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Local Offer

True Emma Louise - Childminder - EY452524

Offering services to:
  • Children 0-5
  • Secondary school aged children
  • Primary school aged children
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Childminder

Who to contact

02380 620737 02380 620737

Where to go



View SO50 on a map


Age Ranges
5 to 8 years
0 to 5 years

Childcare Information

Funded Places

Offers 3 & 4 year old funded places
Offers 2 year old funded places

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 19:00
Tuesday 07:30 19:00
Wednesday 07:30 19:00
Thursday 07:30 19:00
Friday 07:30 19:00

School Pickups

Does offer school pickups

Cherbourg Primary School

Ofsted Information

Ofsted URN
Ofsted Inspection Type
Inspection (Early Years Register)
Ofsted Inspection Date
Ofsted Inspection Outcome

Local Offer

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

As I am the only carer in my setting it is my duty to work closely with each child to support them and meet their needs. Working in a small group with individual children means I can help develop the children’s personal and social needs such as building their self-confidence and helping them to feel both emotionally and physically secure. I work with any professionals involved in each child’s care and follow any advice they may suggest. I may also create an IEP (individual education plan) or behaviour plan should these be recommended. I share children’s learning journals with parents frequently so they can see their child’s development and strengths When starting inn my setting all parents and children are asked to complete an “all about me” form to help me find out more information about the child including interests, home life language and current development

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

Each child is individual so after collecting observations, assessments, notes on children’s interests and my own judgements which I then use these for next steps. I use the EYFS guidelines to aid me in this planning. I also make sure I plan for the child’s stage of development rather than just their age. Activities and experiences are planned around the individual child, their interests, current skills and future development and adapted to suit them, when needed, meaning they learn and progress at their own rate. I make as much of my session times child led as possible so that the children can take the lead in the play and what interests them, developing their own independence at the same time.

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?

How will both you and I know how my child is doing and how will you help me to support my child’s learning? I keep learning journals for each child in the form of an online system that parents have secure access to. Learning journals contain observations and photos and assessments a paper form contains next steps and end of term reviews. Parents can access these documents at any time and I encourage parents to comment and add their own observations of their child to support my own work as they are the main educators in their child’s life. I will discuss daily with you, how your child is doing and any progress made. Termly meetings are based around the child’s development and progress throughout the term also the opportunity to discuss any concerns from either side. Should a child not be making progress then I can communicate with my PACEY (professional association of childcare and early years) coordinator, the local authority or other professionals (all with parental permission). External agencies involved with your child are able to visit my setting at any time should they wish to observe or work with the child. Daily diaries are written to share important and useful information from both myself to parents and vice versa. My setting has a range of resources that are accessible to the children that are age and stage appropriate.

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

Each child’s well-being is of great importance to me as I responsible for both their physical and emotional security. I have up to date First aid training and have a fully stocked first aid box and a travel bag for outings both are checked regularly to make sure all contents are in date and fully useable. I have medication form for parents to complete for short or long term medications and am happy to administer those as required. All medications are kept in a safe place as directed and away from children. I have been trained in using epipen’s. I risk assess my setting and any other places we attend before during and after to make sure they are safe for all children of all ages and stages to use. I ensure all equipment is kept clean and in good working condition. Myself, my husband and my mother (who visits my children regularly) are fully CRB (criminal record bureau) checked and also any regular visitors are asked to sign in to a visitor’s log. I have been trained at level 3 safeguarding and am in the process of upgrading that to level 4. I have a range of policies in my setting including behaviour, safeguarding, medication, sickness, health and safety, risk assessment and equal opportunities/inclusion. I obtain written permission for outings, emergency medical care and the use of photographic equipment.

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

have access to a range of services including PROSPECTS coordinators and local authority advice should I require any specialist support. In the past I have worked with speech therapists and outreach workers and am happy to work alongside any other professionals involved with a child’s care. I have a wide supportive network of childminding colleagues who are available to offer a wealth of knowledge and experience who I meet with regularly

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

I attend training as regularly as possible and am always keen to keep my knowledge up to date. I am always willing to learn and happy to learn specific skills to do with individual children’s needs as required. I am first aid trained and also hold a diploma in childcare and education and a level 4 NVQ in childcare and management. I am also trained to an advanced level in Makaton.

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

>I always ensure that any places we are visiting are appropriate for the children in my care. I risk assess all settings, in advance where possible. I also carry a first aid kit with me at all times and emergency contact details in my diary for myself and each child.

How accessible is the setting/school/college enviroment?

As I work from my terraced house in Eastleigh it has a couple of small steps from the pavement to my front door and a steps into my house itself. I have an open plan living dining area and downstairs toilet facilities but most door ways are not wide enough for a full sized wheelchair. I have a secure rear garden that has some shingle paths laid with pathing slabs, I also have a patio area and a small amount of lawn.

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 encourage parents to bring the child to our first meeting to discuss their needs (parents and child’s) so the child can feel secure about our relationship as their carers before starting. I would then offer settling visits for your child prior these should be attended with parents then eased into parent free time all dependent on each child’s individual needs. When moving onto a new setting e.g. preschool or primary school I am happy to accommodate staff wishing to visit the child in their current setting. I will also with parental permission share any learning journals and transition form with these settings.

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

My setting provides government funded early education year’s places for 2, 3 and 4 year olds for up to 15 hours a week. Additional funding can be obtained for children with special educational needs (SEN). If any additional resources are required I will work with parents to identify and obtain these.

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

Following observations and discussions with parents I will be able to decide what extra support may be needed. I also have end of term reviews and 2 year old progress checks to assist. I would discuss this information with my pacey coordinator (with parental permission) to help me to move on with what I need to put in place.

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

Parents are continually consulted as the main care givers and educators. With time each day to talk and daily diaries for a means of 2 way communication. I encourage parental involvement in all aspects of my setting as this is beneficial to each child and our working relationship.

Offering services to:
  • Children 0-5
  • Secondary school aged children
  • Primary school aged children
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Childminder


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Last Updated: 18 October 2023

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