I have been a registered childminder for many years. I aim to work in partnership with parents to provide all children in may care with a clean, safe, loving, home-like environment.
Who to contact
- 01329 231009
Where to go
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- 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 07:30 18:30 Tuesday 07:30 18:30 Wednesday 07:30 18:30 Thursday 07:30 18:30 Friday 07:30 18:30
Messy Play Area
- Offers pickups
Wallisdean Infant School
Wallisdean Junior School
Redlands Primary School
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 07/11/2019 Inspection (Early Years Register) Good
- Age group - 0-14: 3.25 per hour
- 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?
I work closely with all the children in my service. I liaise and involve parents continually. I support the children by also working closely with all professionals who may be involved with any child in my care and I follow any advice from professionals involved in their care. I follow my policies including; Confidentiality and Risk Assessment policies to help support all children. I assist you to support your child with on-going assessments and developments. I focus on your child's strengths, building on these to boost each child's self-esteem and self-confidence.
- How will the curriculum be matched to my child's/young person's needs?
I use Early Years Foundation Stage curriculum as a guide for each child's development. All curriculum planning is based around the child's own strengths and needs, using observations as a starting point to assess what they can do. All planning is individually tailored to your child's developmental needs, rather than their age. I use your child's interests and preferences to stimulate and encourage their participation and interest. Children can explore and investigate confidently in my service - both indoors and out in the garden and on excursions away from our setting.
- 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?
As a parent/carer you will be kept informed continually about your child's progress and achievements. This is achieved through daily discussions, daily diaries, and their individual folders containing continual observations and assessments which I use to inform their planning. Photos are used in the daily diaries as a way of sharing your child's day. We can also arrange to meet and chat informally at a mutually convenient time. I am happy to suggest activities for you to do with your child at home. All concerns are shared firstly with you the child's parent/carer and with agreement I will seek further advice from Professional Association for Childcare and Early Years (PACEY) co-ordinator or other relevant professionals - which ever we agree seems most relevant. I have a varied selection of resources in my service which are accessible as developmentally appropriate. I have a 'Working in partnership with Parents' policy which I regularly review and implement.
- What support will there be for my child's/young person's overall well being?
Your child's overall well-being is my personal concern. I am responsible for each child's safety and security - both physically and emotionally during their time in my care. Emotionally I aim to support and enhance each child's self-confidence and self-esteem. Physically I aim to keep them safe from harm. I have a behaviour policy which I implement. Positive behaviour is re-enforced and encouraged using praise. I risk assess my service and all outings constantly. Simple house-rules are in place and shared with parents and children. I am first-aid trained and I re-take this every 3 years. Medication is stored as directed on the container and information is recorded by myself and signed daily by parents. I have undertaken level 3 safe-guarding training and again, this is renewed every 3 years. Me, my husband and any of my own children, who are all over 16 years old, have had a Criminal Records Bureau (CRB) check. I have a full range of policies including child protection, safe-guarding, risk assessments, health and safety, accident and incident. All my policies are reviewed annually, or following training where appropriate. Written permission is sought for outings and use of cameras when you join our service.
- What specialist services and expertise are available at or accessed by the setting/school/college?
have previously worked with professionals for several children in my service. I follow professional advice to assist with progress specifically for your child. I have a good network of childminding colleagues who have a wealth of experience and expertise among them. I can access advice from Special Educational Needs Co-ordinator (SENCO) via my Professional Association for Childcare and Early Years (PACEY) co-ordinator, or from specific professionals.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
I access specific training as the need arises to ensure my professional knowledge and development is continued. I have previously undertaken training in areas such as; * Behaviour management * Supporting 2 year olds * Communication language and literacy development * Supporting children's emotional well-being * Manual handling and transitions (ie from one service to another). I am trained in First-Aid, I have attended level 3 safe-guarding training, I have completed my Certificate in Childminding Practise (Professional Home Based Childcare Diploma), which is a level 3 award. I would also seek to identify if there are any young carers within the family and provide appropriate information and support.
- How will my child/young person be included in activities outside this classroom including school trips?
As a childminder I have an inclusive service and this is naturally extended to all activities outside too. Before undertaking excursions I seek your advice as you have the most up-to-date and relevant knowledge and information concerning your child's needs and requirements. All trips are risk-assessed taking into consideration all children I have in my care. Excursions are planned with your child's needs accounted for.
- How accessible is the setting/school/college environment?
I work from my home, in Fareham. There is a drop curb, which then goes into our drive, there is no step to access the playroom. There is a small step down from the playroom into the garden; there are steps in the garden to access the grass area. I have a downstairs toilet with hand washing facilities. Front playroom door and access to outside are big enough for a wheel chair to go through.
- 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?
I have an admissions policy which I follow for all new children attending our service. Initial meetings are with both the parent/s and child, this gives us the opportunity to meet each other and get to know you both better;- this creates a good environment for future discussions. Once a parent has decided they would like their child to come to my service, we then discuss a flexible settling-in time-table in the weeks/days leading up to their start date. On the first meeting I will also email you a copies of all relevant information, which includes all my policies and a permission sheet which needs to be signed. Most importantly the settling-in period gives your child opportunities to become familiar and comfortable with me caring for them and also for them to; meet other children in my care, my family members and to feel comfortable and confident in their new surroundings. I would ask you and your child about their individual likes, dislikes, fears, needs and comforters. For children moving onto a new early years setting or school the professionals from these services are welcome to call me to discuss your child, or to visit them here in my home, if they wish to; with your written permission. With your permission, the professionals can have access to your child's development folder
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
In my service I can provide Government funded early years education places for eligible 2 year olds and also all 3 and 4 year olds. This is a maximum of 15 hours per term week. Additional funding can be claimed for children with special educational needs. I will work with the family to identify and obtain other specialist equipment where required; linking in with professionals.
- How is the decision made about what type and how much support my child/young person will receive?
The decision is made about how much and the type of support your child receives following discussions with you the parent and after observations and assessments that I undertake. Also, where appropriate, the 2 year old check and end of term written evaluations, for children who have not started school yet. If further advice is required I will, with permission, seek advice from my Professional Association for Childcare and Early Years (PACEY) co-ordinator.
- How are parents involved in the setting/school/college? How can I be involved?
Parents will be continually consulted. As parents you will be kept up to date with your child's progress and care. You will also have a daily diary which is for written 2-way communication between yourself and me. The diary also contains photos which prompts communication between yourself and your child about their day in my care. Joint working with parents is always mutually beneficial- especially for your child.