I am a friendly, outgoing person who will provide a secure, happy and fun environment for your children. We are out and about each day at local woods, toddler groups, farms etc. We mix regularly with larger groups of children with other parents and minders at local organised activities. I have been childminding for 14 years and have two grown up children of my own. I have a Diploma in Homebased childcare (NVQ 3 equivalent). I enjoy attending additional training and refresh my courses regularly. My last two Ofsted inspections were OUTSTANDING. Most recent Dec 2015. I am trustworthy and reliable, exposing children to various experiences to develop their life skills and build confidence. We participate in daily arts and crafts, I particularly enjoy using recycled items to make play things with the children or create activities for the garden. Storytime, puppets, Educational games and activities using natural resources. Music and movement, woodland walks, library visits and social interaction with others. Den building, Gardening, Sports Days and Junk modelling sessions. Home baking every week and home cooked meals are available. I embrace all cultures and if the child's first language is not English I support and encourage them . Please feel free to call and discuss further or arrange a visit with your child. Hours can be arranged to suit parents' needs. For further details please contact me. Mobile: 07932 333619 I have also attended a Elklan 'Lets talk with under 5's' accredited course, which has been very useful when helping the children to progress their communication and understanding. Attending training and refreshing in all areas that relate to childcare and families. I love caring for children and we have lots of laughs and fun together each day. Encouraging them to develop in their own time and build their confidence and self esteem. Learning to care and share with others.
Who to contact
- Contact Name
- Mrs Angela Harper
- Contact Position
- Pacey childminder
Where to go
A quiet cul-de-sac location with ample parking and easy access. Walking distance to local parks and woods.
Large detached house with Bi-Fold doors into secure garden with large open plan kitchen/lounge area for the children with downstairs toilet.
Ample rooms for individual cots for children to have Naps
- Table of costs
Table of costs Amount Cost Type £5.80 Per Hour
- All fresh snacks and drinks and outings included
- Has Provision
- Large driveway with easy access through front door or round the side gate into garden into house through two large Bi-Fold doors.
- Has Provision
- Has Provision
- Vegetarian meals and other dietary needs can be met with parents guidance. Lacto intolerance & celiac experience. Dairy intolerance.
- Has Provision
- Offers 2 year funded places
- Offers 3 & 4 years (15 hrs) funded places
- Offers 3 & 4 years (30 hrs) funded places
- Range of vacancies
Vacancies Age range Places 1 – 4 Years one 0 – 11 Months one
- Part-time vacancy available Thursday & Friday . Service available Tuesdays to Fridays all year round or term-time only contracts if required) 7.30am - 5.30pm - can be flexible to suit your needs.
- Date updated
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday Tuesday 07.30 hrs 18.00 hrs Wednesday 07.30 hrs 18.00 hrs Thursday 07.30hrs 18.00 hrs Friday 7.30hrs 18.00 hrs
- no smoking household, Colouring, Off-site trips, Visits & Outings, Childminder Drop-ins, Children work to the early years foundation stage, Nature Walks, Cinema, Very homely setting, Construction toys, Constructive Play, Water Play, Cookery, Cooking, Outdoor Play Area, People carrier, Pets, Daily organised activities, Paddling pool/waterplay, Co-opertative games, Woodland walk, Painting, Countryside location, Parent & Toddler Groups, Park visits, Creative area, Picnics, Detailed report of childs day and meal plan., Disabled entrance, Educational games & activities, Enclosed Garden, Playhouse, Disabled facilities, Dressing up, Playdoh, Prentend kitchen, Puzzles, Face Painting, Farm, Fish, Refreshments, Ride on toys, Quiet Area, Free Play, Quiet time, Garden Play, planting and watching plants grow., Sand and Water Play, garden toys, Geography, Role Play, Garden & apparatus/toys, Safe Play, Have a car, Sensory Area, Science, Seasonal Activities, Homework area, Hot Breakfast, Soft ball play, Singing/Music, Home cooked food, Sleeping Area, Home role play area, Indoor Play Area, Activities, Activity equipment, Sports Day, Activity table, Hot meals provided, soft play visits, Access to computer and internet, Songs & Rhymes, Access to public library, Storytime, Keyboard/musical instruments, Arts & Crafts, Kitchen, Attend weekly Childminders Drop-ins, Large & Small construction toys, Supervised indoor & outdoor games, Adventure playground, Junk modeling, Animal Projects, Baby Toys, Learning about nature, Learning through play, Baking, Baby changing, Baby Corner, Baby Garden, Bedroom cots, Bikes, Library Visits, Themes and Topics, Bird Watching, Toddler groups, Literacy & Numeracy activities, Tool bench, Board Games, Teepee in Garden, Lego building, Ball games, Television, Tents & Tunnels, Barked Play Area, Messy play, Breakfast available, train set, Book Corner, Local Park, Books, Local visits & outings, Bottle Warming Facilities, Toys, Lunch, Cat(s), Music & Movement, CCTV, Chalk and colouring board, Musical Instruments, Changing facilities, Treasure Hunts, Car Park
- Offers pickups
- School Pickup
School Pickup School AM PM Any Local Playgroup/Pre-school New Scotland Hill Primary School Uplands Primary School St Michael's (Sandhurst) C Of E Primary School Eagle House School
- Can pick up and drop off from local schools/nurseries. Flexible to offer collection/drop off to family home.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 06/09/2006 Care Good 18/09/2009 Inspection (Early Years Register) Outstanding 16/12/2015 Inspection (Early Years Register) Outstanding
- Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Transitions to Adulthood (16+)
Junior (7-11 years)
- Needs Level
- SEN Provision Type
- Speech & Language Difficulties
- Behavioural, Emotional & Social Difficulties
- Autistic Spectrum Disorder
- Physical Disability
- Moderate Learning Difficulties
- Hearing Impairment
- Visual Impairment
I live on a quiet estate off the crowthorne road in a cul-de-sac with ample parking. We can walk safely to nearby woods and local parks and shops.
