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Tibbitts, Melanie


Coronavirus status: OPEN

Who to contact

Contact Name
Melanie Tibbitts
01962 884939

Where to go

Sensory area, Accessible changing, Secure environment, Low stimulus, Disabled parking

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
Tuesday 08:00 18:30
Wednesday 08:00 18:30
Thursday 08:00 18:30

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
20/11/2018Inspection (Early Years Register)Outstanding



Age Ranges
5 to 8 years, 0 to 5 years

Time / Date Details

When is it on
All year round except Childminder's own holidays
Time of day
Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday AM

Local Offer

Local Offer
Local Offer Age Bands
Early Years (0-4 years)
How will early years setting/school/college staff support my child/young person?

• With positive encouragement, as they learn to be pleased with their own efforts as well as achievements. • As a provider I will use observations and assessment to plan for each child’s learning and development with parents using the EYFS as a guide. • I contact other settings the child may attend to encourage sharing of learning and development. • I can give specific specialised support from previous training in my setting (6 units in Portage) contacting other professionals when required • I undertake regular training to keep updated and improve my knowledge in caring and supporting educational needs for children (Inclusion Conference Autism spectrum and social communication needs Feb2015) • I engage in the community by taking the child to local groups and professionals. • Activities are ‘child led’ and built around children’s interests with my guidance to help children meet their individual next steps. • Activities in the home environment and outings allow your child to explore and investigate in a rich environment.

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

• These plans will be designed with the child’s parents with specific goals appropriate to their child’s stage of development. • These plans would be regularly reviewed to record goals/achievements to plan for the child’s future learning. • Each activity session would be made accessible where appropriate for each child’s inclusion.

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 will discuss each child’s development on a daily basis and one to one reviews to discuss the child’s overview for short and long term planning looking at the EYFS outcomes. • These would include meetings with appropriate professionals and the child’s parents sharing plans and ideas to maintain optimum learning and development. • Parents can add to these plans and check observations on a daily basis on my secure monitoring internet system and verbally while looking at the child’s learning and development. • Children often take favourite play and learning activities home to continue their development and personal interest until their next visit. • Children also bring favourite play and learning items to the setting to continue their personal interest in the setting. • I intend to encourage the child and their parents supporting their relationship practically, physically, emotionally and personally within my skill base. • Accessing professional support alongside this. Any concerns are firstly shared with parents and with permission I seek further advice from the Professional Association for Childcare and Early Years (PACEY) coordinator or other relevant professionals.

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

• Setting completed Safeguarding Revisited • I provide a safe and secure home based environment for your child because their overall well-being is of paramount importance. My provision and outings are constantly risk assessed • I have regular updated training • Policies, procedures and processes reviewed as required and at least annually • Paediatric First Aid Certificate • Updated Safe guarding • All adults updated online(DBS) • The children will have specific care ie. Personal, emotional, physical, communication, social, educational, health, creatively, educationally within a family environment with me and within their peer group. • Where the child requires a higher ratio than 1:3 (adult:child) payment can be obtained from other sources to provide 1:1 for specific teaching and support to provide the best for that child. • This can also be accessed in the local community at toddlers and specific classes • Daily diaries provide up to date detailed information and progress with parental feedback opportunity about each child’s individual routines, learning and development. • This is also achieved verbally at drop off and collection times, by text, email etc through out the day. • Healthy eating and Food hygiene level 5

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

• Portage training 6 credits for special educational needs and disabilities. • Experience caring for children with additional needs. • Animal therapy • Healthy eating and home cooked meals • Artistic degree • Accredited Early Years Education Grant approved for 3 and 4 year olds • An approved provider for the 2 year old pilot project in Hampshire October 2012 • CACHE Level 3 certificate in Early Years Foundation stage practice (QCF)(2009) • Environment is safe; security and access in and out of buildings; or how you ensure • People are safe when supported in the community. • Inspected by OFSTED (the government’s main regulator for children’s services) regularly which may be unannounced • Sensory area/session • A full range of complementary activities in the locality • Professional Services designed specifically to their child’s additional needs and at parents request for example, therapists, doctors, physiotherapists, specialist teachers, physiotherapists and extra curricular activities like Music, Sensory, horse riding.

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

• Paediatric First Aid Training • Portage training 6 Credits with special educational needs and disabilities • Artistic Degree(interest in art therapy) • Food Hygiene course • Horse riding • Attended and implemented Specific Speech therapy sessions with a child • Open to more training as required and continually seeking eg (Inclusion Conference Autism spectrum and social communication needs Feb2015)

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

>• Provision to be planned for each child’s specific needs so that they can attend and be included in each activity • Changes to activities, routines, transport, ratios of adult to child, extra equipment, safety procedures, planning so that all children can take part.

How accessible is the setting/school/college environment?

• Home from home natural environment • Front and rear access to door via 2 steps, into sitting room and flight of stairs to upstairs. Sorry we are not able to support children who are wheelchair users at present. • Garden accessed by one step and is mostly level with some grass and paved area for outside activities. • Downstairs and Upstairs toilet • Accessible Parking • Step up into 7 seater people carrier • Secure Environment, visitors book • My service is also delivered out in the Community therefore -access to soft play and other specialised equipment.

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?

• Prepare children positively with planning, discussions, visits to new setting, welcoming atmosphere to parents and child • Regular detailed sharing of information about each child’s learning and development to new settings. • To provide positive information about learning activities, friendship building, media information, meeting teachers and peers

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 Government funded early years education (EYE) for eligible 2 year olds and all 3 and 4 year olds, for a maximum of 15 hours per child per week term time. • Appropriate provision is made for each child according to their specific needs and individual interests are acquired accordingly • Extra equipment, one to one, space, support, information and more

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

• In consultation with parents, childcare professionals, therapists, doctors • According to an agreed regular professional assessment including a 2 year check • Base Line Assessment following the child’s individual learning plan monitoring the child’s ability to be self- motivated in their learning. • Assisting the child and parents encouraging focus on the best learning opportunities for the future of their child

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

• The parents can be involved on a daily basis as their personal circumstances allow. • Parents here often spend time at the beginning or end of the day with their children and join us occasionally on outings. For example ‘Marwell Zoological Park’, Christmas theatre productions • Parents also come for tea and cake at our story sessions each term. We all read and listen to the children encouraging them with early literacy. • Parents can be involved developing friendships with other parents who have children attending my setting and with myself and my family. • Parents come to visit music class and toddlers groups with us • Join us for birthday celebrations • Children take home resources or work they have been doing for continuation at home • Children bring to my setting work or items of interest and learning they have been doing at home

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