Caring for children with SEND

As part of our #MagicOfChildminding campaign, we’re celebrating childminders across England and Wales by showcasing the incredible difference they make to children, families, and local communities every day. Here, Carol from England shares her story and reflects on how childminders are uniquely placed to create magic for children with Special Educational Needs and Disabilities (SEND). She also tells us how a childminder’s wraparound care can support children with SEND with transitions to school. 

How long have you been working as a childminder and can you give some information about your setting? 

I have been a childminder for 12 years.  My setting is based in Kent, and I am Ofsted approved to run from my home and the local Methodist Church Hall.  I can see the church from my home, so using the hall feels like an extension to it.  I use the hall Monday to Thursday for my after school wraparound session and the rest of the week (Mornings, Friday afternoons and holidays) run from my own home.   

I predominately provide wraparound care and school holiday childcare. I have always done this from the start as there was a need in my area for early starts and late finishes for parents.  Over the years, I have provided care to early years children but now my youngest are in the 3–4-year-old range and at school-based nurseries. 

I have several assistants who work with me, and they have been part of my team for many years. They are all part-time and work varied hours. 

How does your childminding approach/ childminding setting meet the needs of children with SEND to support them to thrive? 

Over the years I have supported several children with SEND needs many of whom started with me as 1-year-olds and have grown up in my setting. Some of which have been unable to be fully independent when they transitioned to secondary schools, so they remained in childminding. I really have enjoyed assisting these SEND children with their personal development.   

Here are some examples which have happened here in childminding during this past week alone (I feel they capture the life and times of the children and their needs): 

Child B is adopted and since she joined us in January, I have worked closely with her psychologist and Mum to devise a settling in schedule for B so she can adapt into childminding.  I am delighted that B has made the transition and is part of our team and Mum is ready to return to work.  This week saw her Mum’s very first Mother’s Day, which was very special for them both and we assisted B with making gifts and a card. 

Child E lives with his two mummies so this week we made sure he created two Mother’s Day projects! 

Child N is 12 and has complex SEN needs. Her Dad wanted her to go to a drama class after school, but she was very against it and anxious. I took her to school and went into the reception to speak to her teachers. We had a meeting and it was arranged that a teaching assistant would take her over to the drama class.  Since then, she has gone regularly and is part of the chorus line up.  Another example of helping N is building her confidence to take her shoes off and to learn how to do the buckles. Not all 12-year-olds can do shoes! 

Child L has undiagnosed SEND needs and struggles in our hall so we have created a quiet room, and I purchased a separate box of fidget toys he can have when he feels overwhelmed. He also preferred to sit alone when eating dinner or with his special friends, so we made this happen for him. 

Child Z is 4 and in Reception. Since September, he has noticeably not been listening and absorbing information particularly when given clear instructions. We are currently working with his parents and the teacher to employ joint strategies. Regular communication is key. Only this week his brother was hospitalised, so I offered home drop-offs and additional family support – something possible with assistants. 

Child G is 10 but since Covid has always been exceptionally shy and whispers replies. We as a team maximise our one-to-one time with G to build conversations in small groups or alone when she feels able to talk more freely. 

How has the continuity of care you provide to children with SEND through wraparound care supported them with transitions to school? 

When Child N left primary school myself or one of my team would take her to secondary school in the car.  It is a specialist SEND school. I met with her schoolteachers and discussed that over a few months we would be stepping back with the aim for N to walk independently. Over many weeks we made sure N knew each stage. Some of which was her walking a few feet alone, but she achieved it! Now she walks alone and messages me on her arrival and when she is on her way back to mine in the evening. 

Child B (aged 12) comes into childminding at 7am and leaves at 7.35am. B has ADHD and he comes as he cannot be left alone at home from 7am when Mum needs to leave for work. I make sure he is out on time to meet his friends to travel to school. It is quite special that he is still part of our group in the mornings as he is a popular boy. 

As I have several Y6 children who recently found out their allocated secondary school for next year we have dealt with happiness and sadness around these places and spent time discussing their next steps. Alongside this is the pressure of the 11Plus exam in our area which some passed, and some failed so not an easy transition for some pupils. 

Thinking about early years children, childminding and SEND. How are childminders and the home environment well-placed for the early identification of emerging needs and support for children with SEND?  

Childminders are meeting the needs of all the children in their care whether that be teaching, feeding, toileting, building relationships etc. They know their children so well and see them throughout the week.  Each milestone is noticed or not noticed as the case maybe. 

I had a baby A who came to me at 9 months. He was such a happy boy but as time went on, he failed to meet the developmental milestones. He could not move his mouth to eat, roll over, sit up fully etc. Childminders know when something is not right. Their personal relationships with parents enable these all-important discussions to take place and childminders have the trust of parents so can act to support and advise.  As we know, early intervention is key to SEND children.   

How do you provide holistic family support to families of children with SEND? 

It is about working with each individual family to provide a range of support depending on the children and where the family is at the present time. An open door for communication and remembering a lot about the family.  Building relationships and trust with the extended family and friends. Some family members live abroad, and childminders can feel like the extended family. 

Do you think there are any misconceptions from parents or the general public about childminding when it comes to SEND and emerging needs? 

From my experience I feel many parents feel that a childminder would be able to provide a better environment for SEND children as they are a smaller home from home setting rather than a busy nursery. There is the opportunity to develop better parent/carer relationships and support children. The most important thing is really getting to know the children in your care.

See more case studies for the Magic of Childminding campaign on our campaign webpage. You can read from childminders reflecting on the magic of outdoor learning, caring for babies, family support and more in their settings.