
   • These will be updated periodically and can be viewed at any time.

I will plan daily activities and base these around each individual next step. Learning will be encouraged through play also. 

Identifying and assessing Special Educational Needs

A child with possible additional needs will be identified or assessed for many factors. They may not following the natural path of development, have delayed speech, mobility delays or communication barriers.

For the above it could be so much more simple to solve than to identify. It's all about assisting the child to develop and looking at possible reasons for the delay in development and investigating and asking the right professional as early as possible. Sight loss, hearing loss, ligament damage, opportunities restricted, glue ear......the list is endless, a pediatrician referral from the GP or speech and language department is the best option in most cases. I have in the past supported parents in meetings and observations to support the evidence from both sides to speech and language departments. This has lead on to a pediatrician referral.

If I feel a child is not going to be confident and secure in time for a school environment then I feel support and guidance is required from professionals who can investigate possibilities as to provide the support before a child is placed into the school setting. 

Involving parents and children/young people in planning and reviewing progress

As above there is steps i follow from initially meeting parents. I follow settling in periods, starting points, observations ETC.

Discussions after the first step is as and when required, some appointments take months and "see how it goes see you in 6 months" is common.

Regular handovers on progress are exchanged between myself and parents daily/weekly ect. There is usually lots of little steps that all add up. 

I have a network of professionals and websites open to me  that I can ask and investigate for support, training for both myself and parents. I look for groups for the children locally and get advise based on past experience. 

The children will respond to positive changes that assist them in being settled and happy where they are. Many avenues may be tried and tested before one is found to support all concerned. 

Additional support

Having an ADHD, & ASD son myself I know what extra/additional support is needed on a day to day basis. Everyday is a different day.

Throughout my childminding days, I have adapted and equipped if and when needed throughout my journey.

If there is a child here identified as SEND, I offer them more space within the house and an opportunity of quiet time, outside space and consider all factors that may disrupt the environment....noise, space, smell......reduce triggers that are known and offer more of food, drink, sleep........

They are already in an environment that is not their home however  they need to feel safe and understood in a place they can feel like home.

Extra activities

I risk assess everything I do daily to ensure it is safe. Safety is my one of my priorities. 

Meeting social and emotional needs of children/young people

Monitoring children will possible SEN is continuous, it's always on my mind, the same as safeguarding children. 

Not only am I monitoring children who display concerns, I also monitor children who are quiet and reserved. Children who don't talk and look afraid or worried about being happy. These are all triggers of possible support required and require monitoring. 

Allowing space and time to talk, smaller groups and physical ways of expressing through play are ways of supporting children to express or develop areas they may not wish to initially share. 

Bulling is ugly and discussed almost daily, in indirect ways....kind hands....kind words.....kind actions..."how would you feel if this was done to you",  "it is not accepted here, if you are unhappy you need to talk not bully" conversations with the older ones.

Keeping up to date with knowledge and skills

I keep up to date with websites, and training sessions.

Transitions

New children are welcome to visit the setting and extend their time here gradually over a period of time. This is decided with the parents and children pending confidence from both sides. 

Ensuring the child feels safe and is safe here as much as possible is the most important criteria. If a child can't comply with regular expectations and be in need of extra support, this is fine. The "normal" bracket isn't the only bracket. A child will be cared for and supported in every part of settling in and feeling supported within our home and care. 

This also goes for external venues...schools.....groups ect. I will support the child in visits and meetings should my presence and support be required.