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Freeman, Amanda


We are 5 minutes from the beach. Have a lovely garden and home. Seperate playroom dedicated just for childminding. Seperate sleep room. Trips to farm, library, play sessions, beach, park. Lots of day courses to link with childcare. NVQ3 in childcare, learning and development. Home from home environment. Your child will be very well cared for in my happy and safe childcare setting.

Who to contact

02392 556518

Where to go

Accessible changing, Secure environment, Wheelchair access, 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 07:00 18:00
Tuesday 07:00 18:00
Wednesday 07:00 18:00
Thursday 07:00 18:00
Friday 07:00 18:00
Messy Play Area
Sleeping Area
Outdoor Play

School Pickups

Offers pickups
Lee-on-the-Solent Junior School

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
11/05/2016Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Experience with
Hearing Difficulties



Age group - 0 - 5: 4.5 per hour. Age group - Age range: 4.5 per hour. Age group - Costs 5-12: 4.5 per hour


Age Ranges
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 0 to 5 years

Time / Date Details

Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only

Local Offer

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

• With positive encouragement, as they learn to be pleased with their own efforts as well as achievements. • As a provider I will use observations and assessment to plan for each child’s learning and development with parents using the EYFS as a guide. • I contact other settings the child may attend to encourage sharing of learning and development. • I undertake regular training to keep updated and improve my knowledge. • I engage in the community by taking the child to local groups and professionals. • Activities are ‘child led’ and built around children’s interests with my guidance to help children meet their individual next steps. • Activities in the home environment and outings allow your child to explore and investigate in a rich environment.

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

• These plans will be designed with the child’s parents with specific goals appropriate to their child’s stage of development. • These plans would be regularly reviewed to record goals/achievements to plan for the child’s future learning. • Each activity session would be made accessible where appropriate for each child’s inclusion.

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 will discuss the child’s development on a daily basis as well as at one to one reviews to discuss the child’s overview for short and long term planning looking at the EYFS outcomes. • These would include meetings with appropriate professionals and the child’s parents sharing plans and ideas to maintain optimum learning and development. • Parents can add to these plans and check observations verbally while looking at the child’s learning and development folder. • Children often take favourite play and learning activities home to continue their development and personal interest until their next visit. • Children also bring favourite play and learning items to the setting to continue their personal interest in the setting. • I intend to encourage the child and their parents supporting their relationship practically, physically, emotionally and personally within my skill base. • Accessing professional support alongside this. Any concerns are firstly shared with yourself and with permission I seek further advice from the Professional Association for Childcare and Early Years (PACEY) coordinator or other relevant professionals.

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

• Setting has a level 4 in Safeguarding May 12 and level 3 in May 14 * I provide a safe and secure home based environment for your child because their overall well-being is of paramount importance. My provision and outings are constantly risk assessed * I have regular updated training • Policies and procedures reviewed as required and at least annually every January • Paediatric First Aid Certificate UPDATED APRIL 14 â—¦All adults are Criminal Records checked (CRB) • The children will have specific care ie. Personal, emotional, physical, communication, social, educational, health, creatively, educationally within a family environment with me. • Daily diaries provide up to date detailed information and progress with parental feedback opportunity about each child’s individual routines, learning and development. • This is also achieved verbally at drop off and collection times, by text, email etc through out the day.

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

Healthy eating and home cooked meals • Accredited Early Years Education provider for 3 and 4 year olds • An approved provider for the 2 year old pilot project in Hampshire October 2012 • NVQ LEVEL 3 certificate for Early Years and Childcare Development 2007 • My environment is safe and security • people are safe when supported in the community. • Inspected by OFSTED (the government’s main regulator for children’s services) regularly which may be unannounced • Professional Services designed specifically to their child’s additional needs and parents request ie therapists, doctors, physiotherapists, specialist teachers, physiotherapists etc.

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

• Paediatric First Aid Training • Makaton trainng

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

>• Provision to be planned for each child’s specific needs so that they can attend and be included in each activity • Changes to activities, routines, transport, safety procedures, plan so that all children can take part.

How accessible is the setting/school/college environment?

• Home from home natural environment • Front door no step, side door 1 step into play room and kitchen diner . Sorry we are not able to support children who are wheelchair users at present. • Garden accessed by gate one step on to decked area leading into dinning area and is level with grass and decked area for outside activities. • Downstairs toilet • Accessible Parking * Step up into 7 seater landrover discovery • Secure Environment

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?

• Prepare children positively with planned discussions, visits to new setting, welcoming atmosphere to parents and child • Regular detailed sharing of information about each child’s learning and development to new settings. • To provide positive information about learning activities, friendship building, media information, meeting teachers and peers etc

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

* I can provide Government funded early years education (EYE) for eligible 2 year olds and all 3 and 4 year olds, for a maximum of 15 hours per child per week term time. • Appropriate provision is made for each child according to their specific needs and individual interests are acquired accordingly.

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

• In consultation with parents, childcare professionals, therapists, doctors etc according to an agreed regular professional assessment including a 2 year check which has been following the child’s individual learning plan monitoring the child’s ability to be self- motivated in their learning. • Assisting the child and parents encouraging focus on the best future for their child

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

• The parents can be involved on a daily basis as their personal circumstances allow • Parents here often spend time at the beginning or end of the day with their children. We read and listen to the children encouraging them with early literacy. • Parents can be involved developing friendships with other parents who have children in my setting, as well as myself and my family. • Join us for birthday celebrations • Children take home resources or work they have been doing for continuation at home • Children bring to my setting work or items of interest and learning they have been doing at home

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