Who to contact
- 02393 117532
Where to go
- Sensory adaptations, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 09/04/2019 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
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
Parents are always consulted and kept up to date with their child’s progress and care. I follow my Policies in regards to inclusion and confidentiality and I work together with parents in assessment and planning to build on a child’s strengths or weaknesses to boost their self-esteem and confidence. Parents are regularly asked to share ideas and activities their child likes doing at home, so I can extend their child’s interests and Next Steps with me.
- How will the curriculum be matched to my child's/young person's needs?
My aim is to do all I can to help children have the best possible start in life by following the EYFS, I observe children as they play and interact with other children in their activities. I review each child's progress and share this with their parents. I complete a 2 year check to observe whether a child will benefit from extra support if necessary and discuss this with parents. An Individual Education Plan can be devised with parent’s agreement. I keep up to date by attending all training sessions offered to me by Children’s Services/PACEY and am happy to learn specific skills to support children with additional needs.
- 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?
By following EYFS as a guide I will aim to make judgements about whether your child is showing typical development for their age.
- What support will there be for my child's/young person's overall well being?
My setting is a safe comfortable home from home environment that is inviting to young children. I am aware of the importance of attachment and I involve all children in welcoming and caring for one another and understanding the feelings of others. I will ensure that children can use their comfort items from home when settling in my setting.
- What specialist services and expertise are available at or accessed by the setting/school/college?
To maintain my Continuous Professional Development I attend regular evening sessions offered to me by PACEY and the Early Education and Childcare unit. I regularly read up on e-mails sent from Hampshire Blog, I have signed up for Community Playthings, Pinterest, Twinkl and Activity Village where I can print off age appropriate activities and Certificates for the children when they have achieved WOW moments. I offer 3 and 4 year old funding. I have completed a NVQ3 qualification and am safeguard trained, I also have an up to date First Aid and am happy to learn specific skills to support children with additional needs.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I work on my own, but I would take available training to look after a child with SEN. I have completed an ICAN training session and have a lovely box containing lots of ideas and games to help children with speech or learning difficulties. In my Safeguarding file I have a list of important telephone numbers to help me if I have any concerns (LADO, Children’s Service Dept, Early Support Co-ordinators, Joint Action Team).
- How will my child/young person be included in activities outside this classroom including school trips?
>All children would be included in the activities/trips I take each day. I will explain the safety issues and am aware of the potential dangers out and about in the environment and I minimise risk. The children will be well supervised but encouraged to try new things.
- How accessible is the setting/school/college environment?
I live in a bungalow so every room is on ground level. There is wheelchair access entered into my setting through driveway into back garden and through patio doors. My kitchen/dining room and lounge are open plan.
- 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?
When a child leaves my setting for pre-school/school, I have already prepared them by encouraging self care, washing their hands before eating or after using the toilet, attempt to fasten and unbutton their coats, to put on their own socks and shoes for independence. I would expect them to be able to share and take turns while playing with other children, to be able to sit and enjoy reading stories. A child should be able to understand simple instructions and be able to carry them out. To enjoy drawing and tracing patterns and make marks holding a pencil.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
I support each individual child and have made some lovely books with images of Children Around The World in photographs, another book of images of children with disabilities in pictures and another with People Who Help Us (nurse, traffic warden, policemen, builder etc). It’s nice to sit with the children and talk about these images with them.
- How is the decision made about what type and how much support my child/young person will receive?
By having good working relationships with parents, me encouraging them to share their knowledge about their child with me so I can be involved in all aspects of their learning.
- How are parents involved in the setting/school/college? How can I be involved?
I have a good working relationship with all my parents and they feel very involved in their children's progress.