Local Offer for Glh Childminding Services

1. How does the early years setting identify children with additional needs or SEND?

All children are regularly observed and assessed following the Early Years Foundation Stage framework. The childminder and assistant work closely with parents to understand the needs of their children and listens to any concerns they may have. Upon starting at the setting Starting points and All about Me forms are completed so we can form a baseline assessment of children's developments.

The decision is made about how much and the type of support each child receives follows discussion with parents, and after observations and assessments are all undertaken, including the Progress check at  two review (age dependant) and summative assessments. If further advice is required the childminder will, with permission, seek advice from the Local Authority, Health Visiting team, SENCO, and local children centres.

I have completed training in helping to identify children who may need extra support and my experience enables me to work closely with other schools and settings to ensure that your child's needs are met.
2. How will i be informed/consulted about the ways in which my child is being supported?

The childminder is a qualified Early Years Practitioner. As a childminder she works primarily but with support from an assistant. She is therefore solely responsible for planning in the setting. She has attended inclusion training and uses this knowledge and information to create individual learning plans for children with special educational needs. These are reviewed each term with parents. 

Detailed Learning Journeys and trackers are available for parents to view at any time and are encouraged to contribute with comments and photographs. Next steps and any additional planning is shared with parents via email and via lifecake. 

Your child's key person will be involved with you from the start so that a positive relationship is built with you and your child. Opportunities are made for regular updates throughout the year and Daily diaries are used to communicate on a day to day basis.  

Children’s progress is tracked following the Early Years Foundation Stage Outcomes which are reviewed regularly and shared with parents through summative assessment. Two year olds have an integrated review between 25 and 31 months. Next steps are shown on the summative assessments as well as in the Learning Journey along with Suggestions for home learning. 

More in-depth discussions take place at home visits which can be arranged to suit parents. Parents are encouraged to contribute to children’s planning and suggestions for home learning can be provided. Parent input, alongside talking, observing and listening to the children enables the childminder to discover what they are interested in and to make plans to help them progress.
3. How will the setting adapt the EYFS Framework for my child's needs?

The setting follows the Early Years Foundation Stage framework. All planning is individual to each child and is matched to their unique needs and interests. Information is given to us by parents via our 'All about Me', starting point forms and baseline assessments.

Parents are asked to share with the setting what their children have been engaged in outside of the setting, through discussion and contributing to the Learning Journey, setting planning of activities and experiences can complement this. Building upon children’s interests gives meaningful learning opportunities for the child and can motivate children to learn. Adapting activities so all children are included and inclusive regardless of age or ability.

We offer an accessible environment, with frequent and regular access to outdoor spaces.

4. What teaching strategies does the setting use for children with additional needs or learning difficulties?

All children are treated fairly. Our playroom is light and airy with a calming atmosphere. Furniture can be moved around or adapted to suit. Eg a cubbie can also be a dark den. We have a wide range of teaching and learning resources appropriate to support children's development.

The childminder and assistant are both Level 3 qualified and trained in early years practise and both have received training in supporting children with additional needs or SEN. We use the best practise guidance document to support our teaching. 

As a childminder we are in a good position to taillor activities to ensure your child gets the most learning from both planned activities and from help with routines within he home, ie: preparing snacks and laying the table

The childminder is available for an informal discussion at drop off and collection times. Each child has a daily diary that parents can use to communicate information. Home visits can be arranged to discuss children’s progress more in-depth. Each child has a Learning Journey which parents can view the activities, next steps and progress.
5. What additional support does the setting provide for children with additional needs or SEND?

Where necessary, advice will be sought from outside agencies and training attended to help meet individual needs. Medicines can be administered where permission has been given. Personal care needs will be met by the childminder. 
A positive behaviour management approach is used in consultation with parents to ensure continuity.  Children would only be excluded if the behaviour disrupts the learning of the other children in the setting. 

Children and parents are involved in the planning of activities and their ideas are included such as decisions about outings, activities to get out or resources to use. The use of photos of resources available supports this, as well as listening to and observing children’s interests.

