Daley, Debra Jane
Who to contact
- 02392 347356
Where to go
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 28/01/2020 Inspection (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
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
By making sure I have as much information on the child when they start with me. By working closely with parents and other professionals. By ongoing assessments, observations and developments.
- 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 the child's development. This is based on each individual child's own strengths and needs using observations to monitor what stage they are at. All planning takes into consideration that child's interests and preferences to encourage their interests and preferences.
- 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?
As a parent/carer information will be exchanged on a daily basis through discussion, daily diaries and individual learning journals which contain observations and assessments. I use photos in their journals to support evidence and a way of sharing your child's time in my setting.
- What support will there be for my child's/young person's overall well being?
I risk asses my setting and the environment I take your child into constantly. I am paediatric first aid trained. I have a full range of policies including safeguarding, sickness, inclusion, health and safety and accident. Medication is stored as directed. Administration of medicine is recorded and signed by myself and parents. All policies are reviewed annually and I training is ongoing. Safeguarding and first aid is updated every 3 years.
- What specialist services and expertise are available at or accessed by the setting/school/college?
can access advise from Special Educational Needs Co-Ordinator (SENCO) via my Professional Association for Childcare and Early Years (PACEY)co-ordinate or from specific professionals.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I undertake training as is needed or available. If specific training is needed for an individual child, I am willing to undertake it. I have a Cache Level 3 and an NVQ Level 3.I update first aid and safeguarding every 3 years. I also have BSL (British Sign Language) Stage 1.
- How will my child/young person be included in activities outside this classroom including school trips?
>I have an inclusive service that takes into consideration when planning outings outside my setting. Before an outing I make sure I have knowledge concerning your child's individual needs. All trips are risk assessed taking into consideration all children in my care.
- How accessible is the setting/school/college environment?
I work from a semi-detached chalet bungalow with private parking at the front and rear of house. There is a continuous drive/path (brick paved) with no steps up to my front door (on side of house) and back door (side of house).The access is wide. A small ramp over the threshold of back door takes you into my open planned kitchen / conservatory (no steps and all on one flat level surface).My bathroom/toilet is on ground level and easily accessed.
- 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?
After an initial meeting with parents and the accepting a place for their child, they will be given copies of policies and permission forms to sign. I also ask them to fill out an 'All about Me' (booklet to give me information of their child) this gives me a good start to knowing about their child. We will arrange settling visits for the child to get used to me, other children I care for and the setting itself to familiarise them. I discuss the learning journals and explain this is so they and other settings the child may attend or go on to later know exactly where the child is developmentally, this ensures continuity of care.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
In my service I can provide Government funding for eligible 2yr olds and all 3&4 year olds (www.gov.uk/free-early-education) Additional funding can be claimed for children with special educational needs (SEN).
- How is the decision made about what type and how much support my child/young person will receive?
The decision is made following discussions with the parent and after observations and assessments that I undertake. Other professionals / carers input would also be taken into consideration. All of this will then be discussed with my PACEY co- ordination to ensure all support is in place for the child.
- How are parents involved in the setting/school/college? How can I be involved?
I have a 'Working in Partnership With Parents policy. Parents are consulted and kept up to date with their child's progress and care. I ask them for their input into activities/ideas that extends their child's individual interests. I ask all parents to work with me on their learning journals and contribute to them if they would like to.