I have a large driveway with one step to front door. Side gate which takes you to the garden.
We play daily outdoors and enjoy the seasons.
All our welcome in my setting and we have lots of fun and laughter!
- 1: How does the setting identify children with additional needs or SEND?
I communicate honestly daily with parents and we work together to help develop their child/ren in all areas of learning and development. I use the EYFS Tracker books to make regular observations and plan their next steps with parental input. I meet with parents termly and I send an email newsletter to share information on training courses attending and practical news.
I also take note of daily observations whilst the children are playing and going through the days routine ie, anything they say or do that is worth taking note of and sharing with parents. These can be helpful for forward planning to develop particular childrens interests to aid them in reaching their early learning goals.
Each child has a Daily diary book which i write all that they experience throughout the day in with some photographs. These go back home each evening for parents to contribute and return the next day.
I keep scrapbooks with photographs and learning experiences as time goes bye and this is shared with parents also.
I complete 2 year old summaries prior to their Health visitors check and meet with parents to discuss these and plan ahead together.
I have an 'All about me' form that the child completes prior to starting in the setting so I know likes/dislikes and gain general information about them.
- 2: How will I be informed / consulted about the ways in which my child is being supported?
I communicate regular with parents and arrange meetings to do this at a mutally convenient time so we can work together in supporting the child and their particular needs.
I always talk to the parents and form good relationships with the child being our main concern.
- 3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
As mentioned earlier if I observe that a child has a particular interest, I will use this to develop them further in any of the 7 areas of learning within the EYFS. The tracker books highlight quickly where the gaps are and which areas may need attention and additional support.
The ratios in my setting are small so i know my children very well and can give them individual one to one attention throughout different times of the day.
If I should need any additional support or advice, I would approach my Local authority early years team for guidance and I am a member of the Bracknell Forest Orchard Network group which is very informative and supportive in all areas.
- 4: What teaching strategies does the setting use for children with additional needs or learning difficulties?
I treat all children as an individual and can adapt activities and resources to meet their specific needs whilst including the whole group at varied levels of learning.
I have been childminding for ten years and had varied experience with children with different types of additional needs.
I am a TIM minder on the Network (Targeted Inclusive Minder) and I have attended various training courses to increase my knowledge of specific additional needs with children. I am keen to attend any training to assist with caring for a child with a particular need that I may not be familiar with. Seeking guidance from parents and my early years team.
- 5: What additional support does the setting provide for children with additional needs or SEND?
I have attended various specialised training courses throughout the years. Constantly updating and reviewing.
I have inclusive resources and risk assessments in place for my setting and regularly attended places within my local area ie; The Lookout, local toddler groups, schools/nurseries etc
I have a SEND policy along with many other policies and procedures in place.
I work closely with parents and listen to their concerns and work alongside them to help the child.
- 6: How will the setting monitor my child's progress and how will I be involved in this?
I discuss regularly with parents the childs progression and have permission in place to share with other professionals so we can all contribute together towards the best interests of the child concerned.
I track the childs progress and plan activities and include parents in this, encouraging their suggestions and welcoming their knowledge of their own childs capabilities, strengths and weaknesses. Which proves very useful.
- 7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
All my outings are risk assessed and I am highly organised as dealing with many children at once when out and about.
I prepare in advance and know where we are visitng and what resources I should bring including first aid kit, suitable buggies, food and drink and have an emergency procedure in place to protect us all.
All are included in their own way and I want all children in my care to have fun and access all that is on offer throughout the day.
- 8: How accessible is the building for children with mobility difficulties / wheelchair users?
My setting has a large double driveway up to the front door with one small step into a wide front door. I can access ramps if required and have a sidegate into the garden where the open plan kitchen/lounge area can be accessed easily through bi-fold doors.
I have a downstairs toilet and shower.
The garden is part patio on one level and the remainder is grass.
Outdoor play resources scattered amongst the trees and lots to explore at different levels.
I am happy to make reasonable adjustments to suit the particular needs of a child so they are more comfortable and resources easily accessable to them.
- 9: How will you support my child's transition to a new setting or school?
When a child is due to leave my setting, we discuss this forthcoming change so the child is prepared. Helping them work out any worries and discussing these openly, putting their minds to rest. Maybe reading relevant books and being positive about the change.
I complete a transition form for the new nursery/school with parents contributions. I pass on their tracker books and learning journals to parents so they can keep and share with the new setting.
I would be happy to help out with visits to familiarise the child with any new changes ahead.
- 10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
I have a parental questionnaire which I change regularly and give to parents to complete so I can make any improvements.
I take note of children's achievements and investigate pros and cons of these. Exploring different ways to improve my practice and I use a Self evaulation Form on the ofsted gateway website to help me do this.
- 11: Who should I contact if I am considering registering for a place at the setting?
Mrs Angela Harper
- 12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Last updated: 06/12/2018