Little Rays Childcare
I am an Early Years Education Provider, welcoming children of all ages and abilities to my home.
I provide 30 hrs a week funding childcare spaces for 3-4 yr old and eligible 2 yr old too.
Who to contact
Where to go
- Little Rays Childcare
- Accessible changing, Secure environment, Level access, Accessible toilets, Disabled parking
- When is childcare available
- Opening Times
Opening Times Day Opening Time Closing Time Monday Tuesday Wednesday Thursday Friday
- Has Provision
- Has Provision
- Experience with
ADHD Attention Deficit Hyperactivity Disorder
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Severe dietary needs
- Has Provision
- Experience with
- Has Provision
- Experience with
- Table of costs
Table of costs Amount Cost Type 5.00 per hour
- Other notes
I am able to care for additional needs and I have Makaton, sign supported English training.
- Contact Name
- Lisa Jane Ray Saunders
- Contact Telephone
- Contact Email
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
I have been a childminder since 2008 and a parent since 1999, I studied child development at school and furthered my training in college gaining a level 3 qualification in childcare. I have had years of experience working with children of all abilities. All children attending my setting are observed and assessed in line with 'Development Matters in the Early Years Foundation Stage. A two-year development check is carried out and shared with parents and any concerns will be discussed, advice and where to seek support if needed is also offer at this point. The needs of the children who are new to my provision are identified through discussions with parents/carers and any other professionals involved with the family- this enables me to identify the child's starting points in their learning journey. Parents are given termly reports in which I share the child's progress, opportunities to meet and discuss appropriate next steps in development. I'm happy to talk at the beginning or the end of your child's session, or a planned date and time convenient for us both.
- How will early years setting/school/college staff support my child/young person?
I am a sole practitioner, so I will support your child solely in my home environment giving high quality continuous care. I aim to make children feel like part of my family boosting their confidence and self-esteem, helping them to settle quickly and feel emotionally and physically secure, being a small setting I get to know your child's needs very well. I share children's learning journals with parents, communicate on a regular basis answering any queries that arise and I work in close partnership with SENCO and other professionals for supporting children. I receive regular SENCO support updates at termly briefings, and I have extensive knowledge of how, when and where to refer children for support. When children start with me, I provide parents with an "All about me" book where the parent fills out details of their child, these include things such as interests, home life, language, religion, areas of development and likes and dislikes, this helps me to focus on the individual child's needs and what best way for me to support them and what kinds of activities to provide to do this.
- 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 child’s interests; with guidance from me for their individual next steps. I provide activities for your child to learn within the area of need and not age. I use the EYFS Curriculum as a guide for children’s development. Your child is a unique person, I allow them to explore and investigate, in a stimulating environment, with support, ensuring safety and extension of experiences as well as offering fertile ground for developing potential. Observations are taken on your child and an assessment is made which will highlight areas of development that may be focused on. Working with parents and other professionals; planning will be addressed within these areas of learning with the expectation to have an Individual Education Plan (IEP) in place. I have worked with IEP’s for several children. One to one support can be provided.
- 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 to cater for this. I observe them during play and evaluate these in order to take their learning forward. I share information with parents on a regular basis via texts, emails, I also provide 2-way daily diaries to share with parents this lets parents know what their child has done during the day as well as verbal feedback at the beginning and end of the day. If I feel that a child is not making progress, I can access further support from my Early years Team at PROSPECTS, as well as my lead 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 lead coordinator to access resources to support the child in my provision. My setting has a range of resources which your child can access which are age related or support their development stages. I also borrow things from toy libraries, and swap toys with other childcare professionals too.
- What support will there be for my child's/young person's overall well being?
I am responsible for ensuring that your child is safe and secure; both emotionally and physically throughout the transition from home-based care to pre-school and later to full time education. I maintain an inclusive service. My setting is risk assessed before each session for safety. I am Full paediatric First Aid trained. I have awareness of special diets. All medication is stored in a secure place. A record book is kept of all medications held and dosage, time of administration is recorded and signed by parent. Myself, and any other adults in my home over 16 years of age are CRB/DBS checked. I am level 3 qualified in safeguarding which is updated regularly. My service-policies include safeguarding/child protection, special needs, behaviour and equal opportunities/inclusion, health & safety, medicines & mobile phones. I do not use photographic devices unless all parents and carers have given their consent for me to do so, I ask for further consent to publish photos on my website (these photos are carefully chosen and children’s names are never published).
