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Family Information and Services Hub

Gillian Harper

Childminder

Who to contact

Telephone
01962 856358
E-mail
gillcross7@hotmail.co.uk

Where to go

Postcode
SO22
Accessibility
Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
All Year
Opening Times
Opening Times
DayOpening TimeClosing 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

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
18/12/2019Inspection (Early Years Register)Good

Costs

Availability

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

Local Offer

Local Offer
How will early years setting/school/college staff support my child/young person?

As a childminder I work alone, which means I give continuous care and support to your child. This continuity will help build your child’s confidence, self-esteem and help them to feel safe and secure. Each child has their own learning journey record book which I share with the child and parents/carers regularly. There is always time to talk to parents/carers at the start and end of each day to exchange information about your child. Any more in-depth discussion can be carried out in the evening. Effective communication is an essential part of my practice. When your child starts with my service they will have an ‘All about Me’ sheet which helps me to have an insight into each child, providing valuable information about their development, interests and family. This helps me to provide activities and support appropriate to their needs.

How will the curriculum be matched to my child's/young person's needs?

I plan my day according to each child’s needs and interests. The activities are ‘child led’ so that learning is built around the individual needs of the child. I use my observations of the child to inform developmentally appropriate activities for the child, supported by the Early Years Foundation Stage Curriculum guidance. I allow the children to explore and investigate a wide range of activities and experiences, providing a rich learning environment, both within the setting and in the wider community. As a small setting there is plenty of opportunity for one-to-one support. Activities are often provided in consultation with parents to focus on particular skills and aspects of development.

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?

For every child in my setting I have a development folder which contains observations and records of the child’s development. I produce termly reports to parents and share these folders on a regular basis. As part of this review I discuss with parents appropriate activities to further enhance development. Any concerns regarding progress and development are shared and discussed with parents on a regular basis. For children who are not making progress in their development I can access support by contacting my Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or seek advice from other professionals. Where English is not a child's first language I can work with my co-ordinator to access resources to support the child in my provision. My childminding service has a wide range of resources which your child can access which are age related and support the developmental stages and interests of children.

What support will there be for my child's/young person's overall well being?

As a lone worker I have sole responsibility of the well-being of your child in my care. I take children’s safety and security seriously with a wide number of policies and procedures in place to ensure this. I have a health and safety policy which includes procedures for, reducing and eliminating risk of harm. This includes daily safety checks and full risk assessments. There is a visitor book/record to ensure safety of children when others are visiting. All those in my household have been CRB checked. I am first aid trained, and have level 3 safeguarding training. I have procedures for emergencies (such as fire, missing child, non-collected child, and accidents) A medicine policy ensures that all medicines are kept out of reach of children and a detailed record is kept of any administration of medicines. I also ensure the children’s emotional well-being. This includes supporting transitions between my setting and pre-school and later to full time education. Emotional well-being includes having an emotionally safe environment. I have a behaviour management policy and clear ground rules for the children on how we behave and treat each other. I maintain an inclusive service, and other policies that I have are; safeguarding/child protection, special needs and equal opportunities/inclusion. Photos are taken of children to record their progress and make them feel part of the setting, parents give written consent for use of photos, these are not shared or used in any other way other than to record the child’s learning journey.

What specialist services and expertise are available at or accessed by the setting/school/college?

have a strong network of support from other childminders and meet each week with them. I can access further expertise from my Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or seek advice from other professionals.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

I am level 3 trained and undertake regular updating to ensure current practice. Previous training has included information on inclusive and non-discriminatory practice, as well as how to meet the individual needs of children. I am happy to develop any further knowledge and skills to support individual needs and children.

How will my child/young person be included in activities outside this classroom including school trips?

>When I plan activities and excursions I always consider the appropriateness to each individual child. I make good use of wider community facilities; these are wheelchair/buggy accessible. Before any external visits I carry out a risk assessment to make sure that the needs of the child will be met.

How accessible is the setting/school/college environment?

I work from my home in a detached chalet bungalow in the Weeke area of Winchester. Access through the front door has a high step; however access from the rear garden is ramped with ground level patio doors. The area used for the childminding service is all one level. I have a secure, enclosed rear garden for outside play and I am close to local parks. I do two school runs a day to Western Primary School.

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?

I expect all new children and their families to visit the setting before commencement. I encourage as many visits as needed to ensure the children and parents/carer feel comfortable in the setting. Before the child starts there is opportunity for shorter visits initially with parents/carers and then on their own. There is no minimum or maximum number of pre-visits; this is determined by the needs of the child. These visits allow me to get to know the family and child and visa-versa, ensuring a smooth transition to the setting. For children moving on to pre-school I will carry out initial visits and induction sessions with the child as required by the parents. I will also make sure that I build up relationships with the pre-school and with written permission exchange information with the setting regarding the child’s development. This will aid continuity of care and support for the needs of the child. For those children moving onto primary school, transitions are supported in the same way. Primary school teachers come and visit your child in the home environment and are welcome to visit my provision too. Each child has the opportunity to visit their school on more than one occasion before starting. I carry out activities to prepare the child for school, including use of pictures of the school.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

I provide Government funded early years education places for eligible 2 year olds and all 3 & 4 year olds - (https://www.gov.uk/free-early-education). Additional funding can be claimed for children with special educational needs (SEN). As with all children resources are secured and used to support each child’s development. Toys and equipment can also be borrowed from a central resource. Any additional purchase of specialised equipment would be done in consultation with the parents.

How is the decision made about what type and how much support my child/young person will receive?

From my observations of your child I will make a decision on whether your child will benefit from extra support in conjunction with yourself as the parent/carer as well as the information provided by the Early Years Foundation Stage. Any additional support needs will also be discussed with my Professional Association of Childcare and Early Years (PACEY) co-ordinator. If deemed necessary an Individual Education Plan will be devised for your child with your input. This is reviewed over a term to learn what impact the support has had on your child, and what should be put in to place next.

How are parents involved in the setting/school/college? How can I be involved?

I have a strong relationship with parents and was judged as ‘outstanding’ in this area by Ofsted. I consult and exchange information with parents whenever possible. This includes informal chats at the start and end of day, and termly written reports. Parents are encouraged to repeat activities at home with their child that has been doing within the setting (this is provided by me). I regularly ask parents for updates on their child’s interest, and share what the child has achieved within my setting.

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