Dean, Emma Elizabeth
Who to contact
Where to go
- Accessible changing, Secure environment, Wheelchair access, 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 Monday 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 18:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 25/02/2015 Inspection (Early Years Register) Outstanding
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Speech and lang. difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - 0 - 5:
- 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?
In a small setting such my childminding setting I am responsible for all planning and resourcing for all children. Liaison and open communication with parents in addition to any other professionals involved with your child will ensure the best outcomes. I have worked with many different professionals to support different needs for children over the years and have used Individual Education Plans (IEP’s). I ensure I am up to date by attending SENCO support meetings once a term and I fully embrace continuous professional development for the best for the children in my care.
- How will the curriculum be matched to my child's/young person's needs?
Every child is unique and support will be targeted to every child’s individual needs. Additional staff and/or funding may be accessed if necessary and lower ratios are used if a child’s needs warrant this. Written IEP’s are useful to concentrate development areas and next steps and can be produced in conjunction with parents and other professionals as necessary. The Early Years Foundation Stage (EYFS) guidance can be used to help plan appropriate activities using the stage rather than age guidelines. Free flow access to outdoor learning is always available to children, and there are many opportunities to experience the local community and beyond to offer new experiences, challenges and meet current interests.
- 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?
Open communication cannot be expressed enough. Daily verbal feedback, and written daily diaries are given for all early years children. Text messages, e-mail and phone communication is also used, depending on parental preference. Newsletters are sent home, usually monthly, and learning journeys with many photos are sent home at least termly which include tracking progress. Support sacks are available for parents to borrow covering topics such as starting school and communication. Resources are available to borrow to continue development at home, or meet a specific need. I have borrowed resources from toy libraries such as walkers for non-mobile children and the parents DVD pack of Makaton for example when a parent could not attend Makaton training in a classroom
- What support will there be for my child's/young person's overall well being?
Many policies detail how I keep children safe and promote their well-being. Behaviour policies, medicines and health and safety for example are all written policies available on request. Safeguarding training, first aid, parental permission for photos, car journeys etc and risk assessments all help to keep your child safe and secure in my care. Working with parents is important such as keeping a familiar routine to ease transition between home and setting. Personal care is age appropriate and carried out with sensitivity.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The early years early support service is readily accessible to parents as necessary. Good links with the local Inclusion Development team and early years teachers allow access to a variety of additional support for both your child and myself for the home and the setting. The childminding support group I run can invite professionals into the local children’s centre to support children in a neutral setting if necessary.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
* NVQ 3 children’s care, learning and development * Early Years Professional Status * BA (Hons) Education and Training * Makaton * Autism awareness * SENCO training * Visual aids * Including all children * Behaviour management * Positive handling * Supporting speech and language * Keep on Talking
- How will my child/young person be included in activities outside this classroom including school trips?
>Activities are planned and differentiated to be accessible for all children. Outings are risk assessed to determine suitability and the need for additional measures. Additional support if necessary in the form of a colleague, or parent.
- How accessible is the setting/school/college environment?
Wheelchair accessible throughout ground floor including ramped access to outdoors. Downstairs toilet. Secure enclosed rear garden. Open plan setting allows plenty of space for movement within the setting. Visual timetables and Makaton used for all children. Walking distance to town, local parks, local hospital with minor injuries unit, library and children s centre making car journeys a luxury rather than necessity. EMTAS (ethnic minority and travellers achievement) services available for families with EAL.
- 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?
Settling in visits are a necessity for all children. A home visit can also help ease transition for the child. ‘All about me’ forms to be completed by parents before settling in starts to discover child’s likes and interests. Transition meetings and visits with myself to pre-school and reception classes at school help a child move on
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
I offer universal 3 and 4 year old funding and targeted 2 year old funding. SEN funding and ChiF funding can be also accessed for your child in the childminding setting, if necessary, through the Inclusion Development team. Specific resources can be borrowed or purchased as necessary; I have a wide range of contacts with early years settings in Hampshire.
- How is the decision made about what type and how much support my child/young person will receive?
Experience, observations and tracking progress will all help to pinpoint any additional support necessary. Parental input is vital along with input from other professionals to seek the best for your child. Additional advice or support can be sought from either your or my concerns.
- How are parents involved in the setting/school/college? How can I be involved?
Parental input and feedback is important and acted upon. Parental questionnaires as well as verbal feedback are used to assess the setting and the service I provide for the children.