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Yamit Adler


Nature Nurtured Childcare Ofsted registered childminder

In the centre of Herne Bay you will find a home from home setting that will make every child feel safe and secure, and be confident to explore a world of wonders. 

Every child is being loved and nurtured with respect and acceptance of their own nature and character.

A happy and supportive place of endless opportunities to develop and learn through play, and always to just have fun!

We love spending time outdoors - watching, learning, listening, feeling, and exploring the wonders this world has to offer.

I love to care for children! Accompany them on their journey to grow and develop, in a loving, caring, and supporting environment that will help them thrive, smile, laugh, and enjoy life! 

Who to contact

Contact Name
Yamit Adler
Contact Position
Childminder
Telephone
07572132971
E-mail
naturenurturedchildcare@gmail.com

Where to go

Address
Herne Bay
Kent
Postcode
CT6

When is it on?

When is childcare available
Open All Year, Flexible
Carescheme Age Range:
0 year(s), 3 month(s) to 12 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8:00 18:00
Tuesday 8:00 18:00
Wednesday 8:00 18:00
Thursday 8:00 18:00
Friday 8:00 18:00
Other Availability
6 weeks holiday at intervals during the year.

Other Details

Table of costs
Table of costs
AmountCost Type
£5 Per hour
ECD Type
Childminder
Offers pickups
Yes
Schools covered
Herne Bay Junior School
Herne Bay Infant School
Details
wrap around services to be discussed personally
Cost(s)
Cost details
The hourly rate includes healthy snacks in the morning and afternoon.
It also includes local outings and playgroups.
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
5
Vacancies Details
Open Monday-Friday 8:00-18:00 Can be flexible depends on your needs. Nature Nurtured Childcare is now offering free childcare to 2,3 & 4 year olds for eligible families.
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 months old 5 year old 2
5 year old 8 year old 3
Vacancy Information Last updated Date
23/12/2022
Facilities
Cot Room, Cookery, Drama, Toddler Groups, Toys/dolls, Dressing Up, Dance, Team Games, Discussions / Talks, Themed Sessions, Trike, Tv/video/dvd, Water Play, Games / Puzzles, Visits and Outings, Walks, Help With Homework, Healthy Living, Languages, Library - Baby Bounce and Rhyme Under 3's, Internet Connection, Kitchen, Library - Storytimes For Children Aged 2-4 Yrs, Library - Children's Library, Library Visits, Life Skills, Library - Storytimes For Children Aged 3-5 Yrs, Library - Storytimes For Pre-School Children, Music, Literacy and Numeracy, Messy Play Area, Outdoor Activities, Parks/playgrounds, Puppets, Quiet Room, Play Room, Arts And Crafts, Scooter, Baby Group, Reading, Refreshments, Books, Ball Pit, Bike, Sensory Room, Soft Play Area, Songs, Sleeping Area, Climbing Frame, Stories, Sports, Childminding Link Group
Other facilities information
warm and welcoming playroom full of resources suitable for any age from birth to 12 year old. Whatever sparks your child's interest they'll find it here. Large floor space that allows free flowing with games and activities.
Notes

We love nature! We spend a lot of our time outside on a daily basis if possible. a walk to the beach, play by the sea, a walk to the park, visiting the wildlife near the communal pond, burning energy in different playgrounds, going out on a bike, a scooter, or a tricycle, and visiting regularly in museums, the local library, and playgroups in the area, where we make new friends.

I love languages! I speak 5 languages: English and Hebrew - fluently Italian and Spanish - competently. I have also learned Arabic though havn't used it much - moderate.

Languages Spoken:
Italian, English, Spanish
Wheelchair Access
No

Ofsted Information

Ofsted URN
2687884
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Service status

Status
Open

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND? 

On admission, I ask you to complete an 'All About Me' form which gives me a chance to get to know your child and their particular strengths or areas where they may need extra support. I ask about your child's interests at home so that this can inform my planning. When your child first starts I assess their starting points in line with a document called Development Matters.

The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps identified. The next step may involve me targeting a specific area of development, such as social skills, to plan in additional opportunities for your child to gain further experience in this area. This would be written and shared with you through a targeted plan.

I have completed training in helping to identify children who may need extra support and my experience enables me to work closely with other settings and schools to ensure that your child's needs are met.

How will I be informed / consulted about the ways in which my child is being supported? 

My approach is a cornerstone of the Early Years Foundation Stage.

I will work right from the start to build a strong and positive relationship with you and your child. There are lots of ways you can feel involved in how your child is being supported:

  • daily informal contact
  • opportunities for meetings at your request throughout the year
  • detailed learning journeys which set out photos and observations of how your child is developing through the year
  • an invitation to a parent meeting three times a year when I let you know about your child's progress and any additional support they might need
  • collaboration with you on any extra planning I put in place e.g. a targeted plan.

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs? 

The EYFS is an educational framework which allows me to plan for your 'unique child'. I observe, assess and plan for your child in three prime areas and four specific areas. Some of the things I do to support and extend your child's development in these areas are:

Communication and Language:

  • providing a 'language rich' environment tailored to the needs of current children.
  • providing ideas and resources for parents to use at home.
  • working in line with speech and language therapy advice.

Personal, social and emotional development: 

  • linking with local specialist provision, advisers and health and voluntary sector providers for advice and support.
  • attending specialist information sessions.
  • targeted small group or individual activities to promote well-being and resilience.

Physical Development:

  • building links with specialist therapists, like occupational therapists.
  • offering an accessible environment and lay-out to meet families' current needs.
  • demonstrating awareness of environmental factors that have a sensory impact on children such as noise, colour, lighting etc.
  • frequent and regular access to outdoor spaces.
  • providing for a range of dietary requirements.

