Family Information and Services Hub
Local Offer

Yvonne Tate - Childminder - 112963

Offering services to:
  • Children 0-5
  • Secondary school aged children
  • Primary school aged children
Supporting people with:
  • Education, training and development
Carescheme type:
  • Childminder

Registered Childminder 

Who to contact

023 92342695 023 92342695

Where to go



View PO12 on a map


Age group - 0 - 12: 4.4 per hour


Age Ranges
5 to 8 years
0 to 5 years
No wheelchair access

Inclusion Information

Wheelchair access
Special Needs provision
Special Needs Experience
Visual impairment
Hearing Difficulties
Provision for special dietary needs
Can make special cultural provisions

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 06:00 19:00
Tuesday 06:00 19:00
Wednesday 06:00 19:00
Thursday 06:00 19:00
Friday 06:00 19:00
Role play dressing up
Construction toys
Music time
Messy Play Area
Multicultural Themed Play
Nappy changing facility
Sensory Play
Outdoor Playspace
Songs, Rhymes and Music
Sleeping Area
Outdoor Play
Treasure baskets
Private Changing Area
Visit & Outings
Walks to local park etc
Baby toys
Arts & Crafts
Both indoor and outdoor activities
Internet Connection
Quiet Area
Water play
House based activities
Books & Storytelling
Wendy House

School Pickups

Does offer school pickups

"St John's

Local Offer

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

* As a lone practitioner I work closely with all the children within my setting to ensure they feel supported whilst they are away from home. I concentrate on their strengths to boost their self-esteem/worth and build their self-confidence. This helps the child feel secure both emotionally and physically. * Before a child attends my setting I give out an “All About Me” form which focuses on their strengths, interests, home life and areas of development. * I liaise and involve parents continuously and offer play and stay sessions and coffee mornings. * I offer support and sharing of information at the start and end of each session and if I am unavailable to answer longer or personal queries then I offer face to face meetings or telephone calls at the parent’s convenience. * I follow my policies and procedures which include Health and safety, Behaviour, Confidentiality and Risk Assessment.

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

*I recognise that each child is an individual and observations are taken then my planning is built up around child led activity and I offer guidance to reach their next steps. *I use [ Early Years Foundation Stage] curriculum as a guide. *I use children’s interests and preferences to stimulate and encourage their participation. *I encourage and give them the opportunity to explore and investigate whilst ensuring safety. Both indoors, outdoors and on excursions away from the setting. * Observations are taken and an assessment is made which allows any adult led planning to be tailored to the individual child’s developmental needs rather than their age.

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 observe all children during play which enables me to cater for individual needs to help them to move ahead with their learning. I share and concerns or information through daily conversations, daily diaries and their individual learning journals. These journals contain observations, next steps and development tracking as well as photos to share their experiences. * If I have any concerns after permission from the parents/carers I have support from Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or would seek advice from other professionals. * I am happy to share resources from the setting. * I uphold my “Working with Parents” policy which the Parent Welcome Pack has a copy in. * I recognise that parents are their children’s first educators. * Should English not be a child’s first language I will work with other professionals to access resources to support the child in my setting. * My setting has a range of resources which are age related or support the development stages. This includes no print/large print books, welcome poster in different languages, flash cards, audio books, sensory bottles and garden.

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

* I am responsible for the child’s overall safety and security both emotionally and physically during their time in my care. * I work from my behaviour policy included in the Parent Welcome Pack * House Rules Posters are adhered to which promotes respect and kindness. * I am first aid trained and I re-take a full 12 hour course every 3 years * All medication is stored securely and as directed on the container and an accident and incident book is kept and signed by parents. * I constantly risk assess and copies are available. I also include children in these risk assessments to encourage their own ability to see and react to risks. * I have undertaken level 3 in safeguarding and renew the level 3 every 3 years. * Written permissions are sought for outings and use of cameras. * I have numerous polices which are included in the Parents welcome Pack which include safeguarding, illness and food and drink. * My safeguarding policy includes mobile phones, cameras and laptops etc. which explain that all phones etc are either turned off or kept in handbags/pockets. Should any outside agency require use of a laptop/phone these may only be set up in a room away from any children. * Both myself and my daughter have had a Criminal Records Bureau check. * All my policies are renewed every year or after any relevant training. * I maintain an inclusive service.

