Information for families in Bournemouth, Christchurch and Poole

Sharp, Mrs Michelle Lyn

My name is Michelle, married for 25 years with 3 children. I am fully OFSTED registered and happy for parent(s) to view my setting in preparation to secure childcare. Our home is clean, safe and secure benefiting from a dedicated playroom and sleeproom all downstairs. The garden is safe and secure for all children to experience and enjoy outside exploratory play. My resources are plentiful and successfully help children to reach their full potential before heading off to school.
View all details
Venue/Contact Details
01202 600500
07505 887252
Canford Heath
Poole
Dorset
Postcode
BH17 8DB
Directions
See Journey Planner on the right-hand side of this page, where you can view bus, car and train routes from your location.
Details
Childcare type
Childminder
Provision type
  • Childminder
Overall limit on childcare numbers
12
Eligible to take 2, 3 & 4 year old entitlement
Yes
Facilities
  • Car Parking
  • Computers
  • Nappies Provided
  • Outdoor Play Area / Garden
  • Pets
  • Separate Sleeping Area
  • Visits and Outings
  • Homework Help
  • Accessible Toilet
  • Refreshments / Snacks
Times and Costs
Opening times:
Monday 07:30-17:30, Tuesday 07:30-17:30, Wednesday 07:30-17:30, Thursday 07:30-17:30, Friday 07:30-17:30
Availability
  • All Year Round
Costs:
Contact provider directly for costs
Other Costs:
All Year Childcare offered - Term Time only will be charged for a full year
Ages, Booking Details and Referral Information
Ages:
From 0 years to 13 years
Referral route:
  • Self Referral
Referral process:
  • Please contact via email or text
Vacancies and School Pick Ups / Drop Offs
Immediate vacancies
Yes
Vacancy information
Please enquire within for vacancies
Number of vacancies
1
School pick ups / drop offs
  • Canford Heath Infant School
  • Canford Heath Junior School
Quality
Ofsted URN
Last Inspection Judgement
Outstanding
Last Inspection Date
16/03/2023
Religious and Additional Needs Provision
Additional needs supported:
  • Autistic Spectrum Disorder
  • Behaviour, Emotional & Social Difficulty
  • Eating Or Drinking
  • Learning Difficulty
  • Medical Condition, including Allergies
  • Speech, Language & Communication Needs
  • Toileting & Hygiene
  • Visual Impairment
Languages spoken
  • English
Religious / cultural provision:
No strong religious ethos
Special dietary provision
If provided by the parent
SEND Local Offer SEND
Description:

Section 1 - How do you communicate with the parent/carer whose child has SEND?

1a) How they can arrange a visit and/or see you in action?

Verbal during an informal on site visit.

1b) What are some of the things they will see to welcome them to your setting?

A typical day with happy engaging children

Routine where appropriate

All manner of ages and stages

Sharing of prospectus

1c) What different ways do you use to communicate with parents?

  • whose job is it to share day to day information and how is this information shared?
  • what opportunities are available for regular contact with parents/carers about things that have happened during the day?

  • who explains specific information about the child’s learning to parents/carers and children?
  • opportunities offered and available, additional to normal reporting arrangements, to discuss progress
  • how you inform parents/carers about the progress children should be making?
  • how do you share planned learning and how can parents support this?
  • what strategies do you put in place to enable parents to support learning at home?
  • How do you provide parent/carers with specific information regarding any changes to routines or staffing?

With day to day information – in daily journals.

Regular contact with parents/carers about things that have happened during the day via txt and whatsapp.

Specific information about the child’s learning collated in the Learning journey and shared with parents annually.

Opportunities are available to discuss progress?

Share planned learning with foot trackers for home learning.

Parents are kept advised of changes to routines or assistants by myself.

1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?

Face to face communication and parent feedback questionnaires.

1e) If the parent/carer is unhappy with your provision, what should they do?

