Penny Brick - Childminder
I am a dedicated mother of two children. My youngest attends Lynch Hill Academy. I am connected to this school with regards to drop off and pick up, which is within walking distance of our home, my daughter attends Baylis Court School.
I have been a registered childminder since 12/03/12 and actively childminding since April 2013. References/meetings with current parents who use my service are available upon request. I have been inspected by OFSTED recently in June 2018 and I have been graded OUTSTANDING.
I offer a home from home service, accommodating children from birth upwards. I have many toys and display such items in relation to the development of each child. We share a lot of hands on experiences which are both fun and dirty...water play, mud play, painting, playdoh, bike riding/washing, scooter riding, gluing and sticking, cutting, drawing and reading to name just a few. There are a lot of activities both in my home and in the local area which we take part in each week. We mix with lots of other children and share lots of experiences.
My best feedback comes from the children....who at times don't want to leave :)
In August 2015 we gained a puppy called Bella - She's a Jack Russell x Bichon Frise. She is 4 years old. She is checked regularly at the vet, deflead, dewormed etc. She goes out with her own childminder each day (Dog walker) and is normally out the house having doggy fun for 4 to 5 hours.
Snacks and drinks are provided each day by myself, if one child wants an ice cream then they all do :) this also includes fruit, drinks etc.
I ask all parents to provide a packed lunch box if the child in question is attending for the whole day that can be eaten on the go each day as our days can be busy.
All visitors are welcome to gain a feel for the environment of our home and the kind of service I offer. I do offer a free settling in period for all children to gain if this is the right setting for your child and you.
I expect upfront payment only (monthly preferred) and I do accept childcare vouchers which must be cleared to my account before payment is due. I also accept funding.
Who to contact
- Penny Brick
- Email me : firstname.lastname@example.org
Where to go
There is a drive and there is parking available on drop off and collection directly outside the property. This is not on a main road.
- Table of costs
Table of costs Amount Cost Type £5.00 Average hourly rate £10.00 Weekends
- Payment of fees: Monthly or weekly payment in advance only. Childcare vouchers accepted. Funding places available. I do offer weekends as an adhoc for parents already using me and that have one off plans.
- Has Provision
- Apart from the front step and minor door frames there is a smooth layout within the lower floor. No toilet downstairs.
- Has Provision
- Experience with
Trained to use an EPI Pen
- I have listed a few however I have knowledge although limited of others. I am very open to assist and support all special needs.
- Has Provision
- Experience with
- Milk and diary experience.
- Has Provision
- I can consider anything to meet culture requirements
- Immediate vacancies
- I have space for school drop off and school collections
- Date updated
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlement
- Intending to provide 30 hours entitlement
- Registered to provide 30 hours entitlement
- 30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
- I have been working along side Lynch Hill Primary Academy.
Tax Free Childcare
- Signed up for tax free childcare?
Opening Times & Facilities
Emergency/ad hoc basis
Afterschool (3pm - 7pm)
Mornings (9am -12pm)
Afternoon (12 -3pm)
Childcare at short notice
babysitting during opening hours
Early Mornings (6-9am)
- Offers pickups
- Lynch Hill Primary
- Lynch Hill Primary Academy
- Ofsted URN
- Link to latest ofsted inspection report
- Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Extended Local Offer Response
Special Educational Needs and Disabilities
I aim to follow the requirements of the EYFS 2014 and the childcare register 2012 and provide an inclusive environment for ALL children and their families. I am also required to comply with the requirements of the equality act and the SEND code of practice 2014.
The EYFS says:
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Practitioners working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas. But throughout the early years, if a child’s progress in any prime area gives cause for concern, practitioners must discuss this with the child’s parents and/or carers and agree how to support the child. Practitioners must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate.
When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the provider’s Special Educational Needs Co-ordinator or health professionals) as appropriate.
Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). Providers must follow their legal responsibilities under the Equality Act 2010 (for example, the provisions on reasonable adjustments).
Providers must have arrangements in place to support children with SEN or disabilities. Maintained nursery schools and other providers who are funded by the local authority to deliver early education places must have regard to the Special Educational Needs (SEN) Code of Practice32..
I am the designated SENCO (Special educational needs coordinator) for this setting
The SEND code of practice can be found here..
The SEND guide for parents can be found here…
I request parents to:
- Work closely with us to meet your child’s developmental needs
- Contribute their knowledge and understanding of their child
- Raise any concerns that you may have about your child’s needs and if you think my provision is meeting them.
