Little H

About Me

The Setting:

The setting is home based and is a large bungalow.

The setting is registered for a maximum of 18 children under the age of eight. Of these 18 children a maximum of 9 maybe young children (A child is a young child until September following his 5th birthday) and there should be only 3 children under the age of one.

Places are available for all ages however the setting is aimed at those not yet at school.

We are able to offer Funded places for 2, 3 and 4 yr. old's.

Before, afterschool and holiday care is available for Children at Pre-school or school.

The setting is open Monday to Thursday 7.30am – 6.00pm & 5pm on a Friday however times except Friday's can be flexible to accommodate parent’s needs.

Corinne And Trisha (known as Nana to the children) are registered child-minders working together with 2 part time assistants. We are supported by a PACEY representative, based at the local Authority.

Corinne manages all aspects of the childcare setting and has set policies and procedures that are adhered to in order to meet OFSTED requirements.

What the setting provides;

The setting is based in a private Bungalow and access is available at ground floor level through the front and back doors. The front door has a small step but the back door is level with the pavement

All external and internal doors are wide enough to allow access for those with walking aids.

For security the front door is lockable with a key and also a safety chain and there is a Ring door bell & security system.

There is room to park outside the building with on street parking or there is availability to park on the drive way.

There is a large family bathroom and children can use the potty as well as the toddler toilet seat. We have a changing unit for smaller children and all children who are too long for this are changed on a mat on the floor.

The settings registration certificate and OFSTED poster are displayed in the setting. A policy booklet is available on request.

The setting has a set of policies and procedures available for parents to look at. These are printed in English. For families that require it, an electronic or printed version can be provided using a font size of their choosing. We are also able to provide the book in audio if required.

The local Children’s Centre along with staff at PACEY are able to provide multilingual staff that can translate for parents speaking English as a second language.

The setting is equipped with resources to cater for all areas of the Early Years Foundation Stage. Children have free choice of resources and are able to access them independently in our fully equipped play room.

We have a secluded rear garden offering the children and young people time to enjoy the many toys and activities on offer and the fresh air.

There is a large play frame with slide and area of grass along with hard standing for ride on toys as well as an outdoor kitchen, Water wall, Sandpit and much more.

Identification and early intervention

What the setting provides;

Parents will be asked to complete a child record form detailing any additional needs, previous illnesses, dietary requirements or allergies their child may have. It also asks for the name and contact information for their Doctor.

Parents are given and asked to sign a set of permission forms which include permission to administer medications, Outings and transporting children in the car.

If an additional need is identified within these documents a Health care plan will be put into place.

If any medication has to be administered on a long term basis we will undertake child specific training for this.

Children’s progress is closely monitored within the setting. Each child has their own learning journey which includes detailed written observations and links to the EYFS. This information is shared with parents on a regular basis and a progress check is completed some- time between the child’s second and third birthday. Where the progress check suggests that a child may be experiencing some difficulties or delay in their development this is shared with the parents and appropriate next steps are discussed.

For some children the next steps may involve targeting a specific area of development and planning additional opportunities for the child to have experiences designed to support the area of learning and development identified. This would then be reviewed to see if there had been any progression or whether additional steps need to be taken.

For other children the next step may also include developing a targeted learning plan where specific aims are developed with parents to support their child’s development. Referral to other agencies (with parents’ consent) e.g. speech and language therapy service will also be considered at this time.

Another next step would be to ask the Local SENDCO to visit the child at the setting and provide some additional advice and guidance to support in meeting the child’s needs. This visit would be supported by the Childminder, sure start Children’s Centre and Health visitor. Parental consent would also be sought first.

The setting will then receive continued support via the SENDCO and Children’s Centre ensuring that all the child’s needs are met.

Prior to a child starting school a summative assessment is carried out and this information is given to the parents to share with the school.

If parents have any concerns they have the opportunity to talk to the childminder at drop off and pick up times, or they can telephone, use text or email.

