Who to contact
- 01329 286870
Where to go
- Secure environment, Soft play
- 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 06:00 19:00 Tuesday 06:00 19:00 Wednesday 06:00 19:00 Thursday 06:00 19:00 Friday 06:00 19:00
Visit & Outings
Messy Play Area
- Offers pickups
Ranvilles Junior School
Ranvilles Infant School
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 06/02/2020 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
- 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
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
Before a child attends Jadela Juniors Childminding we conduct an introductory discussion and visit to meet with you and your child. This is an opportunity for you see our setting and to discuss our practice. Together, we will determine your child’s needs and requirements. We provide an ‘All-About-Me’ questionnaire to gather information relating to you and your child before starting attendance. We offer two (1 hour) sessions for free to see how your child will settle in to Jadela Juniors and to allow us to conduct an initial assessment to discuss with you. After admission, we conduct on-going observations, assessments and planning for your child’s development and learning. These are shared with you continually through discussions, our daily diaries and our termly Learning and Development Journal. Children learn and develop only when they are comfortable, secure and contented. We always build our relationship with your child first to ensure they feel welcomed, happy, safe and appreciated. This will allow them to explore, investigate and discover through play when with us. Every child in our setting is encouraged to learn through play. We aim to build their own self-confidence, to gain a sense of wonder and excitement about the world around them, and to develop their self-esteem through positive reinforcements. We promote all aspects of their health and well-being by providing high quality provision, care and understanding.
- How will the curriculum be matched to my child's/young person's needs?
Your child is a unique individual, just as we all are. As such, we continually review our ongoing observations to specifically assess your child’s current interests and repeated play behaviours. These assessments allow us to specifically tailor our provision to meet your child’s current development based upon a thorough understanding of Early Years Developmental Stages and guiding your child towards their next steps of learning. We regularly share our current assessments with you and use your intimate knowledge of your child outside the setting to enhance their progress. Only by working in harmony together, can we maximise the benefit to your child.
- 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?
We continually Observe, Assess and Plan for your child’s individual learning and development. Our assessments involve us planning for your child’s Next Steps in their developmental progress. We also work very closely with you to ensure your child is working progressively towards achieving their fullest potential. We are able to signpost you to other outside authorities and agencies to offer you specific support in any identified areas of concern. We maintain a close working relationship with our Professional Association of Childcare and Early Years (PACEY) co-ordinator who also has direct access to other professionals with the local authority.
- What support will there be for my child's/young person's overall well being?
We have always believed that a child’s well-being is our single most important responsibility. We are proud grandparents to 11 young grandchildren, whom we see as frequently as possible. We have always treated our childminded children as joining our extended family and they are treated with the same care and devotion we share with our own family members. We always listen to all of our children, be that through body language or spoken words, and acknowledge their ideas, thoughts, requests and concerns. We are both: * Lifelong non-smokers * Paediatric First Aid trained * Advanced Child Protection and L4 Safeguarding trained. * Criminal Records Bureau (CRB) checked (now the Disclosure and Barring Service * Registered with the Information Commissioner’s Office ICO as data providers and are bound by the Data Protection Act Medications are stored securely. Prescribed medications are only administered to children in our care at the intervals prescribed by the child’s doctor and printed on the actual medication. Parental permission is always sought each time a medication like calpol for teething is considered appropriate. A written and signed log is maintained for each dosage. All accidents are recorded in the accident log. This is signed for by us and by the parent/carer collecting. We fully respect the rights of any parents to insist that photographic images of their child are not taken or shared in any way. We have written permission from each parent to permit the use of digital images.
- What specialist services and expertise are available at or accessed by the setting/school/college?
During the last two years we have worked in our setting with Specialist Physiotherapists, Special Needs Teachers, Portage, The Specialist Teacher Advisory Service, Health Visitors, Vision Specialists, and Paediatric Dieticians, Services for Young Children and our Professional Association of Childcare and Early Years (PACEY) co-ordinators. We are very aware of the requirement and need to work very closely with parents and have shared knowledge and expertise between the home and our setting. We are very active members of our local network of Early Years Education providers and meet regularly expertise can be shared and gained.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We are both highly qualified in Early Years Provision and double OFSTED OUTSTANDING. Ann has over 30 years’ experience of childminding and is Level 5 qualified in Early Years having graduated from Chichester University in 2012. David started childminding in 2007, after serving in the Royal Navy for 28 years retiring at the rank of Lieutenant Commander, and 7 years as a Chartered IT Professional privately contracting in London for Blue-Chip companies. David was the first Male Childminder in the country to achieve Early Years Professional Status (Level 6) in 2009 at The University of Portsmouth and is qualified as an Early Years Teacher. David recently completed Vision Impairment Training to specifically assist with our Cerebral Palsy Child’s impaired vision. Within our setting we have direct experience of caring for children with Cerebral Palsy, Autism, Brittle Asthma, Selective Mutism, Congenital Talipes Equinovarus (CTE), Developmental dysplasia of the hip (DDH, previously known as congenital dislocation of the hip, CDH), and all manner of food intolerances. We both have completed Paediatric First Aid and complete two-day refresher courses every three years. Also, we have both completed Advanced Child Protection and L4 Safeguarding. We both complete a prolific on-going Continuous Professional Development (CPD) programme, the courses, seminars and training attended are listed on our individual website pages
- How will my child/young person be included in activities outside this classroom including school trips?
