Rainbows End Childcare

Child Care

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

(SEND) LOCAL OFFER

EARLY YEARS EDUCATION PROVIDER NAME:

Rainbows End Child Care

OFSTED UNIQUE REFERENCE NUMBER:

EY266760


CONFIRMATION THAT ‘CO-PRODUCTION’ HAS TAKEN PLACE WITH PARENTS, CARERS, STAKEHOLDERS: YES


LOCAL OFFER SUBMITTED BY: Paula White

                                                      31/08/2014


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?

In my setting all children between 0-5 are assessed, monitored and observed in line with the Early Years Foundation Stage (EYFS) curriculum. I use a database to track and plan each child’s progress against the EYFS outcomes. This allows me to easily identify when/if a child needs any extra help.

With the parents involvement I carry out a 2 Year Progress Check. This check highlights any concerns and/or areas of high achievement.

I regularly share with parents a summary of progress in the EYFS and hold informal chats at the start and end of each session.

I implement my Special Educational Needs Policy.

I welcome parents sharing reports from health care professionals, such as health visitors, speech and language therapists in order that I can plan appropriately to meet children's needs.

I can seek support and advice from the Early Years Advisory Teacher at West Sussex FIRST (Facilitating Inclusion through Reflection, Support and Training). Parents’ permission for First involvement is always sought.

I would create a Special Educational Needs and Disabilities (SEND) individual Child support plan. 
2. How will early years setting staff support my child? 
I will co-produce with parents a SEND individual child plan. This will summarise the needs of the child, identify any specific knowledge and/or training required by myself, the practitioner and highlight interventions and support needed to be put into place, as well as the expected impact on progress, development and/or behaviour. 
Where possible, I will partake in any relevant training, adapt my weekly routine and activities and purchase new equipment.
There will be an agreed review date for the plan.
Support and information will be gained from other professionals working with the child, the local authority First Team, as well as the child’s parents.
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, photographs and samples of your child’s work to support assessment and planning to help your child progress to their next steps in learning. Using my database, I send home a list of current focus points that I feel are appropriate next steps for each child. This allows parents to plan any activities at home that may support each next step. Parents also 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?
By the regular reviews and progress checks based on observations made during the child’s time with me and the discussions between all relevant agencies we will see how the child is doing and continuously update the support accordingly.
5. What support will there be for my child’s overall well being? 
I support children's 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 a 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 (for example: nappy change and intimate care, equal opportunities, outdoor play, promoting good behaviour, safeguarding children and settling in).
Activities that I provide incorporate all three characteristics of learning. We go on regular outings, have social get-togethers as well as  allow for some one to one time.
6. What specialist services and expertise are available at or accessed by the early years setting? 
I can seek support through the West Sussex FIRST (Facilitating Inclusion through Reflection, Support and Training) or the Family Information Service for West Sussex. I have links with our local Children’s Centre and can sign post parents to support which is available through there, for example drop in Speech and Language sessions, health visitors etc.
I am constantly updating my training program and courses that I have undertaken to date include:
Makaton level 1-4
Early Language Development Program
Promoting Positive Behaviour
An introduction to: Autistic Spectrum Disorders
An introduction to: Dyspraxia
An introduction to: Listening and communication and Understanding Challenging Behaviour.
I am more than happy to undertake any relevant training for specific children in my care. 
A PAT Mark (Parent Action Team) stamp of excellence was awarded to me on August 2012 
For more information on this you can use the link to the Parent Carer Forum on the "Useful Links" tab
7. What training have the staff supporting children with SEND had or are having? I am constantly updating my training program and courses that I have undertaken to date include:
First Aid
Makaton level 1-4
Early Language Development Program
Promoting Positive Behaviour
An introduction to: Autistic Spectrum Disorders
An introduction to: Dyspraxia
An introduction to: Listening and communication and Understanding Challenging Behaviour.
I am more than happy to undertake any relevant training for specific children in my care.
8. How will my child be included in activities outside the early years setting including trips?
I will discuss outings with parents beforehand to gain their insights to suitability and practicalities. Extensive risk assessments are always carried out prior to trips. I contact specific parks we are visiting to find out what accessibility they offer. We attend singing with sign sessions and sensory play sessions which all children seem to enjoy.
9. How accessible is the early years setting environment? (Indoors and outdoors) 
I work from a ground floor flat. My doorways are wide enough for wheelchair entry so with a portable/mobile ramp there would be wheelchair access. Being ground floor all rooms used for childminding, including bathroom/toilet are accessible. Resources are within reach and freely accessible to all children.
I have a fully enclosed garden which is wheelchair accessible. 
10. How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting / school?
I ask new children and families to attend some settling in sessions. This allows everybody to get to know each other before full contracts begin. For children moving onto primary schools or preschool settings I provide an up to date report and progress review to give the new setting some idea of that the child had achieved to date. On the lead up to the child starting a new school or setting I talk about the setting and take opportunities to walk past the setting in order to look and discuss what happens there.
11. How are the early years setting’s resources allocated and matched to children’s special educational needs?

I provide Government Funded Early Years Education places for eligible 2 year olds, and 3 & 4 year olds. https://www.gov.uk/free-early-education

I access the local toy library for resources for children with Special Educational Needs (SEN) and provide as many quality resources for sensory play as possible. For example, amongst many resources there is a light table, aqua beads and treasure baskets available.
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 and regular reviews. From these findings and in partnership with the parent I would seek further support via Early Childhood Services, FIRST 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 discussions about their child's learning and development. I use Daily Diaries and produce monthly Newsletters and have a Partnership Working with Parents 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 on 01243 788219.

I have a web site  http://www.rainbowsendchildcare.com/

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

The Local Authority’s Local Offer can be found on the West Sussex County Council Family Information Service website http://www.westsussex.gov.uk/learning/special_educational_needs_sen/local_offer.aspx