Leadership and Management: Writing Parent-Friendly Information

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Writing Parent-Friendly Information

Writing Parent-Friendly Information

Early years providers must provide information on how they support children with SEN and disabilities. Policy documents can sometimes be overwhelming, focusing on the processes within the setting. It is worth considering providing more accessible information for parents relating to SEND, that will run alongside your policy document and may be accessible via the website, which is often a parent or carer’s first point of reference when looking for a setting

In addition to this, it is important to ensure that the person who answers the phone or responds to emails responds sensitively and proactively to enquiries related to SEND.

Consider using the following prompts as a framework to create your own ‘SEND Information for Parents.’ You may not need to include all elements and there may be other elements that you may add that are relevant to your setting.

What procedures do you have in place to assess all children?
What is the process if the setting is concerned about a child’s development?
Who does a parent speak to if there are concerns?

What actions will be put in place if there are concerns?
What staff will be involved?
How will this support be communicated to all staff?

What adaptions can be made to support the child?
How flexible is the setting?
Are considerations made in grouping children e.g., during small group time?
How is adult support distributed?

How are parents and carers included in the assessment?
How does the developmental assessment get communicated to parents?
Do you have parent evenings or open access?
How do parents or carers access children’s learning and development records?
How are the next steps or individual child plans created and shared?
Do you have any home learning activities e.g., story sacks?

How does the key person system work?
How does the setting respond to distressed children?
How does the setting respond to and value children’s attempts at communication?

Does the setting have any specific skills e.g., Makaton?
Has the setting got experience in supporting children with SEND?
Does the setting have any specialist resources?
What support can be accessed e.g., working with children centres, health visitors, speech therapists etc?
What is the process for accessing additional support e.g., EHA or Early Support?

What training has the SENCo undertaken?
Have any staff undertaken additional training in SEND?
Have any staff got a specific interest and have developed their knowledge in this area?

Visual systems Communication e.g., Makaton Changing facilities, wheelchair access, flat surfaces etc.?

How will the setting choose trips, adapt, and deploy support?
How will the setting liaise with parents or carers about trips out and ensuring accessibility?

How does the setting arrange the settling procedure?
Does the setting arrange transition meetings?
Does the setting arrange home visits?
How does the setting gather information to support in getting to know the child?

What will the support look like?
How are parents involved in the early years setting?
Do you have any opportunities to help?
Do you have any stay-and-play days?
Do you have a committee?

What is the contact details of setting and SENCo’s name?

Writing Parent-Friendly Information

1) How do the EY setting know if a child need help and what should I do if I think my child may have SEND?

2) How will the setting staff support my child?

3) How will the curriculum be matched to my child’s needs?

4) How will you and I know how my child is doing and how will you help me support my child’s learning?

5) What support will there be for my child’s overall well-being?

6) What specialist services and expertise are available at or accessed by the early years setting?

7) What training are the staff supporting children with SEND, had, or are having?

8) How accessible are the early years setting environments (indoors and outdoors)?

9) How will my child be included in activities outside the early years setting e.g., trips?

10) How will the EY setting prepare and support my child to join, and transfer to a new setting or school?

11) How is the decision made about what support my child will receive and discussed with parents or carers?

12) Who can I contact for further information?