Bridget Turski - Childminder 113053
Who to contact
- 023 80616498
Where to go
- SO50 4QN
- 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 18:30 Friday 07:00 18:00
- How will early years setting/school/college staff support my child/young person?
Being the sole provider of care and education in my setting I provide a home-from-home environment where each child is happy and feels safe and loved. I always consider their individual interests, likes and dislikes and am able to ensure they receive the continuity of care necessary to help build confidence and self-esteem. Individual Learning Journals record, in both written form and pictures, the observations and assessments carried out to assess the progress, strengths, weaknesses, needs and preferred method of learning of each child and are available for parents/carers at any time and sent home at the end of each term;together with a Daily Diary – a two-way communication system providing information about daily events and any concerns I or the parents may wish to discuss, enables me to work in partnership with parents, carers and other professionals to identify the type of support that may be needed
- How will the curriculum be matched to my child's/young person's needs?
Following regular observations and assessments I provide an extensive range of resources to individually plan activities and experiences to suit the interests, home language, culture and stage of development for each child. Using the Early Years Foundation Stage Curriculum, planning will always involve both child and adult led activities to stimulate and encourage children to explore and progress through the stages of development at their own pace.
- 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?
A daily diary is used to provide a simple, up to date, two-way communication system between myself and parents/carers. The regular observations and assessments enable me consider a child’s progress, this forms the basis of discussions regarding the needs of a child. At the beginning and end of each session I discuss with parents/carers the events of the day, any problems that may have arisen and any concerns we may have. I am also available for discussions over the phone or at one-to one meetings at a mutually convenient time and venue to have more in depth conversations Any further support I may need is readily available from the Professional Association of Childcare and Early Years (PACEY), my PACEY Co-ordinator, the local authority and other relevant professionals
- What support will there be for my child's/young person's overall well being?
Each child’s well-being and safety is of paramount importance to me and I adhere to an extensive range of policies and procedures which are reviewed regularly to ensure that everything possible is done to achieve this. Risk assessments are carried out at the beginning of each day to ensure the setting and resources are safe to be used and also before outings to schools, shops, parks, play areas etc. My Husband, sons (regular visitors) and I have had the necessary Criminal Bureau Checks to ensure everyone within the setting is suitable to work with children. I have undertaken level 4 Safeguarding and Paediatric First Aid training. All medicines and dangerous chemicals are stored out of reach of children. Medicines are only administered with parental/carer permission and a written record of the name, dose and times is kept along with a record of accidents and incidents, all of which require a signature of acknowledgement by myself and parents/carers. I obtain permission from parents/carers to take photographs and they, and detailed records about individual children are processed electronically, kept securely and treated in confidence. They will not be disclosed without parent’s/carer’s consent as required by law. I have registered with as a data controller with the Information Commissioners office (ICO)
- What specialist services and expertise are available at or accessed by the setting/school/college?
have undertaken training and worked closely with professionals to assist children and their families with autism, communication difficulties and behavioural issues and am able to access professional services and support from the local authority, my PACEY co-ordinator, and many other professional organisations together with other childminders. I have completed a level 5 Foundation Degree in Early Years, level 4 Safeguarding and Paediatric First training and am prepared to undertake any further training that may help the parents/carers and children in my care
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I have undertaken a variety of training to support children in my care, including Nursery Nursing and Childcare, Level 5 Foundation Degree in Early Years, level 4 Safeguarding, Paediatric First Aid, Behaviour Management, Equality and Diversity, Inclusion, Speech, Language and Communication Needs, Makaton, Autistic Spectrum Disorder and Risk Assessment. I regularly participate in training to ensure my knowledge and awareness is current and relevant and am happy to consider any specific training that parents/carers or professionals think will help and support a child in my setting
- How will my child/young person be included in activities outside this classroom including school trips?
>I offer an inclusive service and when planning outings and activities outside the classroom I consult parents/carers to ensure I have all up to date information regarding what is necessary to ensure a child’s needs are met in order for them to participate. I carry out a risk assessment to establish the suitability of the event and what, if any, additional resources are necessary to accommodate each child’s needs and ensure they are able to take part.
- How accessible is the setting/school/college environment?
I have a driveway for parking when dropping off and collecting children. Both the back and front doors have one step to gain entry and at present there is no wheelchair access, however, it may be possible to fit a ramp. There are no steps to any ground floor rooms, which include the play room, kitchen, dining room and toilet where all childminding activities take place. The garden is secure and fully enclosed on one level.
- 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?
At the initial meeting I discuss the likes and dislikes, interests, stage of development and needs of both the child and the family and the experiences and service I am able to offer. If a parent/carer decides that they wish their child to attend the setting then I suggest a gradual settling in process which includes short visits initially with parent/carer and later alone so that we can get to know one another better and the child becomes familiar with the environment, family members and other children in the setting. Home visits offer opportunities for me to meet other family members and offer the child reassurance to feel confident and secure in my company. A very similar process of support with short visits, stories and talks about a new setting help make the transition to pre-schools, schools and other childcare setting as smooth and easy as possible.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Government funded early years education is available for all eligible 2 year olds and for all 3 and 4 year olds. Additional funding can be claimed for children with special educational needs (SEN).
- How is the decision made about what type and how much support my child/young person will receive?
I conduct a two year development check for all eligible children with the support and input from parents/carers. From the onset of a placement I continually observe, assess and track the progress of each child in line with the EYFS. Information is recorded in the child’s learning journey which is available for parents/carers to read at any time and sent home at the end of each term. Parents/carers are informed of any concerns or issues I may have as soon as they become apparent and following these discussions, with their permission, I would seek advice from my PACEY co-ordinator and develop an Individual Learning Plan (ILP). Continual monitoring helps to establish the effectiveness of the plan and what further support a child requires.
- How are parents involved in the setting/school/college? How can I be involved?
I work in partnership with parents/carers who are regularly informed of their child’s progress, and encouraged to be involved in the learning and development of their child in my setting. They are informed of their child’s progress or any concerns I might have on a daily basis through the daily diaries and discussions at the beginning and end of each session. Both diaries and learning journeys offer opportunities for written comments and concerns from parents/carers.