Jacqueline Maria Murray
Who to contact
- Contact Name
- Jacqueline Maria Murray
- Contact Position
- Registered Childminder
- 01622 682717
Where to go
Childminding setting with two registered childminders
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 9 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 00:01 23:59 Friday 00:01 23:59
- Table of costs
Table of costs Amount Cost Type £5.25 Per hour
- ECD Type
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- Pending confirmation of take up on waiting list
- Places Range
Places Range Start Age End Age Places 0 5 6 5 8 6
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Cot Room, Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Drama, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Dance, Nursery, Outdoor Activities, Pets, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Air Conditioned, Refreshments, Books, Sign Language / Makaton, Internet Connection, Ball Pit, Kitchen, Car Parking, Songs, Sleeping Area, Camping, Library Visits, Stories
We work closely with parents, we respect them, involve them
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 07/02/2006 Care Good 11/01/2010 Inspection (Early Years Register) Good 02/12/2013 Inspection (Early Years Register) Good 09/11/2016 Inspection (Early Years Register) Good 10/05/2022 Inspection (Early Years Register) Good
We are happy to discuss provision of care for 0-5 within the setting
We are happy also to discuss possible respite or overnight care for 0-10 years of age
- Contact Name
- Jacqueline Maria Murray
Special Needs Support
How does the setting identify children with additional needs or SEND?
The setting concentrates on a small group of children from 0-5 years. From the outset, we'll discuss starting points and baselines with you - we like to have a really good understanding of preferences and dislikes across toys, activities, routines, diet, and pretty-much everything. After a settling-in period and a good 'getting to know your child' period, we'll carry out an 'initial assessment' to share where we think each child is in their progress and development across all seven areas of learning under the EYFS. This is the start of our journey with the child and family in terms of ongoing communication for each area of learning, and we keep to the same format and open-discussion policy until your child leaves our setting for school, house move, or any other purposes.
We don't wait for the next review stage if we feel there are any concerns - we have an open two-way communication approach with a very friendly and positive nature, appreciating that some children might excel in one area, but lag behind a little in another. After 20 years looking after 'under-5s', undertaking continuous training, observing and reporting on progress and development, and advising and helping with referrals, we work with you to identify any areas of concern and then act on these in accordance with direction from yourselves and other childcare/health care professionals.
How will I be informed / consulted about the ways in which my child is being supported?
Each child is assigned a ‘key person’ who leads in the delivery of the EYFS curriculum for that child. The key person records information, carries out observations and leads on the planning of activities and resources to support the child. This is communicated in a number of ways:
- A daily contact book with information on how the day has been spent and any key notes and actions to share and/or act on
- Open-door policy – you are free to come in at any time and have a chat with us, while we appreciate that a lengthy chat at the door may not be an ideal situation in terms of available time, other distractions in the setting, and confidentiality
- Review meetings and discussions are available as often as you wish and you are always welcome to come in and chat about how your child is being supported at the setting; in fact this is a great opportunity to sit in a more relaxed environment and share thoughts and next steps to ensure that we are working effectively together
- Regular, detailed progress and development reports on a 3-4 monthly basis [or more frequently if closer progress monitoring and support is required or requested] to see how the child is progressing across all areas and to re-evaluate next steps.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS allows for specific planning for each child, whatever their needs; all children at the setting are treated equally and inclusively. We look across all of the children in the group and plan the environment and resources to provide for each of them equally. We keep our planning relevant to as many of the group as possible, but where we need a one-to-one support we are able to work together in the setting to make sure that this is seamless in an activity.
We also celebrate the unique child, and differences between all of us, within the group and we promote support and understanding that we all have different abilities and preferences; this is something we have nurtured in the group for many years and continue to do so with the turnaround of children as they leave the setting to move location or leave for school.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Communication with parents, families and other providers is critical to a healthy continuity of teaching strategy. We all need to know what is working well and what can be improved, so the sharing of information is at the top of our list – communication is key and we will drive this in the best way that we can.
Our review process is not done on a monthly or quarterly basis – it is ongoing daily basis; what worked well today and how can we make this better the next time. The setting is a tight group and we are focused on the children that we have on a daily basis – evaluating how well we’ve progressed with each child either at the end of each day or at the start of the next. We work with you on the direction that your child is progressing and the expectations and provide you with the background information that we are working to in accordance with the EYFS. Your update for this is in a daily contact book which is another two-way communication between us. This way we can also discuss and maintain dialogue on how the continuity can work both at the setting and at home or in other environments.
We are also always happy to share the courses, seminars and information links which we are using and including in our own personal and professional development plans, so that you can feel more comfortable working with us to the same outcomes.
What additional support does the setting provide for children with additional needs or SEND?
