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Family Information and Services Hub

Kondrollochis, Lorna


Who to contact

01256 882481

Where to go

Accessible changing, Secure environment

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
Visit & Outings
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play

School Pickups

Offers pickups
Bramley Church of England Primary School

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
09/05/2019Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Experience with
Hearing Difficulties
Language impairment
Caters for children with special needs.



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
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, so I am the sole caregiver to your child.I form trusting bonds with the children in my care, I provide a wide variety of activities based around their unique needs and interests, and I support them in all activities, which increases their confidence. Any milestones reached are recorded and activities are adapted to keep the child interested and ensure they continue to make progress. All progress made is shared with the child's parents and any other settings that they attend. The children feel valued in my setting, they are listened to and made to feel that they matter.

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

I use the Early Years Foundation Stage Curriculum as a guide for the children’s development. All children are unique, so their learning is initially built around their interests, and then activities are adapted to meet their individual next steps across all areas of learning. Children are encouraged to explore and investigate a variety of experiences, with support from myself where required. Children are observed through play and next steps are adjusted as required. I ensure the safety of the children at all times.

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?

I use the Early Years Expected Outcomes as a guide, which shows the expected outcomes and behaviours of children from birth to age 5 over the 7 areas of learning.. Termly reports are issued to the parents showing the milestones reached in the previous term, and what we are aiming to reach next term. Information is passed daily to the parents in the form of a diary, and also conversations at drop off and pick up times, or maybe via text or email if appropriate to do so. Ideas will be given for you to support the child's learning at home in a way that mirrors and compliments what I am doing in my setting.

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

I ensure your child is safe and secure in my setting. My home is risk assessed before each session for safety and continuously throughout the day. The children also help by reporting broken toys. House rules are sensible to ensure a safe and happy experience for all - e.g. no biting, no name calling, no jumping on the furniture.. I am trained in first aid. 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 the parent.. Any adults in the house over 16, including myself are Criminal records Bureau (CRB) checked or Disclosure and Barring Service (DBS) checked. I have safeguarding training, and first aid training, both of which are updated regularly. Parental permission is required to take any photos and a mobile phones policy is in place for when I am working.

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

can access expertise from my Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or seek advice from other professionals should a child in my care need additional support. For example, in the past I have worked with a speech therapist to assist a child in my care. I am currently building relations with the local children's center to ensure I am more aware of the services they offer in case any families I work with could benefit from them.

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

I have first aid training, I keep my safeguarding training up to date and I am a level 3 qualified childminder. I would be prepared to undertake specific training to support a child in my care as and when the need arises.

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

>The needs of all the children in my care are taken into account when planning outings. Parents are involved in discussions if this is deemed necessary. Places are risk assessed to ensure the safety of children at all times.

How accessible is the setting/school/college environment?

I work from my home in a quiet village. I have a stony drive which makes pushing buggies tricky. Access through the front door has a high step and also a step at the rear of the property to enter the garden. I have no 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 the local park and the village shop. I do two school runs a day by car to the local primary school and offer drop offs and pick ups to the 2 local pre-schools.

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?

New children and families attend settling in sessions before they start. This gives an opportunity for parents to meet me and my family, which in time will settle the child when the parents decide to leave them. 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. Each child has the opportunity to visit their school on more than one occasion before starting. Many children in my care will go to the local primary school, so they are familiar with the building and some of the staff before they start because they have seen so many other children go there, and of course they have friendly faces there when they start. A summary of your child will be provided to the new education setting.

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 3 & 4 year olds. Additional funding can be claimed for children with special educational needs (SEN). This will be used to obtain any specific equipment that might be needed for your child.

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

I observe the children in my care continuously and make a decision on whether your child will benefit from extra support with the additional information from the 2 year check. This will be discussed with my Professional Association of Childcare and Early Years (PACEY) co-ordinator, as well as yourself (as the child's parents/carer), 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.

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. They are encouraged to support their child's learning and development at home. Parents have the termly reports and the next steps, so should know what area's I am currently focusing on, and I can give advice on how to ensure consistence between my setting and the home environment.

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