Birmingham Childminders: Let’s Talk Inclusive Practice
Written by Safiaya Abowath-Tulloch, Early Years Consultant (EYC) for Inclusion
Hello Birmingham Childminders! In this blog post we’ll explore:
What is inclusive practice?
The importance of inclusive practice
Characteristics of an inclusive environment within childminding settings
A Graduated Approach
Guest contribution from Sue Bristow on Inclusion Support Early Years (ISEY) funding
What is inclusive practice?
As early years practitioners, when we hear or come across the term ‘inclusive practice’, this may be a little daunting and some immediately begin to question how to embed inclusive practice within day-to-day learning and development.
Inclusive practice ensures each child, regardless of their religion, background, or cognitive level despite any additional needs is treated fairly, with respect, and has equal access to learning opportunities throughout their education journey.
The Early Years Foundation Stage (EYFS) states that ‘every child is unique’, and this is celebrated by not creating barriers in learning.’ Within early years and childcare settings, it’s about creating a rich environment, where teaching methods, activities and resources are structured to accommodate learning, growth and development. As a result, every child can fully participate, having a chance to thrive whilst putting the child's needs at the forefront, increasing positive learning outcomes no matter how big or small.
‘Inclusive Practice’ definition:
“Inclusive practice can be defined as the active steps taken to increase the involvement of all children by recognising the diversity and equal opportunities as core values. This can be achieved by removing barriers to their participation through anti-discriminatory practices and building equity to support learning and development.”
The importance of inclusive practice in childminding settings
Photo by Markus Spiske on Unsplash
Reflecting on my time working in early years, I actively encouraged and celebrated differences and the mantra that ‘it’s okay to be different’ because that’s what makes children, including adults, unique.
Every child will develop at their own pace. Therefore, it’s not about treating all children in the same way but treating each child fairly while paying careful attention to their needs, interests, likes and dislikes. For example, a flexible approach to Early Education Entitlement (EEE) delivery allows parents the option to take up shorter hours and gradually increase the hours to suit their child's needs.
Inclusion in the early years is about creating an environment, which practices an ethos that children and their parents are welcomed, and everyone belongs. Childminder settings should implement measures that will promote inclusiveness, where differences are valued and celebrated.
Effective inclusive practice considers every child, regardless of their differences feel included and part of the setting. Consequently, giving all children access to opportunities during the most influential years of their learning and growing.
Benefits of inclusive settings:
Children learn the importance of diversity and equality
Develop empathy for children who are different from them
Improves child’s confidence
Provide confidence in parents that their child will be accepted and learn in a safe space
Practitioners acknowledge and plan for children’s individual needs
Resources, materials, and displays embrace diversity
A collaborative learning environment deepens learning experiences for children
Characteristics of an inclusive environment within childminding settings
Promoting an inclusive environment is a fundamental ingredient required where children can learn without fear of stereotyping and their opinions are valued.
As childminders, it is crucial to think about what makes an inclusive environment. The image below illustrates the characteristics of an inclusive environment within childminding settings.
Fig. 1: Characteristics of an inclusive early years environment
Welcoming environment: Creating an environment, both physical and emotional, where every child is invited to participate and is treated with respect and kindness.
Inclusive resources & materials: Resources and materials are diverse, representative, meaningful and purposeful to children and thought is given to these when setting out activities
Being versatile, flexible & adapting: Taking child’s abilities, needs, and interests into account when planning and preparing activities
Embracing equality, diversity & inclusion: An enabling environment where children grow, move, explore, learn, and play freely indoors and outdoors
Fostering positive relationships: Building positive relationships with parents and carers through effective communication, listening, and signposting where required
A Graduated Approach
All children regardless of their needs and abilities have the right to access a broad and balanced curriculum; as practitioners, it is our responsibility to make learning accessible and inclusive. When working with children, practitioners should be attentive to emerging needs and respond early, ensuring appropriate arrangements are in place to support children with special educational needs and disabilities (SEND).
Practitioners could use the following to help identify special educational needs (SEN);
Listening to parents’ or carers' concerns
Progress check at age two
Early Years Outcomes
Progress reviews
Formative assessment and observations
WellComm screening
Observations from the health visitor
What exactly is the 'Graduated Approach?
The Graduated Approach provides guidance for early years providers to assess the needs of children and deliver appropriate support. When a child is identified as having SEN, practitioners should take reasonable steps to remove barriers to learning and put effective provisions in place using a Graduated Approach.
Fig. 2: The stages of a Graduated Approach
The Graduated Approach cycle is made up of the following four stages:
Assess to identify the child’s special educational needs
Plan to provide the child with support, ensuring that parents are fully involved in this process
Do ensure appropriate intervention and support are in place for the child
Review to consider the effectiveness of the programme and its impact on the child
The cycle should not be considered a single process; but rather one that provides a continuous cycle of assessment as children’s strengths and needs develop and change.
Guest contribution from Sue Bristow, Area SENCo (Early Inclusion Support Service)
Inclusion Support in Early Years (ISEY) for Childminders, commencing 2023
Inclusion Support in Early Years (ISEY) is Birmingham’s Early Years Inclusion funding to support early years providers in Birmingham to meet the needs of children with SEND.
This guidance is therefore for eligible childminders receiving Early Education funding from Birmingham Local Authority and a member of the Childminder Inclusion Network attending meetings twice yearly as a minimum.
ISEY applications can be submitted for a child who meets all eight of the following eligibility criteria:
There is parent/carer consent for the application and a signed copy of the application form is held by the setting.
The child accesses their 2/3/4-year EEE funding in a Birmingham setting.
The child has either been in the setting for at least six weeks or there is evidence of a planned transition/settling period for the child prior to admission.
The child has emerging or identified special educational needs/disability and requires support that is ‘additional to or different from’ that which is typically provided for children of their age in the setting.
Providers have sought and implemented the advice of relevant LA SEND support services.
Appropriate referrals to relevant external agencies have been made and the advice of any involved professionals is being followed.
The child has a quality, current SEN and Early Support Plan, evidencing the Graduated Approach of the SEND Code of Practice 2014/5 including working in partnership with parent/carers and other professionals (Team around the child approach).
The child does not have an Education, Health and Care Plan.
If a child does not meet all eight criteria a discussion must take place with the Early Years and Childcare Service (EYC) to determine whether an ‘exceptional application’ is appropriate.
If you require further information about the funding, or if you would like to discuss a potential application, please contact the EY Duty (eyduty@birmingham.gov.uk)
Childminders in the spotlight!
We all know how important Childminders are to children, families, and the early years sector. Every month we would like to feature a childminder in our blog so that our partner colleagues, neighbouring services, and the whole sector can see the amazing work that childminders do!
If you would like to share your story and be featured in a future blog, please complete the following:
Name
How long have you been a childminder?
How would you describe yourself in three words?
What does your childminding setting offer?
What has been your biggest personal achievement and what has been your biggest achievement as a childminder?
Why did you decide to become a childminder?
What do you want parents and professionals to know about childminding?
Who do you look up to and why?
What does Birmingham mean to you?
Please include a photograph of yourself to accompany your submission and email to Safiaya Abowath-Tulloch (safiaya.abowath@birmingham.gov.uk)
Network meetings for support
Every two months, we hold a virtual ‘Teams’ network meeting. These meetings are an opportunity for childminders across the city to meet up, offer peer support, and share ideas and information. The meetings also regularly have guest speakers from other sectors to share information and processes with the childminders.
Upcoming childminder network meeting dates are listed below. If you would like to attend, please register via the link(s) in the relevant meeting listing(s).
For further information contact: EarlyYearsSeminars@birmingham.gov.uk