Brett, Laura Maria
Butterflies childcare is a place where children can learn in a happy and safe environment, by providing extensive high quality experience and qualifications. We work together with families to provide a unique tailored individual learning of all the children in our care for all ages and abilities.
Who to contact
Where to go
- Secure environment, Wheelchair access, Accessible toilets
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:00 18:30 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:30 Friday 08:00 18:00
Visit & Outings
Messy Play Area
- Offers pickups
Guillemont Junior School
Parsonage Farm Nursery and Infant School
Southwood Infant School
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 18/04/2017 Inspection (Early Years Register) Good
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Costs Ages 0 - 7: 4.5 per hour
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Brett's Butterflies is a place where children can learn in a happy and safe environment, by providing extensive high quality experience and qualifications. We work together with families to provide a unique tailored individual learning of all the children in our care for all ages and abilities.
Based in Southwood
Very experienced childcare provider with BA Hons, foundation degree and level 4 in childcare, SEN experience.
Safeguarding, first aid and DBS checked
- Contact Name
- Brett's Butterflies
- Contact Telephone
- Contact Email
- How will early years setting/school/college staff support my child/young person?
The Children in my care are at the heart of all we do, and we will work with you and your child, to give support to you as a family. Together, we will listen to you as well as your child, while continuing to build their confidence and self-esteem to create an environment that will encourage your child to learn and thrive. With this in mind, on starting at with us you will be asked to fill out an “all about me” form, and at a settling in session we will do our best to find out about your individual child, likes and dislikes. This is an opportunity to tell us not just about your child’s likes, dislikes, but their strengths and needs and If you do have any specific concern’s we can then focus observations on that area of development. Once and area of development has been identified as needing extra support, we together with parents will reflect and produce a plan to promote this learning and development. If extra support is needed, it may be possible in some cases to applying for additional funding and extra support when needed. Being childminders we work in low ratios and are able to support the children’s individual unique needs in small tailored group or 1:1 activities
- How will the curriculum be matched to my child's/young person's needs?
While planning for the individual child’s in our setting, we take into consideration your child’s progress and plan and support them at their own pace, using their own interests to encourage development and concentration, with child led activities. We use the EYFS ages and stages of development as a guide for your child’s development, and to plot and plan their next learning objective. The learning objective and next learning step will be discussed with parents regularly. These are in the form of an Individual Education Plans (IEP). These will be written to support learning at Brett’s Butterflies and at home. IEP’S will be reviewed termly to view your child’s progress and will outline advice from outside agencies with specific targets to meet individual needs of your child.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Brett’s Butterflies appreciates your input in the learning and development of your child. We acknowledge that as Parents you are your child’s first educator in your child's learning and will support you in their learning and development. We continually observe and asses children’s abilities and encourage parents to be involved in supporting their child’s learning at home. We encourage this by adding to the learning journey, taking photos and encouraging parents to add to this to build put a picture of your child’s experiences, in line with our parent partnership policy. To ensure that all communications are listened to and heard, we will make ourselves available when a parent needs to discuss their child’s progress or any concerns you may have. Assessment systems are in place such as the ‘2 year progress check’ and ‘next steps reviews’ which are all linked to the EYFS ages and stages of development. These assessments help us to track your child’s progress and ensure they are moving forward with their learning and development.
- What support will there be for my child's/young person's overall well being?
At Brett’s Butterflies we provide a welcoming and friendly experience, providing an inclusive, sensitive and positive approach. All people living in the residence are DBS checked and visitors are logged. Practitioners are familiar with the ‘every child matters’ working together to safeguard children. Documents and training are kept up to date. We complete regular risk assessments and ensure the safety of those in the setting. We have comprehensive policies in place to support Behaviour, Child Protection, Special Educational Needs and Disabilities and Inclusion. All our policies are in the setting, which you are welcome to look at anytime. All are emailed to families before commencing contracts. All parents sign an acknowledgement of reading these. At Brett’s Butterflies we are good role models for positive behaviour and have attended the relevant training to support this and your child's individual needs. We are flexible in our routines to provide a positive environment, allowing children’s interests to be followed. We ensure that our routines are flexible to cater for individual needs such as sleeping and meal times. All agencies involved with your child’s care will work together. Area InCo service and Portage Plus, will work with us to ensure that your child receives the support they need. All practitioners in our setting are trained in paediatric first aid. All medications are stored in a secure place. A record book is kept of all medications held and dosage, time of administration is recorded and signed by you. If specialized training is needed this will be sourced.
- What specialist services and expertise are available at or accessed by the setting/school/college?
