14 questions from the parent/carer’s point of view:

1. How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

I talk to the parent/carer before the child joins my setting to see if I can accommodate their needs.  I monitor each child’s progress through observations, summative and formative assessments and by following guidance in Development Matters and using my extensive knowledge of child development to make sure that children are progressing as per their age and stage of development.  If I notice any inconsistencies, I will speak to the parent/carer first to get a more rounded view and then make suggestions about how I could use other sources to help their child.

2. How will early years setting / school / college staff support my child/young person?

I oversee and plan the education programme and work with each child every session they are with me.  I constantly monitor our effectiveness by speaking to parents/carers and by monitoring every child’s progress and how successful (or not) each planned activity is.

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

Each child’s individual needs are catered for by adapting tasks and expectations so that every child feels valued and that they have accomplished something.   

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

I operate an open door policy where parents/carers are encouraged to discuss daily activities with us when they drop their children off and again when they pick them up.  I send home WhatsApp messages after each session which includes information about arrival and departure times, food eaten, sleeps, drinks, toileting and a general overview of what we have done during the day.  In addition to this I send home termly assessments with progress checks of each child’s development attainments or where extra support may be needed.  I will give suggestions for things that parents/carers can do at home, sometimes sending language, personal social and emotional or reading packs home.  I also work alongside other professionals and take recommendations from them into account when doing planning.  I keep parents/carers up to date on any information available online or on valuable training courses offered.

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

I offer an open and honest setting where children are encouraged to learn about and respect each other (please see my Behaviour Policy).  Medication is as required (please see our Medication Policy).  Personal and intimate care is undertaken with dignity (please see our Toileting, Nappy Changing and Intimate Care Policy).  Every child’s views are taken into account, and I ask children to complete an appraisal form about our setting each year.  This can be done here or at home in whichever way the child decides.  This could be completing a form, taking photographs of what they like, drawing pictures of what they would like or talking to me or their parents/carers.

6. What specialist services and expertise are available at or accessed by the setting / school / college?

I work closely with my local Early Years Team at Surrey County Council and take advice from them about contacting outside agencies for advice. I speak English, Afrikaans a little French, German and Spanish and am currently learning Polish.

7. What training are the staff supporting children and young people with SEND had or are having?

I have training in Makaton, administering asthma inhalers, use of Epi-pens, 12 hour paediatric first aid qualification and gastric feeding.  I am happy to undertake training in other areas where required. 

8. How will my child/young person be included in activities outside the classroom including school trips?

I do risk assessments of any places we visit to make sure that every child is able to access activities whilst there.  Parents give written permission to take their children on outings.  I discuss planned outings with parents before taking the children asking for advice and opinions making sure each child is catered for and parents/carers have peace of mind.

9. How accessible is the setting / school / college environment?

Our setting is based in my home.  There is a flat driveway leading to a step up to my front door.  There is no wheelchair access to my home.  Once inside, the play area is all on one level.  I use lots of sensory resources including music, lights and textures.  I do not have disabled changing and toilet facilities.  I communicate firstly in English and wherever possible will translate to a family’s home language.

10. How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?

I gather as much information from the parent/carer during social visits at my house and during visits to their home before any child begins to attend our setting.  I will meet with and speak to any other professionals who have had dealings with the child and enjoy receiving written summaries of children’s progress that I can work from.  I usually offer three free of charge settling in sessions where parents/carers come with their children to my home and gradually leave their child with me for longer periods of time.  More settling in sessions may be required.  The child may want to bring personal items and comforters which they can use or leave in their bag on their own personal hook in the hallway.  I do observations, summative and formative assessments on each child.  These are shared with parents/carers; and where signed permission is received, I can pass these on to new settings like nursery and school.

11. How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?

Resources are freely available for all children no matter their age or stage of development. I purchase resources according to the children who are attending our setting.

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

I provide whatever support each child needs.  If I feel that I am unable to provide the required support for a specific child to thrive I will talk to the parent/carer about this so that we can come up with other ways to support their child, e.g. specialist professional or training. 

13. How are parents involved in the setting / school / college?

I really want parents/carers to be involved in my setting.  I have a family fun day here every summer with a BBQ and bouncy castle.  This gives families a chance to get to know one another and the other children who attend my setting.  I often send home learning packs for children to share with their parents.  I also send WhatsApp updates daily and love to see comments or remarks from parents/carers on WhatsApp too.  We encourage parents/carers to spend a little time here when they collect their children so that they can see what has been going on and what facilities are available.  We encourage parents/carers to send in photographs, food items (taking allergies into account), clothes and anything else that enhances our topic.  We value parents/carers input and ask for an appraisal form to be completed each year.

14. Who can I contact for further information?

If you need any other information or wish to discuss anything, please don’t hesitate to contact me: -

Ilana Hill – 07999 854022   ilanacaron1967@gmail.com

Surrey’s Local Offer can be found here Graduated Response Early Years | Surrey Local Offer