What teaching strategies does the setting use for children with additional needs or learning difficulties? 

My teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend and give full involvement to their learning. The rooms benefit from natural light. The walls are painted in neutral colours to promote a sense of calm; this is further enhanced by soft furnishings and rugs to minimise noise and encourage a sense of well-being. I also have some moveable furniture and screens to facilitate quiet areas. Space is protected through the use of storage areas which are out of reach of children.

Effective teaching and learning requires a wide range of resources appropriate to support children's development at all levels; I will make sure specialist equipment is obtained if necessary. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, staff training or support additional staff cover.

I am trained in early years practice. I use the Best Practice Guidance document to support my teaching. This document, which was written by the specialist teaching and learning service, sets out a range of teaching strategies which can be used to support children e.g. the use of visual resources and Makaton signing.The book is divided into universal, targeted and personalised levels to enable me to support children in the four broad areas of need.

Working as a childminder puts me in a good position to ensure that I tailor activities to ensure that your child gets the most learning from both planned activities and from help with routines in the home, such as laying the table for snack.

What additional support does the setting provide for children with additional needs or SEND? 

The setting's SEND policy sets out the graduated approach I use to support children.

If your child is making insufficient progress through a targeted plan, I may discuss with you the need to refer to other services, such as speech and language therapy. If your child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan.

Your consent is required in order for a referral to be made to the Specialist Teaching and Learning Service through the Local Inclusion Team Forum (LIFT) meeting which is held six times a year. If the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services, such as health and would support your child's transition to school. At all stages, you would be consulted.

How will the setting monitor my child's progress and how will I be involved in this? 

I will be responsible for guiding, monitoring and supporting the physical and emotional development of children in my care and this is especially important when children have special or additional needs.

I will invite you to see your child's learning journey and hear about his/her progress; this also provides an opportunity to talk about any concerns. Individual appointments can also be made if you cannot make the dates and you can always request a meeting at any reasonable time.

I make an overall assessment of your child's progress three times a year and more often for under twos. There are also two statutory assessments; the Progress Check at Age Two and the Early Years Foundation Stage Profile. Most children will have started school before the EYFS Profile is required but the Progress Check at Two is very important. The Progress Check will be completed ideally in advance of your child's health visitor health development check at the age of two. The check gives me the opportunity to discuss with you your child's starting points and the progress they have made since starting. If your child is delayed in any area of development, I will discuss this with you and you can also discuss this with your health visitor.

I pride myself on my relationship with parents and carers.

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips? 

A commitment to inclusive practice that enables all children to be included is at the heart of my work.

I always ensure that any planned activities are suitable and adapted to meet your child's needs.

We regularly go out to the beach, the park, the pond,  the local playgrounds, wildlife parks, museums and more. Whenever I have new children I revise my health and safety risk assessment to take account of any new conditions that may cause children to be at risk.

How accessible is the building for children with mobility difficulties / wheelchair users? 

Although my home is on the first floor, the private wide entrance hallway allows an easy access for any mobility accessories/buggies that the children might need to use on our outings. There is also a big storage room to put any big items out of the way in order to keep the fire escape route clear.

Unfortunately, there is no access for wheelchairs.

Once on the first floor, the open plan environment ensures ease of movement.

How will you support my child's transition to a new setting or school? 

Relevant paperwork, such as the Progress Check at 2 , development assessments and observations, and a transition report which incorporates information about the characteristics of effective learning, all of which will be passed on with consent.

Activities to support your child's independence and confidence, such as, dressing-up in school uniforms, zipping up their jackets/coats, putting their shoes on, toileting, general cleanliness and personal hygiene.

Relevant books about new setting/school/first times experiences.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

There are regular parents/carers assessment visits throughout the year, in your home, and in the setting.

A survey is given out to parents annually, to assess the level of satisfaction, and to receive a feedback about the quality of my services. These are being considered when reviewing and updating my policies and procedures.

Who should I contact if I am considering registering for a place at the setting? 

Yamit Adler - I am an Ofsted registered childminder and I am constantly expanding my training and knowledge about children with SEN and how I can support them.

Please contact me to arrange an initial visit, where we can discuss in details about your child's needs and how I can support them in my setting.

As a standard, before starting the regular admission period, I recommend 3 settling sessions of one hour each, where the child will attend the setting together with their parent/s. That is to give a settling period of time for the child to get to know me, and the setting, and feel comfortable and gain confidence in staying there without his/her parents. It also allows me to get to know the child better, and learn from their parents in more depth about their child's needs.

If me or a parent feels a home visit is beneficial and needed, we will schedule that at a mutually convenient time.

In addition, there are available options for additional funding, such as SEN Inclusion Fund (SENIF), or funding under the Disability Access Fund (DAF), which can be assessed and applied for.

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints? 

My SEND policy provides the context for supporting children through the graduated approach and my complaints and compliments procedure is displayed in my childminding folder (this file is sent by email with my welcome pack when registering with the setting).

Copies of all policies are sent by email with my welcome pack when registering with the setting. If you would like a translated version of any policy, let me know and I will endeavour to do this.

I always welcome constructive feedback. A survey is given out to parents annually, to assess the level of satisfaction, and to receive feedback about the quality of my services. These are being considered when reviewing and updating my polices and procedures.

I pride myself on always putting the children in my care and their needs first in mind! "My youngest is very shy but she settled in really quickly. My eldest went occasionally during school holidays and after school, but Yamit would always try to accommodate her. She has the patience of an angel and really helped with their social development".

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