Young, Maria Clare
Who to contact
Where to go
- Accessible changing, Secure environment, Accessible toilets
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:00 21:00 Tuesday 07:00 21:00 Wednesday 07:00 21:00 Thursday 07:00 21:00 Friday 07:00 21:00
Messy Play Area
- Offers pickups
Orchard Lea Junior School
Orchard Lea Infant School
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 18/03/2022 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
- Age group - 0 - 5: 4 per hour. Age group - Costs Age 5 - 11: 4 per hour
- 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 Before school
- How will early years setting/school/college staff support my child/young person?
As a childminder I work alone to provide continuous care for your child. This enables children to develop a good relationship with me and feel emotionally and physically secure. As above I share children’s learning journeys with parents, regularly communicate with you and make myself available to answer any queries. I offer advice and guidance, provide information and assist parents in accessing any further support required. When each child starts to attend my setting I ask parents to complete an ‘All about me’ form (together with your child if they are able) to provide me with information on areas of development, home life and things they enjoy to help me identify which types of activities and support will need to be provided.
- 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 children’s development. Each child is an individual and I provide a variety of activities, based on individual children’s interests, to enable them to learn and develop. I observe children during these activities, assess their current level of development and plan how to help them achieve their next steps. All this information is recorded in their learning journey. I provide plenty of opportunity for children to explore and investigate, whilst ensuring safety, both within my setting and on various outings, to encourage 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?
Through spending time with each child and observing them and documenting their progress, as above, I get to know each child and their needs very well. I share all of this information with parents so you know how your child is progressing. Any concerns or things we are working on are discussed regularly. I am happy for parents to contact me in person, by phone/text or email, depending on your preferences. I also email a daily diary to parents in the evening to tell you more about your child’s day. If a child is not making progress I can access further support from the Professional Association of Childcare and Early Years (PACEY) co-ordinator, or from other relevant professionals.
- What support will there be for my child's/young person's overall well being?
I am responsible for ensuring children are safe and secure, during their time here and also support them during transition to school or other settings they may attend. I have various policies including safeguarding, accident and emergency, behaviour and inclusion which explain how I support children’s well being. These are shared with parents before children begin attending my setting, so they know what they can expect from me and can ask any questions. I also carry out risk assessments to maintain children’s safety both at my setting and when on outings. I am trained in first aid. All medication is stored securely. A record book is kept of all medications held and administered. I and other adults in the house are CRB (Criminal records Bureau) checked.
- What specialist services and expertise are available at or accessed by the setting/school/college?
have had experience working with adults with learning disabilities as a support worker. I also qualified and worked as a children’s nurse, (from 0-18 years), with children with a variety of needs. I have accessed support from a speech and language advisor, and worked together with parents to implement their advice, for one of my minded children. I have a network of support from other childminders and attend a childminding group. I can also access further support from the Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or from other relevant professionals.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I am first aid trained, have a level 3 childcare qualification and have trained at level 3 in safeguarding. I am also a qualified children’s nurse. I undertake further training as and when the need and opportunity arises.
- How will my child/young person be included in activities outside this classroom including school trips?
>When a parent is enquiring about their child coming to my setting I provide them with information about the various activities and outings we go on and they can provide feedback as to what they are happy for their child to be involved in. I risk assess activities and adapt them to make them suitable for individual children, so that all children can participate on their own level. I risk assess all areas I plan on going on outings to, to ensure they are safe and accessible.
- How accessible is the setting/school/college environment?
I work from my home which is a semi-detached bungalow. Due to the width or the doorways and a step at the backdoor I have no wheelchair access. As all of my setting is on one level I do have downstairs toilet facilities. I have a secure, enclosed back garden for outside play. I am also close to the local park. We go on many other outings. I do the school run to Orchard Lea school, sometimes I drive and sometimes we walk, depending on the number of children I have with me each day, I have single, double and triple buggies for school run if required.
- 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?
When a new child is going to begin attending my setting I invite them to attend settling in sessions, with their parent and then by themselves, to help them adjust to the new environment. For children moving on to primary school I support them with the transition though discussion, books, play and through attending settling in visits at the school with the child if a parent is unable to. Primary school teachers are also welcome to visit the children in my setting and have done so in the past.
- 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 places for eligible 2 year olds and all 3 and 4 year olds.
- How is the decision made about what type and how much support my child/young person will receive?
I will observe your child and make a decision as to whether they would benefit from extra support. This would be discussed with my Professional Association of Childcare and Early Years (PACEY) co-ordinator and moved on from there. If extra support is required an Individual Education Plan would be devised, along with parents input, then it would be implemented and the child’s progress reviewed termly to assess how the support was helping them and what should be done next.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are consulted and kept up to date with their children’s progress and care. I ask all parents to work with me on their child’s learning and development. Any input from parents is always welcomed.