Provision for development and learning

Parents were also asked to identify what they felt was the most useful provision for their child’s learning and development. Data showed a wide range of choices, with formal, group-based provision – conductive education, reception class in special school and private day-care nursery – being marginally more popular than services provided on an individual basis, such as Portage work or child minding. Nine parents identified two provisions as being ‘most useful,’ rather than one. When these responses were added to the data, conductive education gained most in popularity, representing nearly one fifth of provisions identified.    

When children’s age and all the most useful provisions were cross-tabulated, ratings mirrored the nature of input the children actually received. For instance, private day- care nursery was most commonly identified as ‘most useful’ for children aged one and two, reception classes in a mainstream or special school for those aged four and five.  

Parents were also invited to provide some rationale for their choice. In response, they gave a broad variety of reasons. These included furtherance of particular areas of the child’s development, the nature and processes of the provision, the attitude and experience of staff, or benefits for themselves as parents.

Private day-care nurseries were predominantly associated in these qualitative comments with development of early social skills. For example: ‘It helps my son become more independent and gets him to interact with other children his own age’ (mother of two-year-old boy); ‘Private nursery [is useful] for very early social skills’

(mother of two-year-old boy). With older children, nurseries located in special schools were described as focusing on children’s specific needs: ‘They concentrate on my daughter’s special needs. Smaller group of children with virtually one-on-one care from the teachers’ (mother of four-year-old girl); as providing continuity: ‘Special school nursery [is useful] for ongoing education’ (mother of four-year-old boy); and for teaching independence, as cited by the mother of a girl aged five: ‘It was her first step towards independence as she was a very clingy child. The setting was perfect for her physical needs and much more.’ Similarly, the father of a four-year-old boy highlighted the usefulness of the range of experiences and interactions provided by special nursery: ‘The wide range and variety of activities and classes he takes part in has allowed him to experience different things that he both enjoys and has made a positive difference to him.’

On the other hand, the mother of a four-year-old girl in a reception class emphasized more the social and academic benefits of being together with children from the community: ‘Reception class in mainstream school as she is no different from the other children academically and she is on par with her peers in all areas of the curriculum.’ For the mother of a three-year-old boy, mainstream nursery provided appropriate expectations in particular areas of learning: ‘E. needs to mix with other children in school. They show E. that he is not the same as them (i.e. not walking), but I feel it encourages him to try to improve his mobility and speech.’

Conductive education, which scored highly amongst parents of children of all ages, was linked to opportunities for physical activity and independence: ‘Conductive education offers my child physical opportunities which are challenging but achievable’ (mother of four-year-old boy); and to development of independence: ‘Conductive education because it teaches him how to be more independent’  (mother of five-year- old boy). The mother of a boy aged under 12 months wrote: ‘Conductive education

due to variety of exercises suggested and concentrating not only on what he can but also he COULD do if was a normal child, while physio only concentrate on sitting and rolling.’ Conductive education was also selected for its benefits for parents themselves, as cited by mother of two-year-old boy: ‘Conductive education has proved the most useful for “teaching” both W. and us.’

Portage work, used by families with younger children aged one and two, was associated primarily with processes of overall development: ‘Portage is brilliant for focusing on specific targets and for her to be brought appropriate toys. I like the way it works on physical/communication/cognitive development’ (mother of two-year-old girl); ‘Portage has been extremely helpful with B.’s development in all areas’ (mother of one-year-old boy). Another parent described more detailed benefits: ‘They are very knowledgeable about activities and development and have many toys, facilities, etc. They work to IEPs [Individual Education Plans] and alongside other professional therapists attached to child. They give good ideas to use at home’ (mother of one- year-old boy).

Short breaks also attracted comments. These helped the mother of a four-year-old boy to meet needs of the wider family: ‘It lets me do the shopping, clean, many other duties, spending time with my son.’ For another, the mother of a boy aged two, it meant having a knowledgeable person to care for her child: ‘His short break is provided by a carer, who has been trained to meet his needs. It is 1-1 care.’

The benefits of having involvement with a combination of services with differing practical focus were also highlighted, for example: ‘Private nursery [is useful] for very early social skills. Special school nursery [is useful] for ongoing education’ (mother of four-year old boy). The benefits of using a child minder were also mentioned by a mother in relation to her two-year-old daughter: ‘It is really beneficial for her to be

around other children and to socialise with children and other adults. Our child minder does everything in Makaton which really helps with her communication’.

Finally, a few parents indicated disappointment with services, rather than describing their benefits. Three out of 50 respondents indicated that they did not regard any services helpful, as the support they received was ‘None’ (mothers of one-year-old, two-year-old and five-year-old boys). A fourth mother, with a boy aged five, stated starkly: ‘Don't feel I have had much help.’