Special and Additional Support Needs (SEND) Policy

(Updated for EYFS 2025)

Policy Statement: At Just Little Ones Childminding, we are committed to providing an inclusive, accessible, and supportive environment for children with special and additional support needs (SEND). Our aim is to ensure that all children receive the care, learning experiences, and support they need to thrive in our setting. This policy outlines our approach to meeting the diverse needs of children with SEND, in line with statutory guidance, best practices, and the EYFS 2025 framework.

Definition of SEND

  • SEND refers to children with disabilities, developmental delays, or additional needs that require tailored support to fully access and participate in the childcare setting.
  • SEND may include physical, sensory, cognitive, emotional, communication, or social needs that require additional resources, strategies, or interventions.

Commitment to Inclusivity and Respect

  • Every child has the right to equal access, participation, and opportunities in our childminding setting.
  • We embrace diversity and ensure that children with SEND feel valued, respected, and supported in all aspects of their care and learning.
  • We challenge discrimination and barriers, ensuring that our environment is inclusive and welcoming to all children.

Identification and Early Intervention

  • We work proactively with parents and caregivers to identify potential SEND needs as early as possible.
  • Observations, discussions, and formal assessments will be used to determine a child’s strengths, challenges, and required support.
  • We collaborate with health professionals, educational specialists, and local authorities to ensure a comprehensive understanding of each child’s needs.

Individualised Support Plans (ISP)

  • Personalised support plans will be developed for children with identified SEND needs. These will outline:
    • Specific goals and strategies tailored to the child’s development.
    • Adaptations to routines, resources, and activities to promote participation.
    • Details of any external support services involved in the child’s care.
  • ISPs will be reviewed regularly to assess progress and make necessary adjustments.

Staff Training and Professional Development

  • Staff members will receive ongoing SEND training to ensure they have the knowledge, skills, and confidence to support children effectively.
  • Training topics will include:
    • Understanding and supporting different types of SEND (e.g., autism, ADHD, sensory impairments, speech delays).
    • Communication strategies and assistive technology for children with language barriers.
    • Adapting the learning environment to enhance accessibility.
  • Staff will also have access to external SEND training and specialist advice as needed.

Inclusive Learning and Adaptations

  • Activities and learning experiences will be flexible and adapted to meet individual needs.
  • We will provide:
    • Sensory-friendly materials and alternative learning methods.
    • Quiet areas and emotional regulation spaces for children who may need them.
    • Physical adaptations, such as ramps or specialist seating if required.
  • Group activities will be structured to promote engagement, collaboration, and peer interactions in a way that is inclusive of children with SEND.

Accessibility and Environment Adjustments

  • We will make reasonable adjustments to our environment to accommodate children with SEND, including:
    • Providing accessible facilities for children with mobility challenges.
    • Creating calm and structured environments for children with sensory sensitivities.
    • Using visual schedules and communication aids where necessary.

Social and Emotional Well-being

  • We recognise the importance of emotional and mental well-being for children with SEND.
  • Staff will support positive social interactions, friendships, and self-regulation strategies to help children feel safe, confident, and included.

Partnerships with Parents and External Professionals

  • We will work in collaboration with parents to ensure consistency in support between home and the childcare setting.
  • Regular meetings and progress updates will be provided to parents to discuss their child’s development.
  • Where necessary, we will liaise with:
    • Speech and language therapists
    • Occupational therapists
    • Specialist SEND advisors
    • Educational psychologists
  • Parents will be fully involved in any decisions regarding their child’s care, interventions, and support strategies.

Confidentiality and Data Protection

  • All information regarding a child’s SEND will be kept confidential and only shared with parental consent or when required by law.
  • Any records or support plans will be securely stored and used solely for the purpose of enhancing the child’s well-being.

Alignment with EYFS 2025 Changes

From September 2025, the EYFS framework will introduce enhanced requirements for SEND provision, which our policy aligns with by:

  • Emphasising early identification of SEND needs to ensure that children receive support as soon as possible.
  • Strengthening multi-agency collaboration, ensuring effective information-sharing between childminders, parents, and professionals.
  • Providing tailored training to staff on inclusive practices and SEND-specific support strategies.
  • Reinforcing accessibility requirements, ensuring physical and environmental adjustments for children with disabilities.
  • Encouraging a child-centred approach, where individual strengths and abilities are valued, and children are supported to reach their full potential.

Review and Monitoring

  • This policy will be reviewed annually or more frequently if required, to reflect updates in legislation, best practices, and community feedback.
  • We welcome feedback from parents, staff, and external agencies to continuously enhance our SEND provision and ensure that every child in our setting feels supported, valued, and included.

Signed: Jemma & Dale Ferriday
Date: August 2025
Review Date: April 2027