Skip to main content
Family Information and Services Hub

Sandra Louise Davis - Childminder EY280740


Who to contact

02392 553088

Where to go

Secure environment, Accessible toilets

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 07:30 17:30
Tuesday 07:30 17:30
Wednesday 07:30 17:30
Thursday 07:30 17:30
Friday 07:30 17:30
Visit & Outings
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play

School Pickups

Offers pickups
Lee-on-the-Solent Junior School

Inclusion Information

Special Needs

Has Provision
Experience with
Physical impairment
Medical Needs
Challenging Behaviour
Social development impairment
Language impairment



Age group - 0-11: 4 per hour


Age Ranges
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Local Offer

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

I would personally provide continuous care and support for your child, working as an extension of yourselves. I believe strongly in working in partnership with parents/carers and other relevant professionals to deliver consistent and tailor made provision. The child’s learning journal, which include observations and photos, is updated and taken home weekly to keep you fully informed and provide reassurance that progress is being made at a suitable pace. In my personalised planning, as well as catering for their individual needs, I always take into account your child’s preferred way of learning and their interests and strengths. I feel it is extremely important to offer a cosy, nurturing ‘home from home’ setting to support your child’s emotional development.

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

I follow the Early Years Foundation Stage curriculum. The child’s termly reports will detail where they’re at and identify next steps. These next steps are fed into my weekly planning sheets. I plan suitable experiences and activities to cater for every child’s specific needs, always taking into account their interests and preferences. I have an extensive range of interesting resources to cater for all levels of development and cover many interests. I also regularly access local groups and children’s centres, as well as libraries and museums, to seek any additional support and provide variety and social interaction. I follow my procedures in various policies, including Special Needs, Inclusion and Risk Assessment policies.

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?

Parents contribute to and are given a copy of termly reports and these are kept in their Learning Journal folders for easy reference. Learning Journals are updated and taken home every week so parents/carers are fully up to date with their child’s activities and progress. Parent Comment Sheets are kept in the folder so parents can make written comments - voice concerns, detail achievements and request specific activities. There is also always opportunity to chat at dropping off and picking up time or by email, phone call or text at other times. I can lend resources for use at home; suggest activities to do at home and signpost you to other services to help support you as a family. I often print out and insert in Learning Journals specific information for parents about an area of concern. I also give parents/carers links to relevant websites or organisations which could support their child’s learning. I have an academic background, ability and interest in languages and am happy to support a child who has English as an Additional Language. If your child has a specific need that I haven’t prior knowledge or experience of, I would be happy to attend a relevant course or research and seek advice on how best to cater for your child’s specific needs.

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

I have many policies and procedures supporting children’s wellbeing, including Child Protection, Safeguarding, Behaviour, Risk Assessment, Accident and Emergency, Health and Safety, Hygiene and Medicine Policies. All policies are reviewed annually or as required. My provision is continually risk assessed and the children have helped to make simple house rules. I praise positive behaviour and address all behavioural concerns. We have regular fire drills and store medication in a secure place. Any medicine given is recorded correctly. I have a Healthy Eating policy, encouraging healthy food choices and ensure that children have regular exercise and fresh air. I have attended Level 4 Safeguarding, Health and Safety and Food Hygiene courses and have a valid paediatric first Aid certificate. My own children and I have been CRB checked. I offer a learning environment which is ‘as safe as necessary’, fostering a ‘can do’ mentality with full support and supervision. My playroom is comfortable and relaxing with direct access to a secure enclosed garden. I aim to support a child’s emotional development, especially to enhance their self-confidence and self-esteem, making them feel valued and included.

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

have experience of working with other professionals, including speech therapists, social workers, health visitors, portage and physiotherapists. I am aware of what services are available and how to access them. I am prepared to follow professional advice and seek it if I have queries. I have backing from a good support network of experienced childminders and also the Professional Association for Childcare and Early Years (PACEY). I have previously worked for Leonard Cheshire as a carer for adults and children with physical and/or learning difficulties; as a volunteer play worker in a special needs nursery setting and had various placements through an employment agency at a special needs school and pre-school. I have childminded several children with additional needs, including autism. I have been trained and registered as a Short Break Carer and received a referral with a local family.

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

I have attended numerous specialist courses and conferences over the years – including Makaton (to level 4), manual handling, child psychology, disability equality, special needs awareness, autism, PECS, CAF (Common Assessment Framework); ‘Keep on Talking’ (communication) and Short Break training. I am happy to attend any further training to enhance my service. I have a language degree, Level 3 Certificate in Childminding Practice and gained Early Years Professional Status at Portsmouth University.

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

>I follow my relevant policies, particularly Inclusion and Special Needs policies. I conduct comprehensive risk assessments beforehand and continually during the session, taking into account the specific needs of your child. I would seek to buy or borrow any specialist equipment which would enable me to offer an inclusive service outside the setting. All groups and areas currently frequented are wheelchair/pushchair accessible.

How accessible is the setting/school/college environment?

My home is detached and access to the house from the front drive is on one level. All childminding activity occurs downstairs on one level, including the playroom and kitchen/diner. There is one step down into the small cloakroom. There are 2 steps down to the rear garden from the playroom and also from the kitchen door to the side passage. The rear garden is all one level and includes a patio. Outside parking for parents/carers is easy and the setting is close to the beach (ramp access), library, a playground and local shops. From September 2014 I do a daily afterschool pick up from Rowner Infant 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?

I have a settling in period, including session(s) prior to the start date. I make sure I get to know the family and seek as much information as possible about your child, particularly their likes, dislikes and specific needs. I always ensure that favourite resources are readily available when a child enters the setting each time to ease them into the session securely. I encourage family photos to be displayed in my setting and any toys or comforters from home brought in for continuity. As regards children moving on to school, I like to visit the school with the child and yourselves to meet the Reception teacher. They are welcome to visit my setting and with your permission I give them a copy of the child’s report which is completed during the final summer term. Transitions to other settings are supported in a similar manner. I like to keep in touch with families that leave my setting completely and this also helps the child to move environments without becoming too unsettled.

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 olds for a maximum of 15 hours per week during term time. Additional funding could also be accessed for children with special needs. I would work with you to identify and access any necessary specialist equipment that I don’t currently have. I have many resources, especially sensory toys, in my setting. All toys are accessible and visible and many areas have Makaton labels to aid selection.

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 and if the need for additional support is identified in discussion with yourself, I would develop an Individual Education Plan (IEP) which I would regularly monitor and review its impact to determine the next steps. I would discuss with my PACEY co-ordinator whether extra support is appropriate and take the necessary steps to help to secure this.

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

I have a ‘Working in Partnership with Parents’ policy in place. Parents/carers are kept up to date with activities and progress through the child’s Learning Journal which goes home weekly. I also complete a Daily Diary sheet outlining food, drink, toileting, nap details etc. Parents/carers can complete comment sheets with concerns, information or suggestions. Parents/carers contribute towards the termly reports and can discuss concerns with me at any time. Parents/carers can receive, where required, my support to enhance their home learning environment and can borrow resources, or even lend their own unique resources to the setting.

Back to top