Section 1 - How do you communicate with the parent/carer whose child has SEND?
1a) How they can arrange a visit and/or see you in action?
They can call me up and organise a time to come in and discuss their needs.
1b) What are some of the things they will see to welcome them to your setting?
Outside they are greeted by a sensory garden. The door is within an outside sheltered area allowing for a safe dry drop off and pick up. At the door is an information board and a bubble machine. The playroom is the main inside space that the children use and is lined with labelled toy boxes and has lots of colourful posters and pictures on the walls. There is a children’s table and chairs by the window and a couple of comfy sofas around the walls.
1c) What different ways do you use to communicate with parents?
Tamar is the main point of contact for parents and responsible for dealing with reports and writing contracts.
Others ways we communicate are:
Sian often writes daily diaries and speaks to parents at the door. She updates Tamar any relevant communication from parents at the first opportunity
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
During initial meeting to discuss contract details On the telephone or we can arrange a time for a face to face meeting. Via email or text Via the Babydays system.
1e) If the parent/carer is unhappy with your provision, what should they do?
First speak to Tamar so that we can try to resolve the issue. If parents are still unhappy we have a complaints procedure in the policy pack that all parents receive and sign after reading when they sign contracts. The complaints procedure clearly details what steps parents need to take and who they need to contact.
Section 2 - How will you help to settle the child into your setting?
2a) State some of the things the parent/carer will see when their child first starts at your setting
Prior to them starting at the setting we will discuss with parents what the child’s needs are and how to meet them most effectively. We also ask about the child’s likes/dislikes/fears etc. We can then ensure that everything necessary is in place before the child starts with us. All children have a settling in period when they start at the setting.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
3a) How do you ensure the child is happy and learning as they move from room to room?
We always let them know that we will be moving to a different room or setting a few minutes prior to moving in order to allow them time to process this information. This is usually simply done verbally but could involve the use of visual props such as timetables or picture cards such as PECS if required.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
We speak to parent to find out about the new setting so that we are able to talk about it with the child. We communicate with the new setting as and when required. We discuss the move with the child in positive terms so that they feel reassured. We feedback to the parents any concerns or questions that the child raises with us about the move.
Section 4 - How do you understand and discover how the child learns?
4a) How do you measure the child’s learning to try to discover any additional educational needs they might have?
We use the Babydays system to record their progress as well as producing learning journals and a two year check that is given to the child’s health visitor. Any delay in development will become apparent through our weekly checks on their progress records on Babydays and recorded observations.
4b) How will you make sure that what you are teaching meets the needs of the child?
Recording achievements on Learning journals getting additional training as required for individual needs
4c) How will you make sure that the child is having fun and enjoys learning through play?
We are a small setting and we have a long term yearly plan which we broadly work towards , but using the children’s interests as well as the topics we are covering; for instance if we are trying to cover colours and a child likes trains, we might get piles of different colour toys and put them in their colour piles (ensuring there are trains involved)
4d) Which experts and other professionals do you liaise with?
The Local Authority and other child minder /settings also schools that I drop off and pick up from.
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?
I would liaise with the parents and borough and make a plan of who we speak to next, following the SEN Code of Practice
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
Communication Diaries and talking. Regular meetings.
Section 5 - Inclusive Practice and SEND training and expertise within this organisation
5a) What range of training and expertise do your staff have?
Both Sian and I have completed the SEN Training Course provided by the Local Authority.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
We do not have any children with SEN or disabilities currently. However we would try to involve them at whatever level they are comfortable in joining in.
We do not have any children with SEN or disabilities currently. However we would try to involve them at whatever level they are comfortable in joining in.
We do not have any children with SEN or disabilities currently. However we would try to involve them at whatever level they are comfortable in joining in.