  • how can parent/carers raise any concerns they have with you?
  • who can parents/carers talk to if they are worried?
  • who can children talk to if they are worried?
  • where should concerns or complaints be directed?
  • how accessible are your policies?

Open and honest communication face to face is my request. Make it formal by written account of discussion and signed by both parties.

All parents have a copy of the policies which detail contact numbers of importance.

Open discussions are held with children daily and I am able to pinpoint whether a child is behaving differently or in need of some 1:1 time.

Section 2 - How will you help to settle the child into your setting?

2a) State some of the things the parent/carer will see when their child first starts at your setting

  • how will the parent/carer be aware of the child’s key worker?

  • how will they be aware of who else has a role in in the education of children with SEND?
  • who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?

Every child has a day book whereby events/nappies/food and fluids are recorded.

Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?

Ensure the child has all necessary backup and paperwork trail to support the child during the transition.

3a) How do you ensure the child is happy and learning as they move from room to room?

  • what strategies do you put in place?
  • what information is provided to parents/carers and children around moving rooms and/or settings?

All children are following the EYFS and those heading to school also follow the guidelines to school reediness – all for which is shared with parents and recorded in both their daily diaries and journals.

3b) How do you ensure the child remains happy and learning as they move from you on to another setting?

  • what preparation arrangements are in place prior to joining a new setting/school for children and parents/carers?

  • what information do you provide to the receiving setting/school?

A full report is given directly to the class teacher once this is known and all information relating to the child is shared/ suggestions given and personal thoughts shared too.

Section 4 - How do you understand and discover how the child learns?

4a) How do you measure the child’s learning to try to discover any additional educational needs they might have?

  • how do you identify children with special educational needs?
  • how do you raise any concerns with parents/carers?
  • how do you manage the administration of medicines and provide personal care?
  • how do you enable children to share their views?

Using both ECAT and the Development Tracker, a good understanding of the childs learning and development is understood and concerns raised as a result.

Medicines are recorded in the medicines record as per my statutory requirements

Circle time is used widely for children to discuss and share views, thoughts and ideas – the child is always listened to and ideas shared

4b) How will you make sure that what you are teaching meets the needs of the child?

  • who oversees and plans the next steps in learning for children with SEND?
  • who works with children with SEND and how often?
  • what are their roles?
  • how is learning tailored to children’s needs?
  • how do you know how well children are doing?

No SEND children on roll

4c) How will you make sure that the child is having fun and enjoys learning through play?

  • what support can be accessed in partnership with the local authority?
  • how do you monitor and ensure continued progress for children with SEND?
  • what emotional, social and personal support is available to all children as well as those with SEND?

No SEND children on roll

4d) Which experts and other professionals do you liaise with?

  • which other agencies do you consult?

  • how do you make decisions and on what basis?

  • who else might be involved?

  • how can parents/carers and children contribute to this process?

Local Authority

4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?

  • outline your inclusive practice process and specify how you refer to other agencies: LA Early Learning & Inclusion Team, Health Visiting Teams, Children’s Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc

GR2 to be auctioned and follow through

4f) How do you ensure that the views of parents/carers and children are included in this specialist work?

-

Section 5 - Inclusive Practice and SEND training and expertise within this organisation

5a) What range of training and expertise do your staff have?

  • what SEND experience do they have?

  • what training or learning opportunities are available to parents/carers?

  • are there specialist staff in your team?

  • what are their roles and qualifications?

Childminder – SEND Basic Training Attended

5b) What are the ways in which you fully involve children with SEN and/or disabilities?

  • Indoor

No SEND children on roll

  • Outdoor

No SEND children on roll

  • Trips out of the setting

No SEND children on roll

Policies
Are your staff DBS Approved?
Yes
Do you have a First Aid Policy?
Yes
Do you have Public Liability Insurance?
Yes
Recognised as:
  • 2 Year Old Early Education Provider
  • 30 Hours Free Childcare Provider
  • Tax Free Childcare Provider
  • 3 and 4 Year Old Early Education Provider