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Special Need

Children with additional needs will have their needs met through the creation of an inclusive environment.

A child with special needs will be included in everyday routines, appropriate to their individual ability. I will provide relevant activities that promote their welfare and development. I would seek information and share knowledge with parents regarding their child’s individual needs. Activities will be adapted to ensure your child has every opportunity to take part. If necessary, specialist equipment will be accessed and I would seek advice from other professionals and organisations.

My admission policy states: I am happy to take on children with special needs providing I feel I can provide them with the care they need. (For example I will not be able to provide one to one care as I have the other children or look after a child in a wheelchair, as my home is not suitable) If your child has additional needs please discuss them with me first as I would not want to raise your expectations.

Further reading:

Special educational needs and disability Guide for parents and carer https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf

Special educational needs and disability code of practice: 0 to 25 years  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf


SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) LOCAL OFFER

 


EARLY YEARS EDUCATION PROVIDER NAME:

Marie Diligent Parker

OFSTED UNIQUE REFERENCE NUMBER:

EY297778

 

1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?

 

When children first start here I will assess their starting point in order to plan for their progress in line with the Early Years Foundation Stage (EYFS). As part of my usual practice I monitor and make observations of children at play and at other times, and I carry out a development check called the 2 Year Progress Check and share this with parents. If these assessment highlight any concerns, or you feel your child is not progressing well we will have a chat and decide how best to support your child. I regularly share with parents a summary of progress in the Early Years Foundation Stage, and hold informal chats at the start of and end of each session.

I welcome parents sharing reports from health care professionals, such as health visitors, speech and language therapists in order to plan appropriately to meet children's needs. I can seek support and advice from Clare Leonard
Early Years Adviser – SEND and Behaviour
Inclusive Education Service NYCC clare.leonard@northyorks.gov.uk 01609 798928 07800585720 see

What should I do if I think my child has special educational needs?

2. How will early years setting staff support my child?

When your child starts here they will be offered introductory sessions when parents are invited to stay too. These sessions are intended to be a gentle introduction into the setting to get to know me, the other children and their new environment. You will be asked to complete a Child Information form and an All About Me profile about your child’s strengths and needs, and you will be able to discuss any concerns or requirements your child may have.

I am the key person for the children who attend, this means that I am always available to your child and ensure I support your child to reach their full potential. You will be invited to share your unique knowledge of your child and add regular comments in the daily diary and Learning Journal about the experiences your child has at home which will be incorporated into their learning here.

 

3. How will the curriculum be matched to my child’s needs?

Children develop at their own rates, and in their own ways and have their own individual needs. I plan activities and experiences that will follow your child's interests and build on the skills they have. They will have a Learning Journal; this will contain written observations and samples of your child’s work to support assessment and planning to help your child progress to their next steps in learning. Parents contribute to the planning by letting me know about their child's new skills or new interests at home. I will make sure that the environment, routines and activities support your child’s needs.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

I use observation during play and other activities and assess children's progress. I have a wide range of resources that your child can access which are age related and support developmental stages. I am also happy to suggest activities for you to do with your child at home. A child's developemental progress is contained in the child's Learning Journal which parents and children can see at any time. If a child is not making progress I would talk to the parents and seek advice from other professionals or the local Children's Centre. Parents would be fully involved.
 

5. What support will there be for my child’s overall well being?

I support children's emotional well-being by ensuring I am always available to them. I provide a good role model by being kind, caring, polite and fair, and promote positive behaviour by being consistent and sensitive. I actively promote good health through a variety of methods, including healthy eating and exercise and sun safety, in a clean and safe environment. I hold an up to date Paediatric First Aid certificate and have Health and Safety training. I carry out daily safety checks, and regular Risk Assessments. House rules are in place to ensure the safety and comfort of everyone. Children are protected by clear Policies & procedures.

6. What specialist services and expertise are available at or accessed by the early years setting?

I can seek supporrt through NYCC Family Information Service. I have links with our local Children’s Centre and can refer parents to support which is available through there, for example drop in Speech and Language sessions, health visitors etc.

7. What training have the staff supporting children with SEND had or are having?

I regularly undertake training to improve my knowledge and I am happy to undertake any relevant training for specific children in my care. I am trained to Level 3 Certificate in the Early Years.

 

8. How will my child be included in activities outside the early years setting including trips?

Regular outings are planned in the local community and further afield (including Monday Monkeys, Kidzplay, library, parks etc). When considering an outing I take into account how many children are present, their individual needs, and how I can transport the children (ie seats in car, pushchairs etc). Outings are risk assessed before undertaken.

 

9. How accessible is the early years setting environment? (Indoors and outdoors)

Access to our house has one step. The environment has been arranged to be as inclusive and accessible as practicably possible. Childcare takes place on the ground floor of the premises. There are toilet facilities on the ground floor (1 step). The kitchen is accessible. Access to the garden is through the kitchen and down one step onto the side passage and further grassed & cemented play areas.

10. How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting / school?

 

Families are invited to attend introductory sessions once they have visited and decide they would like to send their child here. I gather as much information as possible to ensure a smooth transition and continue to engage with parents throughout their child's time here. When children move on to pre-school/nursery or school I give observation to parents to pass on to the new setting and exchange useful information to ensure a smooth transition.

11. How are the early years setting’s resources allocated and matched to children’s special educational needs?

I provide funded early years education places for eligible 2 year olds, and 3 & 4 year olds.

I work with the family and professionals to identify and obtain any specialist equipment where required.

 

12. How is the decision made about what type and how much support my child will receive?

I observe and assess children's progress and use other methods such as the 2 Year old Progress check. From these findings and in partnership with the parent I would seek further support via Children's Centre or other agencies.

 

13. How are parents involved in the early years setting? How can I be involved?

 

Parents are involved in their child's learning from the start. I ask parents to tell me about their child's skills and interests, to contribute ideas and have regular verbal and written exchanges about their child's learning and development. I use observation and have a Working with Parents in partnership Policy.

 

14. Who can I contact for further information?

 

I am available to discuss your child’s needs, progress or concerns you may have, face to face or by telephone if you would prefer.

The NYCC Family Information Service, the Local Children’s Centres, Health Visitors, Speech and Language Therapists, Portage etc would be able to provide advice and information.

If your child has a special educational need (SEN), disability or additional needs, there is lots of help and support available to you.

A range of specialist support and provision services such as educational psychologists and early years advisory teachers work in partnership with schools and other settings to promote inclusion, achievement and to secure better outcomes for children and young people with SEND across North Yorkshire.

Disabled children's services provide specialist social work teams who work with children who have substantial and permanent disabilities. Support can be accessed by self-referring or by being referred by professionals working with families who believe they would benefit from an assessment or services.

As part of early years provision, portage home visitors provide support service to families of children aged up to five with SEND in the family's own home.

If your family is facing particular challenges, our children's centres offer a range of support for families with children and young people up to the age of 19.

See the SEND - education section for more information about the services available to children of different ages.

Further information

The family information service is the first point of contact for early years, offering advice, information and signposting to the full range of council services. See our early education and childcare pages or contact the families information service for more information.

last updated Sat 14 May 2016
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