- What specialist services and expertise are available at or accessed by the setting/school/college?
I have worked with children with various learning difficulties, including; * Social, Emotional difficulties. * Dyslexia. * Autistic Spectrum Conditions. * Communication needs; Speech & Language delays and selective mutism. * Challenging Behaviour. * ADHD * MLD (Moderate learning difficulties). * Genetic and minor physical difficulties. * Visual Impairment. * Personal Care needs, including older children with toileting issues. * Hyper mobility. I have accessed and completed training on various areas of SEN, these include * Makaton * Supporting children with Speech, Language & Communication needs. * Supporting children’s communication- Listening & Speaking Skills * Dyslexia workshop * Autism awareness * Managing behaviour I have worked one-to-one with some children, working in partnership with parents and other professionals including Portage, Inclusion co-ordinators, Speech & Language Therapists, School Teachers, Children’s Services & Genetic specialists. I have a strong Network of support from other child-minder’s, one of which has over 20 years’ experience in the childcare sector and they run a support group on a Tuesday where I can go for discussions. I can access further expertise from my co-ordinator at PROSPECTS, the local authority or 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 needs arise. I am always happy to work closely with parent carers and outside agencies to learn specific skills to support children with additional needs. * I have completed Autism Awareness, ADHD training, Makaton training and supporting children with Speech & Language communications. * I’m level 3 qualified in childcare. * My Full paediatric first aid training is in place and is updated every 3 years. * My level 4 safeguarding is in place and updated every 2 years. My training is ongoing and I am always looking to further my skills in all areas.
- 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 their child, I will always welcome parents input and feedback and maybe even invite them along for extra support or to lower my ratio. All areas visited are wheelchair/buggy accessible and a risk assessment is carried out. I will visit prior to outing to determine how accessible it is and how the child can be included to ensure each child’s requirements are met.
- How accessible is the setting/school/college environment?
I work from my home in a semi detached house in the Waterlooville area, access through the front door has two steps up into the front door. I have no wheelchair access. The ground floor of my house is mainly used for child minding, however children do go upstairs to sleep in the spare room if naps are needed, regular checks are made on sleeping children and baby monitors are in place. I have a secure, enclosed nice sized rear garden for outdoor play and I am close to the local parks and groups. We visit Petersfield town centre shops and library frequently which is a short driving distance and is a flat walk easy for pushing. I do two school runs a day to a nearby secondary school to drop and collect my own daughter, in which we travel by car.
- 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 ask new families to attend my setting in settling-in-sessions before they start, this normally consists of 1-2 hour stays, which in time will settle the child when the parents decide to leave them. This also gives an opportunity for parents to meet me and my family, and feed me with all the information that will help me to know more about their child, this will be by filling in an “All about me” book. I am happy to come to your home for children to engage with me in the comfort of their own home too. Transition boxes are welcome; where a child brings special things from home to give them comfort, I can also give photos of my setting for the child to take home and share with other family members and friends. For children moving on to primary school, transitions are supported in the same way. Primary school teachers come and visit your child in their 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 have a settling-In policy.
- 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 old and all 3 & 4 year olds- (https://www.gov.uk/free-early-education) As a small setting I could apply for extra funding to support SEN with INCO consent using ChiF funding to help buy extra resources, I would discuss what was needed with INCO. Additional funding can be claimed for children with special educational needs; SEN Funding.
- How is the decision made about what type and how much support my child/young person will receive?
Through discussions with parents along with the observations and tracking progress I have in place for each child, I can make a decision on whether your child will benefit from extra support, I have looked after many children and had years of experience to recognise when support is needed. This will be discussed with Prospects co-ordinator for their input/advice (if needed). An individual Education Plan (IED) 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 into place next.
- How are parents involved in the setting/school/college? How can I be involved?
Parents will be consulted daily about their child’s care in a two-way diary and also kept up to date with their child’s progress, they are regularly asked for any ideas for activities to extend their child’s individual interests through play. I seek parental feedback through questionnaires, and send out termly newsletters. I ask all parents to work with me on their children’s learning and development. I have a working with parent’s policy in place.