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Gelman, Donna

Childminder

Coronavirus status: OPEN
Coronavirus status: OPEN
We are a very 'outdoors' setting spending our time largely in country parks and woodland. We encompass childrens interests and fun learning into our day. The setting is calm and relaxed with an emphasis on good positive relationships and developing skills for well being. Rated 'outstanding' March 2015 and November 2019.

Who to contact

Telephone
02380 260958

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
All Year
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00
Facilities
Visit & Outings
Pets
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
27/11/2019Inspection (Early Years Register)Outstanding

Inclusion Information

Cultural Provisions

Has Provision
Yes
Details
Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness

Costs

Costs

Details
Age group - Costs Ages 0 - 7: 5 per hour

Availability

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 AM

Local Offer

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

When starting at my setting, an ‘all about me’ form is completed to give a detailed insight into your child’s abilities, interests and development. A shorter version is completed termly to allow continued information exchange and consistency with home and my setting. As the only carer at my setting, it is my responsibility to ensure the physical and emotional needs of your child are met. I give careful thought to the planning at the setting to ensure every child is included and each will flourish and develop to reach their full potential both emotionally and physically. I encourage the child to be individual and independent within their capabilities. This in turn promotes positive self esteem and self confidence as well as a ‘can do’ attitude.

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

I create a term plan with themes relevant to the seasons, celebrations or topics of interest to the children. All planned activities are child led and extensions to the planning are added as the children engage. Within the topics, I use the children’s next steps to personalise the learning experience and develop an identified area of need. I monitor the children’s learning and development by using the Early Years Foundation Stage (EYFS) as a guide and the Babysdays Software package to record my observations. This helps me to identify areas where more support may be needed and new next steps created. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

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?

The babysdays package I use will be updated daily and you will be given a personal access password to your child’s records on the system. You can access the records at any point from a computer, tablet or smartphone. Additionally, I will communicate any concerns directly on a regular basis. If I have any concerns, I can access further support from the Professional Association of Childcare and Early Years (PACEY), the Services for Young Children (SFYC) or I can approach other professionals. I can access various resources from these professionals and also use local childminder support groups to borrow items.

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

As a childcare professional, I provide an inclusive service that aims to promote the well-being of your child. Your child will be cared for in a safe, secure environment that is risk assessed on a daily basis. Additionally, a termly risk assessment is carried out on the whole setting and recorded on babysdays. When out and about, a risk assessment will also be carried out to ensure safety is maintained. Within the setting, all occupants over 16 are CRB checked. I have attended Safeguarding training to Level 4 and am First Aid trained. All medicines are held securely and out of reach of children. All medicines administered will require written permission and the details of the administration will be recorded. Parents are required to sign the settings policies and permissions when a child starts at the setting. This includes safeguarding, special needs, Inclusion/Equal Opportunities policies and permission to take photographs and where these can be used/stored.

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

have cared for adults with learning difficulties or disabilities/illnesses in a care working capacity. This work included assistance with use of walking frames, hoists and changing catheter bags as well as personal care. I have current experience of children with eczema, allergies to nuts, animals and pollen. I have previous experience of working with a child with a gluten intolerance. I have regular training in the use of an epipen. I have worked with strategies provided by a speech therapist (via parents) for a child currently in my care. If I have need additional support, I can access this from the Professional Association of Childcare and Early Years (PACEY), the Services for Young Children (SFYC) or I can approach other professionals.

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

I have current First Aid and Safeguarding Training and have completed a CACHE level 3 Diploma in Home Based Childcare. I regularly undertake training to enhance my professional development and am happy to attend specialised training should I not already have done so.

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

>All activities and outings will be risk assessed to ensure that the well-being of all children is maintained. Each child will be considered in the planning of an outing or activity to ensure all children are included and their individual needs are met. I regularly send questionnaires to seek ideas and opinions/ ideas for improvement. Parental involvement at my setting is valued highly.

How accessible is the setting/school/college environment?

My house is a detached home in Chandlers Ford. There is a parking bay immediately outside. The entrance porch has a small ‘lip’ to the tiled surface and then there is a step up into the house. I do not have specific wheelchair access but within the home, the laminate flooring and width of the doorways should be beneficial. From the dining area and kitchen, the rear decking can be reached again with a small ‘lip’ to the different flooring levels. The decked area can be gated off from the grassed area to allow ‘free flow’ of indoors to out in suitable conditions. There is a step down onto the grassed area. The garden is then flat throughout and of course, secure. Within the home,all childcare is carried out downstairs. There is a downstairs cloakroom. I drive a 7 seater car and use this for school runs twice daily to Scantabout School.

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?

All families are encouraged to visit several times before a child starts at the setting. This provides a chance for children to familiarise themselves with the surroundings, meet family members and other children. Trial hours are encouraged to ease children in gently with being left at the setting. When children progress to new settings/primary school, I work in partnership to ensure continuation of care is maintained. With parental permission, I provide a developmental summary to schools and other settings.

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

I am registered to claim funding for all eligible 2, 3 and 4 year olds. I can also access funding if children have special educational needs (SEN). https://www.gov.uk/free-early-education

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

From the observations and records I maintain and assessment at aged 2, I can identify if additional support may be needed. With discussion, we can approach the Professional Association of Childcarers and Early Years (PACEY) co-ordinator to access other services.

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

Regular communication both verbal and written is a strong feature at my setting and I am always happy to discuss any aspect of your child’s learning and development. Parents are encouraged to add observations, next steps, diary comments and photographs to their child’s online learning journal. Regular questionnaires are created to ask for specific and general information and ideas.

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