SEND - Firm focus for childminders

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Children’s academic outcomes and future success are deeply rooted in not only how they perceive themselves, but how others perceive them. The key people in a child’s life can shape their future by believing in their abilities and instilling that belief in the child, but what if that child has additional needs or a disability – do you let that cloud your belief that they can achieve?

In the past, it often did – many children with SEND were not expected to achieve and their needs were used as an excuse for them to fail. The new SEND Code of Practice(2014) requires professionals to ensure that all children have high aspirations, are supported to achieve the highest level of independence possible and can succeed in their chosen future.

As a childminder, you may find yourself caring for a child about whom you have some developmental concerns or you may be considering offering care for a child with identified additional needs. If so, you may be asking what does having high aspirations and expectations mean in practice?

First, be assured that much of it is embedded in your daily practice already. The early years messages within the code of practice are framed around the Early Years Foundation Stage (EYFS) – a framework that we should all be comfortable and familiar with.

Developing a child’s confidence and self-belief needs to start early. So, as a childminder, you will need to focus on the child’s strengths, identify their needs and next steps in learning and provide opportunities for them to develop.

Here are some tips to support you in providing the best provision possible for the children in your care.

WORK IN PARTNERSHIP WITH PARENTS

Parents of children with SEND sometimes choose childminders over larger settings as they are reassured their child will receive the individual attention and care they need in a home-based environment. It allows parents to build a highly personal relationship with the childminder, who is able to become an important adult in the child’s life.

There’s often the added advantage that this relationship can be continued after a child goes to school with possible wrap-around care options. A childminder can, therefore, be a great reassurance to parents, acting as a stable presence throughout their child’s educational journey and fully understanding their needs.

It is important to be aware that parents will have different levels of understanding about their child’s learning or development needs. While some parents may be very knowledgeable and able to articulate easily the needs of their child, others may need more support here. Bear in mind that some parents may be shocked or saddened about their child’s additional needs and may need emotional support themselves.

If the time arises that you have to share concerns about the child’s learning and development, handle this with sensitivity, support and ensure messages are heard clearly. The more time and effort you put into developing a supportive relationship with parents from the outset, the easier this will be.

Hints and tips

Take time to listen to parents’ hopes and aspirations for their child.

Make sure you share the child’s progress and focus on their strengths – sometimes parents will need support to raise their aspirations for their child.

Share plans and documents and update them regularly together.

During any one-to-one discussions with parents, discuss upcoming milestones, events and routines and agree a shared strategy on how to tackle them.

Make sure you keep a record of the child’s likes and dislikes, reviewing and updating this regularly with any changes.

BUILD PROFESSIONAL PARTNERSHIPS

There may be a lot of people and agencies involved in supporting the child, so it is important that you fully understand their role and how you can support them. Discuss this with the parents and try to gain their permission to share information with the key people concerned, and if possible, attend any meetings arranged.

You will find each service to be unique with its own set of jargon and professional behaviours, but don’t be put off by this. As a childminder, you have a key role to play here, contributing information about the child’s strengths, their learning and development and by planning to support any interventions in their day-to-day practice.

The EYFS Progress Check at Two is an ideal opportunity for early identification of need and an opportunity to work in partnership with parents and health professionals. Parents will, most likely, value this support as navigating several services can be emotionally draining.

Hints and tips

Keep a list of key people involved with the child.

Ensure you have permission from the parents to share information.

Plan well for any meetings – take along evidence of any progress and identified needs.

Offer to host the two-year-old review in your home or accompany the parent to the clinic.

Ask questions about what you can do to support.

RECORD, RECORD, RECORD

To support you in your role and meet any legal requirements, you will probably be keeping records about children and families already; however, it is likely there will be additional recording required for any child with additional needs. As an example, you may be asked to contribute to reports or Education, Health and Care Plans and you will almost certainly be asked to share information with wider partners.

As a general rule, share all written records with the parents and get their permission to share these with others. Your records should also be kept up to date and accurate, stored securely and for as long as necessary, as well as lawfully processed in line with General Data Protection Regulation (GDPR).

Hints and tips

Clear communication is vital – try not to use unnecessary jargon.

Have a good information sharing policy.

Only record what is needed – think about the ‘why’, ‘what’ and ‘how’.

Seek support and advice on GDPR – there is plenty online. For example, see PACEY’s article at: www.pacey.org.uk/working-in-childcare/spotlight-on/gdpr-everything-you-need-to-know.

Keep a list of key adults and agencies involved with the child and work with the parents to keep it up to date.

Focus on strengths and progress – this helps raise aspirations.

Work with parents on reports, talk them through them so that you are all ‘on the same page’.

Use your professional judgement about the child’s progress and development, stating clearly what you think the child’s needs are.

Make sure facts and any opinions are presented clearly.

Bring reports to life by including views and wishes of the parents and the interests of the child.

GET THE RIGHT SUPPORT FOR YOU

As a childminder, working alone may mean you occasionally feel isolated, especially if you are concerned about meeting a child’s needs. There are steps you can take to access further support and ensure you are confident in supporting the children in your care, including:

Contact your local authority (LA) area SENCo – introduce yourself and ask for any support and advice that you require.

Build a strong relationship with any outside agencies that the child is receiving services from so you have a clear picture of need.

Do some research, as many LAs have downloadable SENCo toolkits that you can adapt for your use and there is usually training on SEND from your LA.

Make the most of any training you attend to form networks of people you can call on, most likely they will be glad of support as well and keen to stay in touch.

When thinking about where your child will transition to, make an appointment to visit the local school SENCo with the parents as early as possible so you can fully support the child’s transition.

MORE INFORMATION

To support childminders in raising all children’s aspirations, access and achievement in the early years, including those with SEND, Achievement for All has developed the Childminder Professional Development Programme, with experts at PACEY. To find out more about the programme and the latest module, titled Understanding Behaviour, visit: https://pacey.afa3as.org.uk