- listen to any concerns that you have regarding your child
- work closely with parents to build on children’s previous experiences
- have regard for the special educational needs code of practice
- keep an up to date copy of the code of practice and make available to parents if required
- use the EYFS to observe, assess and plan
- discuss with you if your child appears not to be making progress either generally or specifically in one of the prime areas then I will try alternative ways of learning. For instance makaton.
- upon identifying that a child has special educational needs then I will use the graduated approach as described in the code of practice. (early years and early years action plus)
- discuss my observations and any proposed plans with the parents
- seek support from the inclusion team
- continue to develop my knowledge of special educational needs by attending training where possible and carrying out research
I will be monitoring the development of each child as an individual by recording (not always documented) observations through play, I encourage natural play to assist development. Their own achievements will be supported through items/objects, toys, talking and encouraging the next stage naturally.
Children in my setting take the lead, there is planned play and eating time...however this can depend on how each child is on each day and what we are doing....children lead when we eat as I cannot force this if they are not interested. We talk about what our day should bring. Often just being at Penny's is so exciting and with lots to look at and play with, I'm lucky if I get a hello....
There is just me and the children......we are a team. We talk and discuss and see all our options....weather....feelings....who's with us....what's open....etc. We plan together and see where the day takes us.
I refer to the EYFS to monitor the natural path of development, ensuring opportunities for the next step is offered, supported and attempted.
This is highlighted on a form and not documented to a high degree unless there are areas of delay or excel. Planning is all in the head unless there is a required plan of action supported from both parties or third parties to ensure an action plan is clear.
A child with possible additional needs will be identified or assessed for many factors. They may not following the natural path of development, have delayed speech, mobility delays or communication barriers.
For the above it could be so much more simple to solve than to identify. It's all about assisting the child to develop and looking at possible reasons for the delay in development and investigating and asking the right professional as early as possible. Sight loss, hearing loss, ligament damage, opportunities restricted, glue ear......the list is endless, a pediatrician referral from the GP or speech and language department is the best option in most cases. I have in the past supported parents in meetings and observations to support the evidence from both sides to speech and language departments. This has lead on to a pediatrician referral.
If I feel a child is not going to be confident and secure in time for a school environment then I feel support and guidance is required from professionals who can investigate possibilities as to provide the support before a child is placed into the school setting.
Discussions after the first step is as and when required, some appointments take months and "see how it goes see you in 6 months" is common.
Regular handovers on progress are exchanged between myself and parents daily/weekly ect. There is usually lots of little steps that all add up.
I have a network of professionals and websites open to me that I can ask and investigate for support, training for both myself and parents. I look for groups for the children locally and get advise based on past experience.
The children will respond to positive changes that assist them in being settled and happy where they are. Many avenues may be tried and tested before one is found to support all concerned.
My setting is my home and also my work place. Over the years the ornaments, decor, layout for example has been adapted to accept and be safe for children of different ages and stages. This is changed and assessed at all times pending who is here and what is required.
If there is a child here identified as SEND, I think outside the box of what we call normal.......I offer them more space within the house and an opportunity of quiet time, outside space and consider all factors that may disrupt the environment....noise, space, smell......reduce triggers that are known and offer more of food, drink, sleep........
They are already in an environment that is not their home however they need to feel safe and understood in a place they can feel like home x
I risk assess all I do and consider all factors before I undertake activities. Safety for all is the first priority.
Monitoring children will possible SEN is continuous, it's always on my mind, the same as safeguarding children.
Not only am I monitoring children who display concerns, I also monitor children who are quiet and reserved. Children who don't talk and look afraid or worried about being happy. These are all triggers of possible support required and require monitoring.
Allowing space and time to talk, smaller groups and physical ways of expressing through play are ways of supporting children to express or develop areas they may not wish to initially share.
Bulling is ugly and discussed almost daily, in indirect ways....kind hands....kind words.....kind actions..."how would you feel if this was done to you", "it is not accepted here, if you are unhappy you need to talk not bully" conversations with the older ones,
Attending regular meetings and looking at websites of interest in this area keeps me up to date in an ever changing world of resources and support.
I attend any training that is relevant, as and when required.
New children are welcome to visit the setting and extend their time here gradually over a period of time. This is decided with the parents and children pending confidence from both sides.
Ensuring the child feels safe and is safe here as much as possible is the most important criteria. If a child can't comply with regular expectations and be in need of extra support, this is fine. The "normal" bracket isn't the only bracket. A child will be cared for and supported in every part of settling in and feeling supported within our home and care.
This also goes for external venues...schools.....groups ect. I will support the child in visits and meetings should my presence and support be required.
- Last Updated
This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations