I provide a safe and secure environment for children, where they can learn, develop and grow.
Who to contact
Where to go
- Accessible changing, Secure environment
- 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 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 17:00
Visit & Outings
Messy Play Area
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 04/05/2016 Inspection (Early Years Register) Outstanding
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - 0 - 5: 4.5 per hour. Age group - 0 - 12: 4 per hour
- 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
- How will early years setting/school/college staff support my child/young person?
As your child's childcare provider I will support your child if they need extra help by communicating with parents so that care is consistent in both home life and my setting. If required, I will look into training to enhance the care I can give to your child. Activities and outings will be adapted so that your child can take part. If needed, an action plan will be agreed with parents which will be reviewed regular intervals. Communication between myself - parent / carer - other professionals is paramount to support your child. Each child’s progress is documented in a variety of ways:- Learning Journey – which monitors the child’s development consisting of observations, photos and next steps. A termly report is also sent to parents outlining their child’s achievements from the last term and next steps for the following term – allowing parents to comment too. A separate tracker is also filled in once a term which covers all 7 areas of learning of the EYFS. Daily diaries are also sent home each day - outlining what your child has been involved in.
- How will the curriculum be matched to my child's/young person's needs?
As a sole practitioner in my setting, this allows me to be in the best position to monitor each child’s progress and needs on an individual basis.
- 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?
Through documenting and observing the child as mentioned earlier, I am confident that each child will get the best support possible. The most important aspect is communication between myself and parents. The key to successful childcare is a consistent partnership between the childcare practitioner and parent / carer. Through good communication we can ensure that your child gets the best quality care, but also making sure there are no inconsistencies between home life and my setting. I also send home Resource Books – each child has them which enable me to send home resources from my setting linked with their next steps to do at home alongside parents. Parents are able to communicate back through the resource book.
- What support will there be for my child's/young person's overall well being?
Your child’s safety is paramount. My setting is regularly risk assessed and action is taken quickly if required. Risk assessments are also documented. Toys are also regularly checked to ensure they are working and safe to play with. I do regular fire drills with the children, taking them quickly and calmly to the fire point across the road. I take the children on outings regularly, I actively teach children about road safety and stranger danger. We also talk about being healthy, and hygiene in our daily routine.
- What specialist services and expertise are available at or accessed by the setting/school/college?
As a registered early years provider I have the ability to access other professionals for advice or referral if necessary.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I attend regular training events to keep me up to date with current legislation. I ensure that my first aid qualification and my safeguarding training is regularly updated. I have a CPD which is regularly updated too.
- How will my child/young person be included in activities outside this classroom including school trips?
>All children are included in activities outside of my setting. It is important to me that every child feels included and cared for in my setting. If a child in my care has SEND, I will go out of my way to make sure that they are included and activities are adapted to ensure this.
- How accessible is the setting/school/college environment?
I regularly assess my setting for suitability of children. I have a large open plan downstairs which allows free play for the children, including a separate playroom. Accessing the outside is a small step into the enclosed garden which has a large patio and grass area all of which is secured. A selection of play equipment for all abilities is in the garden. I have a downstairs toilet facility for the children to use, which means the children don’t have to navigate the stairs to the upstairs bathroom. My assessments of my setting mean that I regularly adapt and alter layouts such as my playroom so to enhance the quality of my care, creating an enabling environment.
- 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?
As mentioned previously, I offer small taster/settling sessions for your child before he/she joins my setting fully to help ease the stress of the unknown. When a child is nearing school age, by following the EYFS framework, a child transferring from my care to school life will be far less traumatic. This is because the Reception year at school, also follow the EYFS framework. In addition to this, I will liaise with the new setting in how best to make the transition happen with the child’s best interests in mind. I will also talk to the child about going to a new setting, what to expect, doing activities in readiness for the transition.
- 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 Early Years entitlement for 3 and 4 year olds and all eligible 2 year olds. Information can be found [https://www.gov.uk/free-early-education here] I purchase resources which are tailored to the child’s next steps, enhancing their play and learning.
- How is the decision made about what type and how much support my child/young person will receive?
By using the assessments mentioned earlier, a decision will be made when I feel I have all the information needed to make an informed and correct decision. As always, this decision will be made with good communication with the parents/carers and any other relevant professional.
- How are parents involved in the setting/school/college? How can I be involved?
Whilst I try to ensure that I communicate fully with parents/carers, I actively encourage parents to speak to me about anything that may be concerning them about my setting and the childcare I provide.