Treasurer, Hayley Claire
Who to contact
- 01264 364394
Where to go
- Accessible changing, Secure environment, 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 07:30 18:00 Tuesday 07:30 18:00 Wednesday 07:30 18:00 Thursday 07:30 18:00 Friday 07:30 18:00
Messy Play Area
- Offers pickups
- Barton Stacey Church of England Primary School
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 25/05/2017 Inspection (Early Years Register) Good
- 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
- How will early years setting/school/college staff support my child/young person?
I work solely on my own and work with all the children in my setting. I provide a range of equipment and resources appropriate for the children attending my setting. I provide play opportunities and activities that support each child's individual needs and learning. I have access, with parent's permission, to outside agencies / services which I can contact for further support if necessary.
- How will the curriculum be matched to my child's/young person's needs?
I work in accordance with the Early Years Foundation Stage guidelines. Each child has a learning journal and a tracker. These hold any individual observations where I have observed and tracked their development and learning. This enables me to plan for their next steps and to provide appropriate play opportunities and activities to support their progression in all areas.
- 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?
I work together with parents as partners in their child's development and learning. I am able to chat to the parents at the beginning and end of each session. Each child has a daily diary which goes home every day. I am open for meetings with parents whenever needed and also have regular three monthly review meetings to share their learning journal and discuss their overall progression. This also gives parents opportunities to ask questions and / or express concerns where necessary.
- What support will there be for my child's/young person's overall well being?
Myself and my partner are CRB checked. I hold a Safeguarding Level 3 and Paediatric First Aid which I renew regularly. I hold a Diploma in Nursery Nursing (Level 3) and a Certificate in Early Years Practice (Level 4). I also have 16 years experience in the childcare sector. I am responsible for administering all prescribed medicines and would take appropriate training where necessary to support a child.
- What specialist services and expertise are available at or accessed by the setting/school/college?
With 16 years experience in the childcare sector I have experience from 0-12 years including newborn experience, twin experience and experience with visual disability. I have worked in nurseries and as a nanny until I became a childminder in 2004. I have recently attended a Basic Makaton course and gained a certificate in Early Years Practice (Level 4). I work with other services where necessary and with parental permission including health visitors, social workers, speech and language therapists and the local children's centre.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I have worked with outside support services including health visitors, social workers, speech and language therapists, services for young children and the local children's centre. I have taken a basic Makaton course.
- How will my child/young person be included in activities outside this classroom including school trips?
>I ensure inclusion for all the children in my setting and make sure all their individual needs are met. I regular attend toddler groups, outings to parks, farms and group activities which I assess to enable children to fulfil their needs and play opportunities. I risk assess before any outing to ensure suitability and that it is appropriate for each child's individual needs and development.
- How accessible is the setting/school/college environment?
My house is accessible from the front and back. Both ways have one step into the house where a ramp could be put if needed. I have a downstairs toilet facility. I can support parents / carers whose first language is not English by resourcing appropriate language support to enable us to communicate effectively. I can work together with other professionals outside of the setting to support individual children / parents / carers.
- 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?
Before children start my setting I encourage them to come for a couple of settling in sessions to ensure a smooth and happy transition for both the child, parents / carers and myself. I ensure I have the relevant information about each child to aid me in supporting the child's settling in. Each child has a learning journal and tracker which goes with them when they transfer to a new setting / school. I would encourage regular meetings if a child shares care between myself and another setting to enable us to work together to encourage the child's progress effectively.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
I have a wide range of resources promoting the different areas of learning. If a child needed additional resources I would ensure their needs were met to the best of my ability.
- How is the decision made about what type and how much support my child/young person will receive?
I support each child's individual needs equally. I support each child in their own development and learning. I have access to professionals outside of the setting including my Area Development Coordinator who can provide support for myself and guidance where necessary. Through tracking each child's learning and development it enables me to identify where extra support may be needed.
- How are parents involved in the setting/school/college? How can I be involved?
Being a home setting it enables me to communicate daily with the parent's / carers of each child. The parents / carers are encouraged to support their child in the day to day routine encouraging independence and self-confidence. I encourage parents / carers to communicate to me about their child and I offer support where needed / asked. We share the learning journal / tracker regularly and I encourage them to support their child's learning and development at home with guidance if necessary. We also have storysacks which the children are welcome to take home and share with their parents.