Teaching and Learning – Practitioners and Practice

What the setting provides;

The setting works within the framework of the EYFS. The setting is resourced according to the ages and needs of the children. The setting uses Development Matters and the Statutory Guidance for the EYFS to plan provision and activities for the children in their care. The EYFS identifies three prime areas of learning and development and four specific areas of learning and development.

In the 0-2 age bracket the prime areas of learning and development (Communication and Language, Physical and Personal, Social and Emotional Development) are the areas of focus.

In the 2-3 age bracket the prime areas remain significant but there is an emergence on the specific areas of development and learning.

In the 3-4 age bracket the prime areas continue to be a focus but there is an increasing balance between focusing on supporting children's development in these areas and the specific areas.

Activities and provision are adapted to suit the needs of all children in each age bracket. For some children a greater level of differentiation is required because they have additional educational needs.

When children first start in the setting parents and any 3rd party practitioners are asked to highlight the development grid to create a baseline assessment.

Continued observations and tracking using the EYFS are then regularly carried out so that a learning journey can be put together.

Children and parents are able to access their learning journey at any time. A diary is also completed that outlines the child’s routine and activities. Parents can make comments in this diary and use it as a way of communicating.

Children are actively encouraged to express their views. This is done by asking them open questions e.g ‘what did you like about ………..’ etc. They are also encouraged to look back through their learning journeys or photos and share any feelings they may have. On their return after the weekend break they are asked what they have done, where they have visited etc. and this is sometimes incorporated into future planning.

Teaching and Learning - Provision & Resources

What the setting provides;

Each age group is provided with resources that are developmentally appropriate for their age and stage of development.

The setting ensures that there are resources available that overlap with the age phase below and above so that children who are developing more slowly or more quickly can access resources appropriate to their stage of learning and development.

The setting works closely with other professionals and they are encouraged to share their reports so that individual needs can be met.

Where children need specialised equipment discussions would take place with parents and other agencies to see what could be provided.

The setting regularly purchases new resources and these are bought with the needs of the children in mind.
The setting accesses a number of playgroups in the local area. Of these one is specific to Childminders and is supported by PACEY and the Sure Start children’s centre.

Risk assessments are completed for trips outside of the setting and all children’s individual needs and reasonable adjustments are made where necessary.

All trips and outings are planned in advance and discussed with parents.

Child developmental reviews

What the setting provides:

Parents are able to ask about their child’s development at any time. They have regular contact at drop off and pick up times and are also able to phone, text or email the setting.
At the end of each term parents are given a summary of their child’s development and a progress check is completed and shared with them sometime between their child’s second and third birthday.

The setting carries out regular observations and links these to the EYFS. If a child is not developing as expected for their age then this would be highlighted in their learning journey and discussed with parents.

Parents are actively encouraged to become involved in their child’s education and any comments are gladly received.

Staff Training

What the setting provides;

I am working towards my level 3 qualification in childcare and education. I am a member of PACEY (professional association of childcares in early years) and attend regular training including safeguarding, food hygiene and Paediatric first aid. All training certificates are kept in my portfolio and are available for parents to see.

A little bit about me:

corinne;

I live with my 'little' boy, born July 2011.

I love anything to do with Motor sport, Craft & Music.

My Hobbies are playing the violin, Singing & Amateur Photography

I am a member of Girlguiding with 14 years experience of working with Children under 14. I have been a unit Leader for 12 years with Rainbows who are aged 5-7 and Brownies who are 7-11 years and now Guides aged 11-14 .

Corinne has babysat for friends and family for many years.

Both Trisha and corinne have experience working with disabled children and corinne knows basic sign language. I am happy to make reasonable adjusts to my home to accommodate a child with SEN.

We have kept ourselves very busy with various childcare books to help with our planning particularly and varying all our other child care skills.

Trisha; I love professional cake decorating & reading along with motor sport.

I work closely with the disabled at the weekend.