Catherine McLeod MBE, for A Brighter Start, East London’s Early Years Stronger Practice Hub
Inclusion is about creating an environment where children feel they belong, are valued and have a unique place. This is a tough but crucial challenge. It takes time, commitment, and a willingness to evaluate and adapt practices and attitudes. The reward, however, is great: a more equitable, supportive, and thriving community for all children.
Childminders as the preferred choice of setting
Many families of children with SEND select a childminder setting. The smaller numbers and home-like atmosphere can be especially suited to meet the child’s unique needs. Childminders are in a good position to approach the day at a pace that supports the child providing the right support at the right moment. In practice, this may be as simple as having the time to sit on the sofa with a child and their comforter, or favourite blanket and pillow, listening to their favourite song as you support them to regulate.
The role of parents and carers
Recognising the role of parents and carers in the lives of children with SEND is critical. This involves giving them a voice and valuing their insights and contributions. It is important to respect parents and offer non-judgmental support as they learn to accept and navigate the complexities of their child’s needs. Some days may be more challenging than others. It is important to provide a listening ear when parents drop off or pick up their child so that they know there is a safe space for them to express what is happening in their lives. It may be that their child didn’t sleep well which causes them to be easily upset and require more input throughout the day. Reassurance about the support you have in place for their child will go a long way. Some families find it difficult to know how to access support from each other and other services. They can benefit from the childminder’s knowledge – sitting down together for a talk or going for a walk can be useful. They may also like to join in the play during their child’s session.
A collaborative approach with parents empowers them to make informed decisions and feel confident in their efforts to support their child. The EEF highlights the importance of working in partnership with parents: Working with parents to support children’s learning
Learning opportunities
It is important that childminders (along with all early years professionals) are ambitious about each child’s learning. Professionals must not reduce their expectations of the child simply because they have an additional need (temporary or more permanent). Help for Early Years Providers (DfE) states that professionals need to, ‘Support every child to achieve their best outcomes including children with special educational needs and disabilities (SEND)’. Importantly, they point out that not all needs will be long term, but where there is any concern, activities should be accessible and support the child. We might, for example, see this in a child who is not used to playing with others – they may not understand turn-taking or how to cooperate with other children. This does not (necessarily) mean they have SEND, but they will need additional support to develop these early social interactions.
Similarly, some children with SEND may have communication and language difficulties, requiring additional help. Development Matters provides many examples of how to support babies’ and children’s communication and language development working in partnerships with parents and carers.
A useful resource for Childminders
In November 2024, the Department for Education, in collaboration with Promise, developed The Early Years Assessment Guidance. This is a practical, early years SEND assessment resource that uses a child-centred, strengths-based approach to assessing children’s needs. It includes:
- Promoting inclusive practice for all children, rather than waiting on a diagnosis
- Resources to use when assessing children’s abilities
- Tailoring a curriculum that responds to the child’s needs and strengths
- Targeted support to achieve learning goals and better long-term outcomes
- The ‘ Graduated Approach ’ (Assess, Plan, Do, Review)
- Facilitating liaison with parents, carers, and professionals
- Advice on accessing further support from local authorities
The guidance works on the basis that effective early support can lead to better educational and social outcomes. It aims to reduce delays in support and ensures children get the help they need. It is crucial for all who support children with SEND to develop an inclusive mindset and desire to promote equitable opportunities. We must bear this in mind throughout our work.
Further reading:
Catherine McLeod has been a charity leader for over 25 years, and is passionate about equity and inclusion for children and young people with disabilities. She became the Chief Executive of Dingley’s Promise in 2015 and has grown the organisation from a small local charity to a national one that delivers training and influences policy, alongside its core local support services. She was awarded an MBE in 2011 for her work with disadvantaged children, and has now become a mentor for ACEVO, a national speaker, and an advisor to a range of governmental and non-governmental bodies around early years SEND inclusion.
