Skip to main content
Family Information and Services Hub

Tracey Louise Chumley


Coronavirus status:

I am in walking distance of the beach, many various parks, providing a secure home from home environment. I make regular visits to the beach, various parks, library, farm and play-centres.

Who to contact

Contact Name
Tracey Louise Chumley
Contact Position
07810 482271

Where to go

PO13 8GN

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 07:00 18:00
Tuesday 07:00 17:00
Wednesday 07:00 17:00
Thursday 07:00 18:00
Friday 07:00 13:00
Visit & Outings
Car Parking
Messy Play Area
Outdoor Play

School Pickups

Offers pickups
Gomer Infant School
I do a school run to Gomer Infant and Junior School every day

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
22/07/2019Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Caters for children with special needs. Hearing difficulties



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
All year round
Weekday All Day

Local Offer

Local Offer
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
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 have experience with sign language and hearing difficulties

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

I believe in offering a home from home environment to support your child's emotional development.  Activities are child led and built around a child's interests and preferred way of learning, with guidance and planning from me to enable them to meet their next individual stage of learning.  Working in partnership with parents/carers and other relevant professionals and preschool settings to deliver consistent provision from all.  Each child has a daily diary to keep you updated on a daily basis of their progress and a learning journal which is updated termly including observations and photos to keep you fully informed and records their progress in line with the EYFS.  I visit local groups and schools with the community and am continually updating my own knowledge through regular training.

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

Using the EYFS as a guide when updating a child's learning journal, I am able to identify where they are currently at and hence what their next steps in learning are.  I use this in my planning to organise suitable activities for each child, taking into account their current interests.  I do this through accessing local groups, children's centres and libraries to seek any additional support and provide a variety of social interactions that will benefit each child.  I record their achievements and learning In their journal and encourage parents/carers feedback. I work within my inclusion and risk assessment policies alongside.

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 discuss on a daily basis at drop off or pickup times any concerns from me or parents verbally and parents are also encouraged to give written feedback in a child's daily diary and in their termly journal on the parents comment sheet. Any concerns, request for a certain activity or achievements are encouraged.  Children are encouraged to bring any favourite play activities to my setting and also to take home any favourite activities such as books on a regular basis to continue a child's learning and development.  I also pass onto parents/carers any specific links to websites or organisations that could help support their child's learning.  If your child has a specific need that I have not got prior knowledge or experience in, then I would be happy to attend a relevant course or seek further advice.

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

I have a number of policies and procedures in place which include the administration of medicines which are kept in a secure place and documented for parents/carers to see and sign for each day.  My provision and outings are continually risk assessed and policies reviewed annually or as required.  I provide a safe and secure environment with an enclosed garden for children to access.  I complete annual safeguarding training and updates and paediatric first aid training is reviewed every three years as required and regular food hygiene training.  All adults in my setting have any criminal records checked(CRB).  I support each child's emotional development through enhancing their self-confidence and self-esteem making them feel valued and included in my setting with a positive can do attitude to all.  I encourage healthy eating food choices and ensure that all children have regular exercise and fresh air.

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

I have a Level 3 NVQ Diploma for the Children and Young Peoples Workforce (Early Learning and Childcare Pathway) April 2014.  I am inspected by OFSTED (Governments regulator for Children's Services) regularly. I am also a member of PACEY (Professional association for childcare and early years) where I can access any specialist services and expertise and support as required, in conjunction with parents requests for any specialist services eg doctors, therapists, specialist teachers.

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

Paediatric First Aid Training and Little Bear Baby Signing Childminder's Training workshop. Have experience of my own child with hearing difficulties.

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

I will plan and make any necessary changes using my relevant policies to make sure that a child can be included in the activity, having risk assessed the activity beforehand and through the course of the activity, taking into account the specific needs of the child to make sure they are safe at all times.  If I needed to borrow any other equipment to enable me to offer an inclusive service outside my setting, then I would do this.  All groups and activities that I currently visit are wheelchair/pushchair accessible.

How accessible is the setting/school/college environment?

Home from home secure environment with entrance through my front door on one level.  Access into my lounge/play area and kitchen diner and downstairs toilet are all on one level. One step down into my garden or alternatively accessible through garden gate which is on one level.   Have step down through back door to access my 9 seater car which I use for my school run to Gomer Infant and Junior schools daily.  Outside parking for parents with ramp up to pavement at the end of my drive.

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 period and planned sessions before a child starts in my setting to enable them to feel comfortable and find out as much information about a child's likes/dislikes and any specific needs and comforts.  I ensure favourite resources are readily available when a child arrives to help ease them in gently.  When a child is moving onto school, I like to visit the school with the child and will happily meet the their teacher and give a copy of the child's learning journal report to the teacher with parental permission.  I would follow the same procedure for a transition to another setting eg preschool.

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 for eligible 2, 3 and 4 year old's up to a maximum of 30 hours per week during term time.  Additional funding can also be accessed for children with special needs.  I would work with each parent to identify any necessary specialist equipment in line with the child's individual needs and interests.

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

I would assess the developmental level of your child in all areas within their 2 year check and if the need for additional support is identified in discussion with yourselves, then I would create an individual education plan to monitor and review its impact to identify their next steps.  I would also consult with PACEY professionals for relevant next steps and accessing the right help.

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

Parents are involved on a daily basis where a chat at the beginning or end of the day about the child's daily activities are discussed.  The daily diary supports parents who have limited time to discuss over the doorstep and know they can contact me later by email or text as required.  Parental comments are encouraged to be recorded in the daily diary and the child's termly journal.  Children can take favourite learning material home, pictures are sent home that children have created and can be continued at home and books are regularly taken home that the child has chosen themselves at the library. In turn each child is encouraged to bring a favourite learning item from home to use in my setting.

Back to top