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Family Information and Services Hub

Waters, Catherine Mary


Who to contact


Where to go

Accessible changing, Secure environment, Accessible toilets

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00
Visit & Outings
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play

School Pickups

Offers pickups
Tweseldown Infant School
Crookham Church of England Aided Infant School

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
26/09/2018Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Medical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties

Cultural Provisions

Has Provision
Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness



Age group - 0-8: 45 per day


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 AM

Local Offer

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

I observe and work closely with the children in my care. 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 and communicate regularly. I work closely with parents and inform them of their child’s progress, new targets achieved, and discuss any areas of concern. I have a wide range of toys and resources. On starting with my service each child will receive an ‘All About Me’ form which focuses on their strengths, areas for 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?

Every child’s planning is individual to them. The planning is ‘child led’, so that their learning is built around the children’s interests. I carry out observations and assessments to highlight any areas of concern that we can focus on. 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. I provide indoor and outdoor activities and use the local environment for learning and exploring.

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.I will keep you up to date on your child’s progress through the use of a daily diary for younger children and a learning journal. I will share your child’s next steps with you. I can give advice on activities you could do at home to help strengthen skills. If a child is not making progress, I can access further support from my Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or seek advice from other professionals. My service has a range of resources which your child can access which are age related or support the developmental stages.

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

I am responsible for ensuring 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. I aim to support self-esteem and confidence through praise and encouragement.My provision is risk assessed before each session for safety. House rules made by the children are put in place as required. I keep up to date in first All medication is stored in a secure place and a record is kept of all medications held and dosage and time of administration is recorded and signed by the parent. My husband and I are DBS checked. I have trained at level 3 safeguarding which is updated regularly. My policies are kept up to date and reviewed annually. I am registered with the ICO for data protection. With your permission I take photos for your child’s learning journey and to share with you.

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

have previously worked with speech and language therapists, to follow their advice to support various children with speech and language needs. 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 always happy to work closely with parents 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.

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. I offer a within my setting and outdoors. All outings are risk assessed. The ages and developmental stages of the children are taken into account during risk assessments.

How accessible is the setting/school/college environment?

I work from my home in a semi-detached house in Church Crookham. Access is either through the front or back door. Both entrances have steps. My setting is not wheelchair accessable. 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 a local park. I do regular school runs to local preschools, and a local infant and junior 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 ask new children and families to attend settling in sessions before they start if possible. This gives an opportunity for parents and the child to meet me and my family, and for the child to feel comfortable in my home environment. For children moving on to 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. With permission I would share your child’s learning journey and be happy to answer any questions.

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

I would work with the family and other professionals to obtain specialist equipment to support a child if required.

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

I would work with the family and other professionals to obtain specialist equipment to support a child if required.

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

Parents will be consulted regularly and kept up to date with their child's progress and care. I keep a daily diary for younger children in which parents are encouraged to share any news from home. I ask all parents to work with me on their children’s learning and development. I send photos during the day via Whats’app so that you can see what your child is doing.

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