ALN support

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, Llinos from Wales shares her story and reflects on how childminders are uniquely placed to create magic for children with Additional Learning Needs (ALN).

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

I’m a registered childminder in Pembrokeshire. In the 20 years since I’ve opened my doors, I’ve welcomed many families and their children into my home, each bringing new challenges and experiences, that has shaped the way I work today. This might be a new resource to meet a child’s interest, learning something new so that I can meet the child’s needs, or challenging my way of thinking. But what hasn’t changed is the love, care, and fun we give each child, through playful adventures in a nurturing environment in which each child feels accepted and a sense of belonging.

How does your childminding approach meet the needs of children with ALN and support them to thrive?

The world is a magical place for children, and as childminders we build on creating the magic – from creating new experiences, adventures and following the child’s lead. Who wants to join us on the bus full of unicorns, monkeys and elephants, or building the best rocket known to man and spending the day in space? But for some children with ALN that magical world looks different and as a childminder we have to work a little harder to understand what that magical place looks like for them. 

How do you support children with ALN with their learning and development?

We make little changes in the day, to allow all children to be part of everything we do and doing this naturally means no child stands out as being different. The children are aware that some children do things differently, but they are learning to accept that we are all different. Some changes all children will benefit from and these are now part of our daily routine for everyone. Song time is a favourite time of day for all children, we have made a few adaptions so all children can benefit from it. We use an object of reference as well as a song to indicate its song time, an adult sits in front of a blackboard helping children to focus. We use singalong, objects of reference and pictures and we use a choice board to choose a song and a Speech and Language Therapy (SALT) target for a child.

After song time all children remove their socks and walk across the sensory tiles. For some children it’s a time to develop their vocabulary; spiky, smooth, hard, and soft. For others, it’s about learning where their feet are or learning to balance and walk on an uneven surface. Then, after washing our hands it’s on to snack time. A black place mat helps a visually impaired child see his food better, a yes/no button allows all children to say whether they want apple, orange, crackers etc. Snack time is also a good time to fit some more SALT therapy in and practice the word and sign for “more”.

Most of the children enjoy the different sensory experiences including sensory weather time and messy play – we stimulate and help children become aware of their senses. This does not need to be expensive – we use resources we already have in the setting (brightly coloured scarfs, torches, fans, bubbles, unbreakable mirrors and sensory bottles and bean bags containing different materials to explore sounds and smells safely.) We have also become more aware through training about how we can make it easier for children to see, by removing visual clutter and using black materials.

How does the home-based setting allow for additional support for children with more complex needs?

For some children with more complex needs, they need a bit more adult support to explore their environment and to connect with others. Intensive interaction allows the child to know they have been seen and we value their communication by spending time with them, copying and mirroring what they’re doing. This can take place anywhere and anytime. I have spent months exploring the garden fence in all weathers with one little boy and slowly I became part of his world.

TACPAC (sensory communication using touch and music) is another lovely way to communicate with a child, and my assistant has had some lovely moments, connecting with children through music and touch, each child enjoying the experience in their own way. Curiosity boxes and bucket time is a good way for the children to learn to sit and learn to pay attention in a fun way and engage with resources.

Some children have medical needs that require care plans, risk assessments or to undertake some training. For example, a little girl with me started having seizures, so we all did an online course to improve our understanding, created a risk assessment and worked with the parents to create a care plan.

How does the consistency of care childminders provide support children with ALN?

As a small setting, all the staff know the children really well. It is so important that the daily routine stays consistent, so children know what to expect, and that care stays the same too – from the way they are greeted at the door, mealtime routines, or personal care routines. Some children are totally reliant on an adult for personal care, so it important that the adult is familiar with their individual care routine to give them control and dignity. It can take months of interventions and therapy before you see results. For example, I worked with a little one in sessions where we modelled and did hand-over-hand support to teach the sign and the word “more”. It was a great feeling when he began to sign and even speak the word, showing the importance of using a consistent approach and perseverance.

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

As a childminder, it’s not only the child we get to know well but also their family. We share the ups and downs, have difficult conversations and are there to talk things through or provide advice. I would always rather a parent reached out to me than struggled alone because if parents are happy and supported, that will ensure the child feels safe and secure. It’s important to remember as

childminders we have been on this path before, but for parents it’s often their first experience of ALN. It’s important to keep positive when talking to parents and to share those little magical moments and progress, no matter how big or small. One of the many benefits of childminding is that we can often offer flexibility to care for children outside working hours so the parents and other siblings can have some respite knowing their child is safe and happy.

We have also been well supported by other professionals – for me this includes the County ALNCO, early years assistant, SALT therapist and their assistants, and teachers for the visually impaired. If we need advice or a resource, they are all on the other end of the phone or email. Having a good working relationship with other settings is also important. We support the children when they move into school with transition visits and the sharing of information in a transition meeting makes the transition as smooth as possible. We also attend meetings where we advocate for the child and discuss the challenges they may have and what works well for them.

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

There are a lot of misconceptions when it comes to childminding. We are often not seen as equal to other early year professionals or given the same opportunities. But every external professional I have worked with has been very supportive and comments on the benefits of the home-from-home environment I offer when they visit. I believe it is up to us as childminders to challenge any misconceptions and advocate for our profession.

The Magic of Childminding – We all work in our little bubbles as childminders, but we have an invisible thread that instantly connects us all when we meet, whether that’s online or in person.

Testimonial from a parent of a child who attends Llinos’ setting:

We initially felt very nervous about leaving our child with ALN with a childminder, due to his complex needs and difficulty in expressing himself. But we were quickly put at ease by Llinos’ competence with children with ALN and the brilliant support we received from her. Our son had a beautiful and adapted, slow transition into the setting, we never felt rushed. We were always met with exceptional accommodation for his, and our unique needs as a family. Whilst my son is non-verbal, his bright smile when he greets Llinos and Beth at the door to start the day, is a clear indicator of how he feels there.

Our child has benefited enormously from being at Llinos’ setting. He is part of the family there, whilst his unique needs are met, he is treated with the same care, joy and confidence as any other child. I often have difficulty using the word ‘inclusive’ as many places/spaces which say this often aren’t. However, I can truly say that the childminder setting meant our child could truly fit in and feel part of the local community. Childminders are the backbone of our local communities,

providing parents with the confidence to return to work, knowing that their child is making friends for life in a family-style setting. Childminders who accept children with ALN mean that the child is known in the community and has the potential for the disability to be seen without any stigma, just as it is in the child’s own family. There is so much to benefit both children with ALN and children as a whole in the childminder setting.

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