Parental permissions will be required in order for a referral to be made.
Both childminder and assistant complete regular training and workshops, such as Dyspraxia, ADHD, ASD. if we are unfamiliar with a condition we will research and take relevant training where possible.

6. How will the setting monitor my childs progress and how will i be involved?

The childminder specialises in working with children in the Early Years. Both She and her assistant have experience in working with children with speech and language difficulties. The childminder and assistant both have Level 3 qualifications in working with children with complex speech and language difficulties and ASD.  

As above, Children’s progress is tracked following the Early Years Foundation Stage Outcomes which are reviewed regularly and shared with parents through summative assessment (termly). Observations are completed weekly. Two year olds have an integrated review between 25 and 31 months (2 year progress check) This will go with parents when they see the health visitor. Next steps are shown on the summative assessments as well as in the Learning Journey along with Suggestions for home learning. 

We pride ourselves on our partnership with parents and carers.

7. How do you ensure children with additional needs or SEND can be included in the same activities as other children including trips?

The childminder is committed to having an inclusive practise that enables all children to be  included. The childminder has attended Inclusion for Childminders course. Attended workshops on Developmental concerns, supporting children with Speech, Language and Communication Needs, Dyspraxia, ADHD, ASD, Expectations of behaviour, supporting children's emotional wellbeing. 

The children have free flow access to the garden. They regularly attend parent and toddler groups, and visit a variety of places such as farms, parks, woods, softplay and the zoo. The children also have weekly visits to a local residential home. Children will be able to access all of the activities wherever possible and reasonable steps are taken to include all children.
8. How accessible is the building for children with mobility difficulties/wheel chair users?

The childminder takes reasonable steps to ensure that childcare is inclusive and provisions are accessible to the needs of all children and will make reasonable adjustments to accommodate the needs of children and their families. 

Unfortunately at the moment the building is not fully wheelchair accessible due to the number of steps and narrow doorways. A downstairs wc is available for children’s use. 
9 How will you support my child's transition to a new setting?

Initial meetings allow families to visit and decide whether the childcare setting is right for them. Families will then be offered a home visit before settling-in visits start. Children can then have four hours free settling-in visits where parents can stay for a little while before leaving their child.
‘All about me’ booklets give parents the opportunity to share as much information as possible about their child prior to their child starting in the setting.

Parents are given a copy of the settings policies and procedures to read, discuss and agree to at contract signing,these can also be emailed.
For children moving onto a new early years setting or school, the professionals from these settings are welcome contact the childminder to discuss the child, or to visit them in the setting or the childminder is willing to visit other settings. With permission, professionals can have access to children's development folder. Each child will receive a transition summary to give to their next setting.

10. How does the setting assess the overall effectiveness of its SEN provision and how can parents/carers take part in this evaluation?

Parents will be continually consulted with children's progress and development. Daily diaries are used for two-way communication and are the best way to share information. The Learning Journey is available for parents at all times and parents are encouraged to contribute to this with comments, observations and photographs. Staff hold regular meetings to discuss children's needs, requirements and development. Questionnaires and feedback forms are issued to parents twice a year. Setting policies and procedures are regularly reviewed.

11. Who should I contact if I am considering registering for a place at the setting?

To register your interest please either email us at glhchildminding@aol.com or contact us via website. We can then arrange a home visit or a convenient day for parents to view the setting and meet with staff. Upon visiting relevant forms would be completed and settling in sessions booked in. If eligible, arrangements for accessing additional funding can be applied for.

We are able to provide Government funded early years education places, for eligible 2, 3 and 4 year olds. This is a maximum of 15 hours per week, term time only. As stated above additional funding can be claimed for children with special educational needs. The childminder will work with the family to identify and obtain other specialist equipment where required; linking in with professionals. Parents of children ages 3 and 4 are encouraged to complete the Early Years Pupil Premium form to apply for additional funding for the setting.
12. What arrangements does the setting have for feedback from parents/carers, including compliments and complaints?

As a setting we welcome constructive feedback, this can be made verbally, via email, online or within our complaints/compliments book. We send out questionnaire forms for parents and children to complete on a 6 monthly basis giving us the opportunity to gather suggestions and comments from both parents and children.