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

* I have worked with many multi agencies in my 20 years’ experience of working with children. I have worked with and incorporated planning from Paediatricians, Surgical Paediatricians, Speech and Language Therapists/assistants, Portage, GP’s, Craniologists, Health Visitors and Paediatric Rheumatologist. * I can access advice from Special Educational Needs Co-ordinator via my PACEY co-ordinator, the Local Authority or from specific professionals

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

* I am currently working alongside parents and numerous multi-agencies. * Training is accessed to meet the individual needs and has in the past included Makaton level 1 and 2 and PACEY introduction to Children Diagnosed with Autism Spectrum Disorder. * I am currently finishing my Level 3 childcare qualification. * I am very happy to learn from parents and outside agencies any specific skills to support all children. * I am first aid trained.

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

>* As a professional childcare provider I offer an inclusive service which is naturally extended to all activities outside too. * When planning any outdoor activity or outing I welcome parents input and advice. * All outings are risk assessed and take into consideration the children attending the setting as well as child to adult ratios. * Outings are planned with all the children’s needs and interests taken into account. * The garden in the setting includes a mark marking area, tuff tray for messy play, sound making and a small area for planting which includes plants to stimulate the sense of smell and has a spider frame, bird feeder and lady bird house. There is balance equipment and bike to stimulate both fine and gross motor skills. The idea of the garden is to promote the use of all senses.

How accessible is the setting/school/college enviroment?

I work from home in a mid-terraced 2 up 2 down. I have recently widened my gate for wheelchair access however there is a slightly higher step into the garden and my door is not wide enough to allow wheelchair access. I have waterproof storage for equipment as my front door is rather thin and has a small step into the porch and second door. My downstairs is on one level and has a walkway from lounge/reading area to play area to kitchen and bathroom. The back door has a small step out to the garden and has recently been updated to one level and is safe and secure.

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 ensure that each new child has the time to settle into the routines by offering visits to ensure they are comfortable with other children as well as the daily routines we have in place. This also gives them the opportunity to make friends with the other children as well as myself. * I supply an “all about me” book for parents to fill in. This teaches me any phrases, sleep times, allergies, medication, likes, dislikes, fears, needs and comforters. * I do a starting point on each child and do term reviews which is included in Transitions forms to share with schools etc. * I also offer home visits so I can see the child’s routines to ensure continuous care. * I supply a Parent pack with copies of all my policies and procedures, my childcare register requirements, an EYFS Parent Guide and details of my family. * I encourage children to talk about the changes that transitions can cause and being scared or concerned is ok. Photos or routines for the new settings are encouraged to be shared. With permission I work closely with other settings to ensure all information is shared to enable the child to feel secure. I have a close work bond with local schools and take children into the rooms, assemblies and playgrounds to get the children used to the journey, set up and the new sounds and smells of the setting.

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 funded places for 2 and 3-4 year olds which is a maximum of 15 hours per week. I am also applying to be a part of thr Early Implementation of the free 30 hour funding. * I will work with parents to ensure that any specialist equipment that is needed is identified and works alongside any other agency working with the family.

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

* I will talk to the parents and observe the children to ensure early intervention. If additional support is needed once parental permission is granted I will either contact other professionals or signpost available help. * Where appropriate the 2 year check and end of term written reviews will also ensure early intervention. * If further advice is required I will, with permission contact my PACEY co-ordinator for advice.

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

Parents are spoken to at the beginning and end of each day to enable information sharing. There are stay and play sessions for mums and dads and coffee mornings at request. Daily diaries for under 2’s and learning journals with starting points, development tracking, next steps and written end of term reviews have sections for parent comments. Parent and child questionnaires every six months and surveys are also supplied alongside face to face private evening meetings on request. With permission photos are sent of any wow moments

Offering services to:
  • Children 0-5
  • Secondary school aged children
  • Primary school aged children
Supporting people with:
  • Education, training and development
Carescheme type:
  • Childminder


Save to shortlist

Last Updated: 25 July 2023

Go back to top