I have many years experience in childminding. I have experience with new born babies to teenagers. I have previous experience with children with special educational needs and disabilities.
Who to contact
- Contact Name
- Georgina Jones
Where to go
- Georgina Jones
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Age Ranges
- 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
- Contact Name
- Georgina Jones
- Contact Email
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
I assess and observe children in line with the EYFS. I do short, medium and long term planning. I evaluate activities, I liaise daily with parents, use a daily diary that we can both write concerns in and I log your Childs day. I complete the two year old development checks, a new Childs starting points are highlighted on the development matters in the EYFS, dated, to start off your child’s learning journey. These are handed out to parents every term. I hold parents evenings twice a year to share progress. I hand out parent questionnaires yearly and answer and note all of your points/issues if any. I do continuous training independently and through Pacey. I have been a childminder for 11 years. I complete record development summaries every term and ask for your input to plan next steps for your child, however small, progressing at the child’s pace and achievable for the individual child. I use my experience and guided by EYFS I determine if (with your permission) that we speak to other professionals for further advice of a possible special need. I follow my inclusion policy and language policy. I have a SEND register. I concentrate on the age guidance in prime and specific areas in EYFS.
- How will early years setting/school/college staff support my child/young person?
I give continuous care to all children building confidence and positive self esteem. I follow my policies and write risk assessments. I write an ‘ all about me’ with you and your child, a record development summary to plan next steps. I ask you to write words to display in my setting in your own language.
- How will the curriculum be matched to my child's/young person's needs?
In my short, medium and long term planning I can assess your child’s next steps and we can plan together using both child and adult led activities.. I display these weekly on my notice board for you to see then I evaluate and then log in learning journeys. We use both playroom and garden daily. The back door is always open and garden is secure.
- 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 write daily diaries, take photos, communicate verbally and support your child through learning journeys. I interact and observe all children; I know where they are in each stage of their development and provide an interesting environment stimulating their interests. I can suggest activities for you to do with your child at home. All concerns are shared firstly with you in confidence. I have a parents and partners policy.
- What support will there be for my child's/young person's overall well being?
I liaise with parents and with your permission, portage, other settings, my Pacey Hants co-ordinator for childminders and Out Reach worker. If hospital appointments are booked I can try to change your child’s days or hours to suit if I have the availability or do a variation. I have had training on behaviour management and include all children in outings, bus rides, taxi rides, train rides, parks etc. Risk assessing at all times. I use high visibility vests with my name and mobile number on. Your child’s safety and well being is my priority and is paramount. I ask the children where/what they would like to go/do and have made communication visual aid books for children to point to or recognise. I have a medication policy, all medicines need to be prescribed by a doctor and a form signed by a parent and myself before and after administration of any medicine. All medicines are kept out of reach and must be signed for at the end of the day re. Returning and dosage given. I am trained in First Aid. I have additional policies, Missing Child, Safeguarding, Inclusion, SEND, Behaviour, Language, sickness and accident and Emergency Evacuation. I support children well throughout transition re. School ready. I train regularly in all areas. I inform you via my newsletters every term of any outings, ask for written permission if going in my friend’s car, in taxis, usage of video or cameras, applying sun cream etc.
- What specialist services and expertise are available at or accessed by the setting/school/college?
have a ChildCare NVQ qualification Level 3 in Early Years Childcare and Education. I am a member of Pacey (Professional Association in Childcare and Early Years. I am an Outstanding childminder since 2008 and a volunteer for my peers as Pacey Local Hampshire Facilitator. I have experience at a pre school as a SENCO and have experience in looking after children with Down syndrome, Global Development Delay, Aspergers, Autism and mind children with English as a second language. I access advise if need be from Pacey Hants co-ordinator and at Services for Young Children.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I read books and access specific training continuously as and when the need arises to ensure that my continuous development and professional knowledge is up to date and correct. I train in Safeguarding Level 4 every three years, revise the EYFS, train in Autism, behaviour management and on any other special need if and when need be. I have trained previously at a pre school in SEN and IEP’s, CAF form and statementing. I have had experience with contacting Portage workers, Children’s Services and Out Reach Workers.
- How will my child/young person be included in activities outside this classroom including school trips?
>I have an inclusion policy, take all children on daily outings, buses, taxis, trains, parks, playgroups, museums, ponds etc. I also have a language policy for families with children with English as a 2nd language. The children all wear high visibility vests with my name and mobile number on. I have a missing child policy and constantly risk assess and supervise. My home is possibly assessable for a wheelchair but usually use a buggy daily, i do have a double and a triple buggy for use though if this will help with getting out and about. Parents can advise me on any favourite places, swimming unfortunately would have to be 1 to 1 with SEND children due to safety but this could be possible if children were on holiday. I risk assess how the outings are safe for all three of the children in my care daily. Parents can advise me on the choice of their preferred car seat.
- How accessible is the setting/school/college environment?
I work in my home , which is a three bedroomed mid-terraced house in Farnborough, Hampshire. I only use some of the ground floor. There is a small step from my path into the front door hallway. A through lounge which is for the use of my family only. Then a playroom (where the children also sleep) leading into a big kitchen with a back door which has a small step into a secure level garden,( I could put a ramp here) with a patio, path and grass. There are two carparks either side of my house and I have a padlocked rear gate that leads into the garden from the carparks and down the back alley. I childmind children with English as a 2nd language and I like to learn a few comfort words in their language. I make SEND visual communication books and know some Makaton sign language. Toys are in reach and rotated with those that are stored in the higher cupboards.
- 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 have a settling in EYFS pack which I complete with the parents at the beginning of a new contract. Settling in sessions are offered and recommended if parent can due to work commitments. A daily diary/communication diary is written in and I encourage parents to contribute to the diary. I email my policies to parents before contracts are signed. I have permission forms to be signed, I complete transition forms, parent liaison forms and copy the pre schools and schools. I ask for a child’s record form to be initially completed with all information of your child including details of your child’s likes and dislikes, fears etc. I complete Learning Journeys, take photos and videos and I hold parents evening to show you your child’s journals to you. I make the visual communication books of photos of your child’s shoes, lunchbox, drink, coat etc.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
I provide the Government funded Early Years Education places for 2,3 and 4 year olds. This is a maximum of 15 hours per term week. Additional funding can be claimed for children with SEND. I can offer the stretched EYE offer also which is spread over the school holidays also. I can implement the specialist equipment if required through other professional, portage etc. I will work with parents to discuss the options
- How is the decision made about what type and how much support my child/young person will receive?
I will liaise with my Pacey Hants, co-ordinator and/or outreach worker, regarding the type of support needed for your child and if I can offer this whilst caring for the other children in my setting. I write two year olds checks, IEP’s, include children with SEND on my SEND register and complete a Record Development Summary every term and complete written next steps. I will discuss your child’s development at least twice a year, in parents evenings and any additional times that parents request/require or when I feel it’s needed.
- How are parents involved in the setting/school/college? How can I be involved?
I have a SEND questionnaire for parents. One parent has kindly completed this for me and I have filed this.