I have a Foundation Degree, Early Years Care and Education and BA (Hons) Education (early Years) Top- Up, Thomas training (Autism). Also: Early Language Lead Practitioner Schema Training, Communication Friendly Spaces, Loss and Bereavement Training, Positive Approaches to Challenging Behaviour, Understanding Behaviour, 0-5 Awareness Rising, BSL level 1 and 2 E-learning, CAF E-learning Information Sharing, SEN Induction Training SEN Induction Plus, CAF Completer Course, Squints and Specs Speech and Language Course, Makaton Introduction Training, Letter and Sound Workshop, We also have first-hand experience of Autism and SEN. Also: Speech and Language Course, Behaviour Course, Schema Training, Positive Approaches to Challenging Behaviour, Understanding Behaviour, 0-5 E-learning, CAF E-learning Information Sharing, SEN Induction Training, SEN Induction Plus, CAF Complete Course, Squints and Specs Speech and Language Course, Makaton Introduction Training, An Induction to Children Diagnosed with Autism Spectrum Disorder. I am trained in first aid, and advanced safeguarding and can signpost you to our local Surestart Children’s Centre for Parent Support Officers, Inclusion Officers, and Social Care. We have an Early Years Advisory Teacher who can offer support. If your child has a specific need we can apply to the appropriate team to meet their needs as well as the following agencies: Portage and Portage Plus, Outreach Service, Inclusion Service, Speech and Language Therapists, Occupational Therapists, Educational Psychologists, Specialist Advisory Teachers.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
While doing foundation degree course and BA (HONS) and foundation degree I have read books and access specific training continuously though out our career. I have attended training for Safeguarding, including level 4 as well as attending case conferences and core meetings in the past. I have had training in Autism as well as having first-hand experience with children in our care and family members. I have had experience with contacting Portage workers, Children’s Services and Out Reach Workers. I have had experience of children with behaviour issues/ concerns and undergone special educational needs training and challenging behaviour training. We have attended many training sessions, including attachment training, schema training BLS and Makaton. We use Makaton signing through songs and rhymes, within our language activity groups and through general play, snack time, nappy changing etc. We use SEN fans to support language and understanding as well as visual time tables
- How will my child/young person be included in activities outside this classroom including school trips?
We always adhere to our inclusion policy. On outings we always encourage children to wear hi vis jackets for safety. We also have other safety policies in place including missing child. Brett’s Butterflies participates on outings daily, such as trips to the woods, shops, post box or the park, with Permission from parents before any outing takes place in the settling in sessions. These trips will be risk assessed for specific needs e.g. wheelchair access and your child will be given one to one support where needed. We would also take along a first aid box, any aides or medication your child may need. Visual timetables and picture clues can be brought along to reduce anxieties for children who may worry when leaving the setting
- How accessible is the setting/school/college environment?
Our setting is allocated in a quite part of southwood. We have access to a large secure garden that is accessible in a wheelchair or buggy. The ground floor has a small step to access entrance, but a small ramp can provide wheelchair access to the property, with a downstairs toilet. Parking at the front of the property allows parking for up to 5 cars. Will we endeavour to support families whose first language is not English by translating our letters and information posts where possible.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
In our setting I invite new children and families to attend stay and play sessions before they start with us, this is to support your child’s transition to us. The stay and play sessions allow an opportunity for parents to meet me and create a bond with your family, which in time will help your child to settle when you feel the time is right to leave them. We complete Learning Journeys via an online learning journal called Tapestry, I take photos and hold parents meetings to discuss your child’s progress with you. When children leave us, I complete a summary / leaving statement for the next setting and invite them, with your permission, to share. This allows relevant information about your child’s educational needs and abilities to aid in the smooth transition and to give a base line. Transition meetings may be arranged for those children with special educational needs. These meetings are a fantastic opportunity for you to ask any questions you may have about your child’s move to their new school, as well as finding out all about how your child’s transition will be managed. If this were to happen, social stories and picture books to help prepare your child with their transition.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All 3-4 year olds are entitled to 570 hours (15 hours per week) free early year’s education. I am able to offer this service, in addition to this, where possible, I am also able to offer the 30 hours funding to those who qualify. Additional funding can be claimed for children with SEND this will enable your child to achieve their full potential, possibly with one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids. I can offer the stretched EYE offer also which is spread over the school holidays also.
- How is the decision made about what type and how much support my child/young person will receive?
I will liaise with Hampshire County Council, coordinators and/or outreach workers, regarding the type of support needed for your child to promote their learning and development. Even without a specific diagnosis, as a setting, will do all we can to support your child with anything they are finding difficult. I will listen and take advice from you, as a parent, of any ideas and ways your child can be supported, and things that have been successful at home. This will be done by the aid of an Individual Education Plan (IEP) in collaboration with you. This will be reviewed on a regular basis. At the review the impact of the support will be assessed and adjusted where appropriate. New targets will be made for your child to work towards; this ensures their learning is constantly moving forward to their next stage of development. Advice will be sought from outside agencies as to the best way to support a child’s specific needs.
- How are parents involved in the setting/school/college? How can I be involved?
I give opportunities for parents to tell us about themselves and their child when they first visit our settling, we use communication books to keep up to date with any changes which may occur once your child starts with us. Parents are asked to complete an all about me form. This gives us a guide on what the childlike as well as an opportunity to get the parents involved in their child’s learning. I will provide opportunities for parents to look at their child’s learning journeys. These are an opportunity for you to come in and speak with me and talk about any concerns and issues you may have.