Suzanne Elizabeth Bacon
Who to contact
Where to go
- CT7 9DN
Ofsted Registered Childminder – Central Birchington.
Registered to offer Government funded places for 2, 3 and 4-year-olds.
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:30 18:00 Tuesday 07:30 18:00 Wednesday 07:30 18:00 Thursday 07:30 18:00
- Table of costs
Table of costs Amount Cost Type £5:00 Per hour £20:00 Per session
- ECD Type
- Offers pickups
- Cost details
Normal working hours are Monday to Thursday excluding Bank Holidays.
Morning session: 8:00am – 1:00pm
Afternoon session: 1:00pm – 6:00pm.
20.00 per session* which includes all meals (breakfast/lunch/dinner)
*Fees for sibling children
childminding not fitting with the above session times or outside normal working hours and/or weekly/monthly contracts by negotiation.
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 0 2 1 5 6 0 5 6 5 7 12
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Outdoor Activities, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Quiet Room, Games / Puzzles, Play Room, Garden, Walks, Help With Homework, Arts And Crafts, Healthy Living, Reading, Refreshments, Books, Kitchen, Car Parking, Sleeping Area, Slide, Library - Children's Library, Stories, Library - Storytimes For Pre-School Children
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
Special Needs Support
How does the setting identify children with additional needs or SEND?
As an Ofsted registered childminder I work according to the Early Years Foundation Stage (EYFS) statutory framework. This is a formal document that includes the procedures and actions I must take whilst looking after your child, and indeed what I must do should I suspect your child requires additional needs or SEND.
However, I appreciate that for some it may be difficult to discuss any areas of concern you may have regarding your child but hope my friendly, non-judgemental approach will put you at ease and assist in obtaining the best help should this be the case.
It takes a while to fully get to know your child, so at the beginning I am more reliant on our initial discussions at that early stage of our relationship, together with any other diagnoses you may have had. As time progresses I am able to call upon my experience to identify potential issues and if unsure, I will usually consult the many professional resources that are available to me. When a child reaches the age of two years, a formal written assessment of your child’s progress is made which I will then share with you.
How will I be informed / consulted about the ways in which my child is being supported?
Should there be additional needs or SEND worries, as a parent you will always be consulted and I will help you as much as I can on that issue.
Throughout their time here I keep all my parents up-to-date with their child’s progress, daily activities and the milestones that they achieve. I always try to make time for an informal chat at the end of each day, but if it concerns something that I feel requires more depth, or perhaps you would rather not talk in front of your child, I am happy to arrange a more convenient time, for example in the evening or at the weekend.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The Early Years curriculum refers to the areas of learning and development which shape the activities and experiences that children have in my setting and my primary reference is the Department for Education publication ‘Development Matters’.
However, the actual learning of any young child is not so neat and orderly! Every child is individual and can make progress with the right support. Professional colleagues, like health visitors or speech and language therapists, are vital to this work. By monitoring a child’s progress closely, we can make the right decisions about what sort of adaption or extra help is needed.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
My teaching strategy is to gather all the information available for the child to get the best picture I can. I will reference any existing assessments and call upon any advice available to formulate the best teaching approach. Engaging a child will always be a matter of finding the right stimulus in order for me to become a catalyst for a child’s learning, regardless of ability.
What additional support does the setting provide for children with additional needs or SEND?
There is a vast support network available to children with additional needs or SEND. We can discuss any concerns, identify solutions and formulate an action plan going forward. Furthermore, I already have a selection of stimulating, calming and sensory resources at my disposal.
How will the setting monitor my child's progress and how will I be involved in this?
Progress is monitored as an ongoing process and we will celebrate your child’s achievements together. It is always helpful and rewarding to hear feedback on any advancement made at home.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
All children at my setting are part of my childminding family, aware of each other’s strengths and weaknesses, fears and areas of confidence – they are encouraged to show support, understanding and respect when working or playing together.
In addition, my partner works as my registered assistant and we are therefore able to provide individual, personalised support for inclusion should it be required.
How accessible is the building for children with mobility difficulties / wheelchair users?
Unfortunately I believe wheelchair access would be difficult due to the design of my home and further impaired by steps to the rear garden.
How will you support my child's transition to a new setting or school?
I hope every child will leave my care with good personal skills, abilities and the confidence to cope with the next stage of their learning journey. Well before their transition I encourage get my children to ask questions and talk about (big) school and I am proud to say the feedback I get from parents and teachers is very positive.
Our local schools are aware of my childminding business and usually give me a call to chat about a child at the end of the preceding term.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
For me, effectiveness is measured against progress. It is always rewarding to receive the thanks of parents and carers for my part in the development of a child and hear of progress identified by professionals involved in each particular child’s case.
Parents and carers are obviously well placed to see progress on a daily basis and feedback on techniques that work are particularly helpful.
Who should I contact if I am considering registering for a place at the setting?
Please make any enquiries regarding my service by calling or messaging
You will also be able to find me on the internet at www.minikinschildcare.co.uk
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
I have a file of many letters of compliments and recommendations for my childminding business that you are welcome to browse should you desire, and I always feel honoured by the fact that a good proportion of new business comes from personal endorsement by my parents.
Of course I hope that you will be happy with the service that I provide, but if you find any part of my childminding service to be unsatisfactory in any way, I hope that you will feel able to discuss any concerns or issues that you may have with me directly.
For serious issues, my Complaints Policy contains full details of the procedure I am required to follow.