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Salkeld, Maxine Jane


Coronavirus status: OPEN

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Where to go

Sensory area, 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
All Year
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:00
Tuesday 07:30 18:00
Wednesday 07:30 18:00
Thursday 07:30 18:00
Friday 07:30 18:00

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
25/10/2016Inspection (Early Years Register)Good



Age Ranges
5 to 8 years, 0 to 5 years

Time / Date Details

Session Information
4 Hours or More Per Day
5 Days or More Per Week
All year round

Local Offer

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

I can support the child with continued observations, getting to know the child’s particular personalities so I can respond appropriately and plan for their individual needs and requirements, as sometimes the evidence I provide can be used to help get the child appropriate specialist help. Working and learning with parents and other professionals, as far as I can, considering all the other children’s needs in the setting.

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

Being flexible in my approach taking individual needs, stage of development, ability and interests into consideration. Working with parents using observations, learning styles, long medium and short term plans. With the current curriculum following the Early Years Foundation stage through seven areas of learning and development. First the three prime areas of development: 1) Personal, social and emotional development. 2) Communication and language 3) Physical development. These can be the foundations to a young person’s learning, relationships, and healthy development. As the child progresses those 3 prime areas will help to develop skills in the four specific areas of: 4) Literacy 5) Maths 6) Understanding the world. 7) Expressive arts and designs. Offering developmentally appropriate activities and through parents and my own knowledge gathered of the child we will be able to build on their interest’s enjoyment and stimulate them in a positive way. Also I can offer help and support to school aged children in their learning, by having a understanding of the national curriculum, providing a quiet place for homework and developing good lines of communication with the child’s teachers with written permission from parents.

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?

Parents are the first educators of their children and know their children very well, I respect this knowledge and can work in collaboration with them, support agencies or professionals. We need to identify by observing a child’s individual preferred learning style if we are to effectively meet their needs. Keeping parents informed by, phone calls, planed meetings, written reports, photos, sharing progress books and home activities to share.

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

The wellbeing of all children in the setting is most important, continuity of care for children is essential building their confidence and self- esteem. Information will need to be exchanged regularly for example, morning drop offs would be good from parents, end of day by my-self. I try to get to know each child’s individual personalities so I can respond appropriately to each child’s needs and requirements.

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

have worked together with parent’s children and speech therapists before, but there are no specialist services or expertise just an experienced childminder of 25 years, who is happy to work with parents and out-side agencies to learn specific skills to support a child with additional needs in my care.

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

I work alone and have had no training supporting children with SEN and Disabilities but some experience. I can try to seek training if needed.

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

>A child will be included in all activities as far as I can plan and adapted to fit their needs and needs of the other children in the setting. Depending on the child with a disability and how many children I am caring for we may need to have a parent to come on outings with us for safety reasons.

How accessible is the setting/school/college environment?

My house or education setting has two stories at the front three at the back, first floor at the front has a large lounge, kitchen-dinner, toilet, hallway and a room size balcony looking out to the back garden on the lower floor, I would say accessible for wheel-chair asses on that level. The top floor has a bathroom 3 bedrooms 2 can be used for sleeping, and the ground floor has a secure enclosed garden, so there are stairs with hand rails up to the bedrooms and down to the garden.

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 can support the child in joining the next education stage by helping the parents to gradually introduce the child to the next stage, be it having the next professionals round for short visits sharing information, or parents, myself or both visit them in what will be their new setting, where there will be talking and reassurance of what will happen next, putting plans in place for continued access to learning and development.

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

In this setting we try to identify the child’s needs, and address those needs working together with parents or and other professionals if required, giving the child a positive start to development and education. I treat all the children with my time, respect and can try to make reasonable adjustments for children s special education needs and disabilities.

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

Decisions are made about what type of support and how much is needed by assessing the child, speaking to parents and any specialists who are involved to plan for support to be put in place. Focusing on improvement for the child. When support is put in place we can review how things are going, discuss with others involved about how effective the support has been, think about any further colleagues or specialist who might be able to help before beginning the process again of Assess- Plan- Do- Review.

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

Parents can be involved as little or as much as they can especially if children are struggling with settling in, as long as it doesn’t interfere with the day to day routine of the setting and the time spent with each child. I will have school runs and pre-school runs, planned and unplanned activities to carry out with the children. Also children can take activities home to share with parents, or bring activities into the setting to share. Any concerns are shared and discussed with parents on a regular basis.

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