Who to contact
- 02380 274834
Where to go
- Sensory area, Accessible changing, Secure environment, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing 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
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 24/07/2019 Inspection (Early Years Register) Outstanding
- 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
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
Working alone I give continuous support and reassurance - supporting your child whilst they are away from home. This helps to build confidence and positive self-esteem, meeting the needs of your child both emotionally and physically. I share each child's learning journal with you as a parent on a termly basis, but communicating regularily and you have access through the babydays website to your child's learning journal detailing all photos at any point of day. I also print off a hard copy at the end of each term and keep together with a sample of your child's work being built up over time for you and your child to keep, providing you with any necessary information. On starting at our setting you will complete an all about me form detailing any relevant information on your child, focusing on your child's strengths, areas of development, home life, interests and language which helps to develop any support and transition from home.
- How will the curriculum be matched to my child's/young person's needs?
Planning in our setting is individual to each child and lead by them. Their learning is built around their interests and learning style, with guidance from me and working in partnership with yourselves, the parents, building up appropriate next steps to aid their progression and development, ensuring that each activity is appropriate and the activities are in the area of need, for your child's development. Working within the EYFS (early years foundation stage) curriculum and guidelines. Your child is a unique person. I allow them to explore and investigate, in a rich environment with support, ensuring safety and freedom to build confidence with guidance of knowing I'm close by. One to one observations can be provided. Observations are continuously completed and assessments taking place each term to highlight any areas of development that we can focus on and plan ahead into our next steps. Therefore planning will be addressed within these areas of learning.
- 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?
Every child is unique and have their own individual needs and to cater for this, I observe them during play and evaluate these in order to take their learning forward. Any concerns are shared and discussed with you on a regular basis. If a child is not making progress, as a professional I am able to access further support both from my professional association of childcare and early years (Pacey) co-ordinator, the local authority or seek advise from professionals. Where English is not the child's first language I am able to access resources to help aid and support your child in my provision. My service has a wide range of resources that your child is able to access which are age related or support the developmental stages. This includes large print books, posters in different languages, audio, visual equipment, flash cards, books in different languages and also share and borrow resources from other childminding settings.
- What support will there be for my child's/young person's overall well being?
i am responsible to ensure that your child is safe and secure. This is both physical and emotionally too. I maintain an inclusive setting, my provision is risk assessed before each day to ensure safety. The children help check any broken toys at the end of each day. House rules are set as a team with all of us working together. I am trained in first aid and level 4 safeguarding. All medication is stored in a secure place. A record book is kept detailing all medication and dosages with times given and signed by parents. Both myself and husband have completed CRB checks. My service provides policies including safeguarding/child protection, special needs and equal opportunities/ inclusion. I do not use photographic devices unless all other parents and carers have given their consent.
- What specialist services and expertise are available at or accessed by the setting/school/college?
have a severely disabled sister and have been a support to both my sister and also my parents, my whole life and also worked alongside both adults and children with differing needs since leaving school. I also have a niece with autism. I have a strong network support with other childminders. I can assess further expertise from my professional association of childcare and early years (Pacey) co-ordinator, the local authority or from other professional services.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Training is undertaken regularly to ensure my knowledge is current and up to date, as well as enhancing my professional development as the need arises. I have also completed a degree in education as well as a level 3 in childcare. I have completed several courses including schemas, autism, safeguarding and food hygiene as well as supporting 2 year old children. I am continuously looking at different courses available to me that I am able to access. I am presently looking into montissori training as well as other level 4 courses with the possibility of completing another degree but in early years.
- How will my child/young person be included in activities outside this classroom including school trips?
>When planning any activities or outings which will involve their child, I always seek parent's permission and welcome any parental input or feedback. All areas visited are wheelchair/buggy accessible and risk assessments have been completed where possible prior to the visit. Ensuring all children's needs are met but also evaluated afterwards as to whether I would do things differently on a returning trip. All food is provided by parents but occassionally children have the opportunity to participate in food related experiences, permission is received from parents and any dietary requirements are noted and implemented as required.
- How accessible is the setting/school/college environment?
i work from my home, in a detached property in Chandlers Ford. My home has been updated, as previously it was a bungalow. Therefore access is gained from the front of the property via our driveway. With two steps. Access can be gained to the back of the garden via the side shed that is locked and secured from children with only one small step into the property via a back door. This can be accessed by a wheel chair. The ground floor is used for childminding and there is a downstairs toilet facility with a bath. I have a secure, enclosed rear garden for outside play, I am close to local parks and near several shops and train station at the end of our road. I complete a school run each day to St Swithun Wells Primary School but for my own children only, they come to me and therefore risk assessments not required.
- 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 ask new parents and children to attend settling in sessions before they start. This gives parents the opportunity to meet me and my family, this helps to reassure parents and settles the children before they start. For children starting school our setting in is the same. Primary school teacher will come and meet your child within your home environment and are welcome to visit our provision too. Each child has more than one opportunity to visit their school before their start date.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
I provide government funded early years education for eligible 2 year olds and all 3 and 4 year old children (https://www.gov.uk/free-early-education.) additionally funding can also 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?
I will observe, working in partnership with yourself, make the decision on whether your child would benefit from extra support with additional information from our completed 2 year check. This will be discussed with my professional association of childcare and early years (Pacey) co-ordinator. An individual Education Plan will be devised for your child with your input. This is reviewed over a term to learn what impact the support has had on your child, and what should be put in place next.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are consulted where ever possible and kept up to date with their child's progress and care. You are regularily asked for ideas and opinions for activities to extend your child's individual interests through play. I will ask you as parents to work in partnership with me on your child's learning and development. I have a working with parents policy in place.