I am an ofsted registered childminder, I live in Minster on sea. I can offer free funding for 2, 3 and 4 year olds. I have a very clean and tidy home with a large back garden for them to play in. I have four of my own children aged 3 to 15 years old. I am married to my best friend of 18 years and we work together in providing your child with a home from home experience where they will play, learn and grow. Your child will learn that is ok to make mistakes and we will encourage them to try again. Every child is unique so therefore we make sure their education is.
Samantha Rose Cadwallader
Who to contact
- Contact Name
- Sam's Childminding
- 07562 237 075
Where to go
Minster On Sea
- ME12 3TB
When is it on?
- When is childcare available
- Open All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 7:00 19:00 Tuesday 7:00 19:00 Wednesday 7:00 19:00 Thursday 7:00 19:00 Friday 7:00 19:00 Saturday 7:00 19:00
- ECD Type
- Offers pickups
- Schools covered
- St George's Church of England Primary School
- Cost details
- Contact provider for cost details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- Contact provider for vacancy details
- Places Range
Places Range Start Age End Age Places 0 5 12 5 8 12
- Arts And Crafts, Books, Toys/dolls, Games / Puzzles, Outdoor Activities, Garden
The childminder has done some additional training and has experience with some disabilities.
An Introduction to Children Diagnosed with Autism
Special Educational Needs and Disability Workshop
Supporting childrens emotional well-being
Supporting Children with Speech Language and Communication Needs
She also has experience working with children with ADHD, OPPOSITIONAL BEHAVIOUR, DEVELOPMENTAL LANGUAGE DISORDER, SOCIAL COMMUNICATION IMPAIRMENT, AUTISM, CEREBRAL PALSY AND MUSCULAR DYSTROPHY.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 01/04/2016 Inspection (Early Years Register) Good 23/04/2019 Inspection (Early Years Register) Outstanding
Special Needs Support
How does the setting identify children with additional needs or SEND?
On admission, we ask you to complete an 'All about me' form which gives us a chance to get to know your child and their particular strengths or areas where they may need extra support. We ask about your child's interests at home so that this can inform our planning. When your child first starts we 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 steps may involve your child's key person targeting a specific area of development, such as social skills to plan in additional opportunities for your to gain further experience in this area. This would be written and shared with you through a Target 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?
The key person approach is a cornerstone of the Early Years Foundation Stage and of our practice.
Your child's key person will be involved right from the start so that a strong and positive relationships are built with you and your child . There are lots of ways that you can feel involved in how your child is being supportive.
*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 we let you know about your child's progress and any additional support they might need.
*collaboration with you on any extra planning we 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 key person to plan for your 'unique child'. We observe assess and plan for you child in three prime areas and four specific areas.
COMMUNICATION AND LANGUAGE
providing a 'language rich' environment tailored to the needs of current children
using targeted small group activities such as those recommended in the 'Every Child a Talker' (ECAT) programme
using a language intervention such as the I CAN Early Talk Boot programme
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 heath and voluntary sector providersfor advice and support
attend specialist infomation sessions in-house or 'An evening with...' sessions
targeted small group pr individual activities to promote well-being and resilience.
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?
Our 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 bt soft furnishings and rugs to minimise noise and encourage a sense of well-being. We also have some moveable furniture and screens to facilitate small group activities and quiet areas. Space is protected through the use of storage areas which are clearly labelled with text and pictures.
Effective teaching and learning requires a wide range of resources appropriate to support children's development at all levels. The key person 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 to cover.
All our staff are trained in the delivering the EYFS and some are more experienced staff hae received training in supporting children Autisum, ADHD, Speech language and communication needs. We use the Best Practice Guidance document to support our 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.The book is divided into universal, targeted and personalised levels to enable us to support children in the four broad areas of need.
What additional support does the setting provide for children with additional needs or SEND?
If your child is making insufficient progress through a targeted plan, the key person 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 a referral to other services, such as health and would support your child's transition to school. At all stages, you would be consulted.
We are regularly encouraged to complete training.
In the past, where we have received children with a condition we are unfamiliar with, the key person had researched information and shared with staff and health professionals have come in to give everyone an overview.
How will the setting monitor my child's progress and how will I be involved in this?
An effective key person approach is essential for all children. The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important when children have special or additional educational needs.
Your child's key person will invite you to see your child's learning journey and hear about their 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.
We make an overall assessment of your child's progress three times a year and more often for our under twos. There are also two statutory assessment; 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 us 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, we will discuss this with you and you can also discuss this with your health visitor.
We pride ourselves on our relationships 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 our work.
We regulary take trips to the beach, farms and whenever we have new children we revise our health and safety risk assessment to take account of any new conditions that may cause the children to be at risk.
How accessible is the building for children with mobility difficulties / wheelchair users?
I am fortunate to have room for three cars to park directly in front of the house; Wheelchairs will be able access the play room by coming through the side entrance. The cloak room is also downstairs.
How will you support my child's transition to a new setting or school?
Planned meetings with the school/s
visits to the school or setting
activities such as dressing-up in school uniforms, photo books about schools
relevant paperwork, such as the Progress Check at 2, passed on with consent
My Unique Progress/Transitions report which incorporates information about the characteristics of effective learning
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Opportunities at LIFT meetings
evaluation of training and workshop content
regular parent and key person assessment visit
review of policies and procedures
Who should I contact if I am considering registering for a place at the setting?
The Childminder will discuss and arrange any visits needed for the first meeting and will then go through with the parents/carers what they may need to bring with them.
We will be able to do more than one home visit if needed
additional settling in visits with parents and key person
Any arrangements for assessment for additional funding such as the SEN Inclusion Fund (SENIF)
applying for funding under the Disability Access Fund 9DAF) and how it might be used
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our SEND policy provides the context for supporting children through the graduated approach and our complaints procedure is in our policy and procedure folder.Copies of these can be sent to you on request. If you require a translated version of any policy let us know and we will endeavour to do this.
We have an 'open door' policy, a suggestion wallet, questionnaires/surveys. We welcome constructive feedback.