Who to contact
- Contact Name
- Melanie Tibbitts
- 01962 884939
Where to go
- Sensory area, Accessible changing, Secure environment, Low stimulus, Disabled parking
- 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 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 20/11/2018 Inspection (Early Years Register) Outstanding
- Age Ranges
- 0 to 12 years
Time / Date Details
- When is it on
- All year round except Childminder's own holidays
- Time of day
- Session Information
30 hours per week
Tuesday, Wednesday, Thursday
Approximately 48 weeks per year
- 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