>We firmly believe in the ethos of ‘there is no such thing as bad weather, only inappropriate clothing.’ We go out in all weathers, cold, wet, windy, sunny, frosty, and snowy. The only weather we do not encourage is foggy as this can be detrimental to breathing in young children. As such, there are only a few days when we are not ‘out and about’ or in the garden at some stage. We have a large array of ‘Muddy Puddles’ water/wind proof suits to augment the clothing supplied by parents. Wellie boots are an essential footwear on wet days. We have fluorescent jackets for the children to wear, printed with Jadela Juniors and our mobile phone numbers as an additional security. These prove especially useful when we are visiting populated places like Paulton’s Park, Hundred Acre Woods, Staunton Country Park or Manor Farm – all of which we hold annual passes for and visit frequently. We also regularly visit the local beach, Titchfield Haven Nature Reserve, Holly Hill Woodland Park and all the local Play Parks. Most venues are buggy/wheelchair friendly. All activities and outings are risk assessed.
- How accessible is the setting/school/college environment?
We live in a large five bedroom home in the West of Fareham. We have a large, fully enclosed rear garden with an extensive array of equipment and facilities to challenge, enhance and engage your child. Our home does NOT have full wheel chair access. Access to the front door is via one step. The ground floor, where childminding is primarily conducted, is all on one level. We have a large conservatory adjoined to our Family Room offering approximately 10M x 5M of space for the children. We also have a small Den for messy play. There is a cloakroom/shower room on the same level. Access to our rear garden is via two low wide steps and double French doors. The large garden is flat and divided approximately into quarters of paved patio, grass, raised decking and barked play area. We have an 8 Seat Hyundai i800 and 5 Seat Kia Rio with age/size appropriate child seating for 11 children. Neither vehicles have wheelchair facilities. We have 2 double buggies and 2 single buggies. The only schools we drop off to or pick up from are the ones closest to us: Ranvilles Infants and Juniors in Oldbury Way, Fareham. We always walk to school in all weathers.
- 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?
Before a child attends Jadela Juniors Childminding we conduct an introductory discussion and visit to meet with you and your child. This is an opportunity for you see our setting and to discuss our practice. We will determine your child’s needs and requirements. We provide an ‘All-About-Me’ questionnaire to gather information relating to you and your child before starting attendance. We offer two (1 hour) sessions for free to see how your child will settle in to Jadela Juniors and to allow us to conduct an initial assessment to discuss with you. Making a transition to another setting/school will involve similar introductory visits to that setting. Also, our Learning and Development Journals include a wealth of information useful to another setting/school to gain an insight to the scope of activities and experience your child has gained whilst with us. Our local infant school teachers conduct home visits to get to know each child prior to Reception Class entry. For children with us full time, they have also previously visited us as well. We maintain a close working relationship with our schools.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We are registered providers in Hampshire of the Government’s Early Years Education (EYE). The EYE scheme enables eligible 2 year olds plus all 3 and 4 year olds to currently claim 570 hours per birthday year FREE childcare at a registered setting like Jadela Juniors. Hampshire Services for Young Children also provide additional resources and financial support to settings and families with Special Educational Needs (SEN) children.
- How is the decision made about what type and how much support my child/young person will receive?
All decisions about the appropriate type of support a child needs is conducted in close consultation with parents and any relevant outside authority, professional or agency. Where appropriate, an Individual Education Plan will be created setting out a measurable and time limited plan to achieve a specifically identified aim. This is reviewed and assessed at an agreed time interval. If relevant by age, a government mandated 2 year old assessment allows settings and parents to identify any concerns and areas of support that might be required for your child.
- How are parents involved in the setting/school/college? How can I be involved?
We work in very close partnership with our parents to ensure your child’s learning and development is uniquely and inclusively observed, assessed and planned for. We regularly communicate with you in a variety of ways: * Our pre-admission All-About-Me questionnaire is competed prior to your child’s first session. * Face-to-face hand over/collection discussions where all parents have an opportunity to see and speak to us both. * We provide you with a log book for you to write down any important information you wish us to know about. * We like to conduct occasional home visits with you to get to know you better in the familiarity and comfort of your own home. * Our printed/emailed Daily Diary contains information like demeanour, meals, toileting, activities, learning and development throughout the session. * When required, we make use of all common forms of communication like text, email and phone. * Our printed/emailed termly Learning Journey contains detailed information about your child’s current development and proposed next steps. * We produce occasional Blu-ray/DVD video slideshows of your child’s interests, learning and development whilst with us. * Our 2 Year Old Assessment Questionnaire allows parents/carers to create a useful picture of your child’s development at home or in another setting. * The 2 Year Old Written Assessment of your child between the ages of 24 months and 36 months is completed in close consultation with parents/carers.