An action plan is agreed for daily care and support of each child at the setting. The setting has two childminders who work closely together with the group, although they split into ‘key person’ for individual children. Specific needs (e.g., medication/physio) are charted and recorded as part of the daily routine, as is the continued eye on progress.
If we feel that your child is not making the progress that we expect through our agreed planning, we will discuss with you a referral to the KCC ‘LIFT’ [Local Inclusion Team Forum] where this can be discussed with lead professionals in specialist learning and development.
You will be continually updated, consulted and critical in providing permissions throughout any process or transition in planning for your child. Your child will also be included in this process (age dependent).
How will the setting monitor my child's progress and how will I be involved in this?
Daily contact books, constant face-to-face communication where appropriate, open offer for review meetings at any time and regular EYFS progress and development reports with an ‘at-a-glance’ development scale throughout the age ranges – all of this allows you to be involved as much as possible in the progress of your child.
We work with the current ‘Development Matters’ to provide regular updates at the setting and to keep progressing through our ‘next steps’. This is plotted on a weekly basis for each of the children at the setting and we review this for planning of activities and resources and themes for the following week. Daily planning also takes place throughout the week to ensure that we keep a focus on our ‘next steps’. The EYFS progress and development checks that we carry out and communicate regularly to you are:
- Initial Assessment [after starting at the setting – approximately 1 month or 10 days attendance over a longer period that 1 month for less regular attendees]
- 2-Year Progress Check [at 24-30 months, to be shared with a health care professional carrying out the check – you are likely to also receive a questionnaire from them about your child’s development]
- Records of Achievement: these are continued 3-4 monthly [or more frequently, if required] reports covering the three Prime areas of learning up to the age of 2 and all seven areas of learning after the age of 2
- Time of Transfer: this is a report provided at cessation of care at the setting to be presented to the next setting, the purpose of which is to highlight progress and development for their initial assessment in the new setting
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Activities and outings are carefully chosen to be relevant and inclusive to all children, so that each of them can get something positive from the experience. Where additional needs are required we review our risk assessments accordingly and make sure that we can safely provide the same activities and outings to all children. The priority is the safety and well being of the children during the activity or outing and flexibility is key to ensuring that this is maintained at all times without negatively affecting their experience.
How accessible is the building for children with mobility difficulties / wheelchair users?
Ample parking is available and steps can be avoided up to the frontage of the setting. A portable ramp can be used for the front door step and the interior is on a single level with wheelchair access throughout. The setting is regularly used by a wheelchair user and we are familiar with all pros and cons in terms of accessibility.
Ground floor sleeping accommodation can be provided directly to a wheelchair user if required and the setting has disabled toilet and low-level shower facilities.
How will you support my child's transition to a new setting or school?
All children who leave our setting will leave with a ‘Time of Transfer’ report to detail their progress and development and any specific additional needs or SEND. Two copies of this are given to the parent/carer (one for the new setting) and an additional copy is kept on file for our records or in case any duplicates should be required. When you leave you will also have the Learning Journal, which is really a photographic storybook of your child’s time at the setting the activities they have taken part in, with observations along the way.
If requested, the key person is happy to attend meetings at a new setting to discuss the transition, or welcomes members of the new setting to come to our setting to have a discussion – all with the permission of the parents/carers concerned.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We welcome parents’ evaluation of the effectiveness of our SEN provision but expect that you will be continually involved throughout the time that your child is at the setting, so expect this to be part of our two-way ongoing communication process.
In addition we have the daily contact books which invite continued comment; regular feedback forms, review meetings, and open-door policy where you can come in and chat at any time. Our weekly newsletters also invite comment by return email at any time and you will find that we are speedy in response and discussing actions to any concerns or suggestions.
Who should I contact if I am considering registering for a place at the setting?
In the first instance you should contact Jacqueline or Ian directly, by email, by phone or by post to discuss availability and to arrange an appointment to come and view the facilities at the setting and to discuss the requirement. We are also happy to make a home visit if this is something that works better for you.
We are likely to suggest settling-in procedures as standard and also to discuss with you the funding options that may be available such as SENIF or DAF.
If this progresses to your satisfaction, we would ask you to work through a SEN requirements form with us so that we can be clear about any specific adaptations we may need to action for the setting.
We will also ask for the ‘Transition document’ from any previous setting so that we can get a really good idea of starting points for progress and development and specific additional needs.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have a well documented complaints procedure, this is available at the door of the setting and also included in our weekly newsletter which is sent out to all attendees at the setting.
In terms of feedback:
- Daily contact book – this is a two-way communication
- Telephone, email, text, or your approved secure media
- Feedback forms, available at any time or sent out twice each year
- Review meetings by request or at signing of contracts and child record forms