Who to contact
- 07917 762687
Where to go
- Sensory area, Secure environment, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 17/06/2019 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
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Working alone; I give continuous care – supporting your child whilst they are away from home. This helps build confidence and positive self-esteem, helping your child to feel secure emotionally and physically. I share each child’s learning journeys with their parents or carers and communicate regularly and answer queries. I offer reassurance and inform the parents or carers of their child’s progress and ensure they are provided with all necessary information. On starting with my service I complete an ‘All about me’ form which focuses on their strengths, areas of development, home life, interests and language which helps identify the types of activities or support to be provided.
- How will the curriculum be matched to my child's/young person's needs?
The planning for each session is ‘child led’, so that their learning is built around the children’s interests; with guidance from me for their individual next steps. I provide activities for your child to learn within the area of need. I use the Early Years Foundation Stage Curriculum as a guide for the children’s development. Your child is a unique person. I allow them to explore and investigate, in a rich environment, with support, ensuring safety and extension of experiences. One to one support can be provided. Observations are taken on your child and an assessment is made which will highlight areas of development that may need to be focused on. Planning will be addressed within these areas of learning.
- 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?
Every child has their own individual needs and to cater for this, I observe them during play and evaluate these in order to take their learning forward. Any concerns are shared and discussed with parents on a regular basis. If a child is not making progress, I can access further support from my Local Authority Early Years Support Service and Inclusion Team, 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 service has a range of resources which your child can access which are age related or support the development stages. I can also borrow resources from other childminders/Childrens Centres/Basingstoke Resource Centre.
- What support will there be for my child's/young person's overall well being?
Every child has their own individual needs and support will be offered accordingly.
- What specialist services and expertise are available at or accessed by the setting/school/college?
use Makaton in my setting, I have a strong network of support from other childcare professionals and I can access further expertise from my Local Authority Early Years Support Service and Inclusion Team, or seek advice from other professionals.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Training is undertaken regularly to ensure necessary knowledge and to enhance my professional development as the need arises. I am always happy to work closely with parent carers and outside agencies to learn specific skills to support children with additional needs. I am first aid trained, have a level 3 childcare qualification and have trained at level 3 safeguarding, I also recently completed a Makaton course.
- How will my child/young person be included in activities outside this classroom including school trips?
>When planning any activities or outings which will involve your child, I will always welcome parents input and feedback. All areas visited are wheelchair/buggy accessible and a risk assessment is carried out prior to the outing to ensure each child’s requirements are met.
- How accessible is the setting/school/college environment?
I work from my home in a detached house. Access through the front door has a step and also a step at the rear of the property to enter the garden. I do not have wheelchair access. The ground floor of my house is used for childminding and I have downstairs toilet facilities. I have a secure, enclosed rear garden for outside play and I am close to local parks which are visited frequently. I do 2 school runs a day to Old Basing Infant School and St Marys Junior School which is situated about 1 mile from my house.
- 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 offer settling in periods and am available to discuss the child's requirements and any questions or concerns that you may have. I support Transition to other settings this is discussed with Parents.
- 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 years 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).
- How is the decision made about what type and how much support my child/young person will receive?
I will observe and make a decision on whether your child will benefit from extra support with the additional information from the 2 year check, when necessary. This will be discussed with Local Authority Early Years Support Service and Inclusion Team and moved on from there. 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. I have regard for the Special Educational Needs and Disabilities Code of Practice 2014 and follow this to support inclusion of all children.
- How are parents involved in the setting/school/college? How can I be involved?
Parents will be consulted whenever possible and kept up to date with their child’s progress and care. Through the Babysdays online system providing daily Diaries observations and next steps and open discussions. I have a working with parent’s policy in place.