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Abbott, Mrs Carol

Heatherlands Primary and Sunbeams are close by, so we would always walk to and from on drop offs

BH12 2AU
01202 710904
07952 763924
Childcare Type:
Provision Type:
Overall limit on childcare numbers:
Eligible to take 2, 3 & 4 Year Old Entitlement
Outdoor Play Area/Garden
Separate Sleeping Area
Visits and Outings
Times Available:
Monday 07:30-17:30
Tuesday 07:30-17:30
Wednesday 07:30-17:00
Thursday 07:30-17:30
All Year Round
From 0 years  1 months to 16 years  8 months.
£4.90 per Hour
Other Costs:
£10.00 minimum per session (before or after school) Term time contracts available but dependant on spaces available at the time of contact.
Immediate Vacancies
Vacancy Information:
I have a space available on a Wednesday and Thursday.
No of vacancies:
This provider collects from these schools:
Heatherlands Primary School
Ofsted URN:
Last Inspection Judgement:
Last Inspection Date:
Cultural Provision:
No strong religious ethos.
Caters for Special Diets:
Children bring their own healthy snacks and lunch.
Referral Procedure:
Initial contact should be made by telephone.
Languages Spoken:

SEN and Disabilities Service Description

Section 1 - How do you communicate with the parent/carer whose child has SEND? 

1a) How they can arrange a visit and/or see you in action? 

Parents can arrange to visit the setting by telephone, text or email. 

1b) What are some of the things they will see to welcome them to your setting? 

They will be invited to see how other children play and learn who are already at the setting. 

1c) What different ways do you use to communicate with parents?  

  • Whose job is it to share day to day information and how is this information shared? 

  • What opportunities are available for regular contact with parents/carers about things that have happened during the day? 

  • Who explains specific information about the child’s learning to parents/carers and children? 

  • opportunities offered and available, additional to normal reporting arrangements, to discuss progress 

  • how you inform parents/carers about the progress children should be making? 

  • how do you share planned learning and how can parents support this? 

  • what strategies do you put in place to enable parents to support learning at home? 

  • How do you provide parent/carers with specific information regarding any changes to routines or staffing? 

Information is shared through Babydays which is an online system. A daily diary is completed and photos are taken of the child throughout the day and uploaded to Babydays, with written parents’ consent. I will, as I am a lone worker explain all arrangements to parents and their children. Progress meetings can be arranged if required. Next steps are printed out for each child and a copy is given to parents. This is also available through the Babydays app. It is my job to keep parents informed of any changes in the setting, this is done either by discussions, notes sent through using the Babydays app, text message or email 

1d) How can parents contribute or share ideas for you to consider to make communication with you more effective? 

Communication is always with myself either verbally, by text messaging, mails or through notes on Babydays. 

1e) If the parent/carer is unhappy with your provision, what should they do? 

  • how can parent/carers raise any concerns they have with you?  

  • who can parents/carers talk to if they are worried?  

  • who can children talk to if they are worried?  

  • where should concerns or complaints be directed?  

  • how accessible are your policies?  

Parents can speak to me and if they are not happy with a situation then they can follow the complaints procedure that is in place. Policies are always ready for parents to see on the Babydays app at any time.  

Section How will you help to settle the child into your setting? 

2a) State some of the things the parent/carer will see when their child first starts at your setting  

  • how will the parent/carer be aware of the child’s key worker?  

  • how will they be aware of who else has a role in in the education of children with SEND?  

  • who is your SENCO or contact for parents/carers if they are considering whether their child should join the setting?  

Settling in periods are offered to all new starters. I am a Childminder and work by myself so I hold all roles in the setting. 

Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school? 

Paperwork of learning journals, trackers and next steps will be provided to new settings when a child moves.  

3a) How do you ensure the child is happy and learning as they move from room to room?  

  • what strategies do you put in place?  

  • what information is provided to parents/carers and children around moving rooms and/or settings?  

I have only one room. Next steps and learning progress will be provided to pass to another setting if the child is moving, Parents will also be provided with a memory stick storing all relevant paperwork. 

3b) How do you ensure the child remains happy and learning as they move from you on to another setting?  

  • what preparation arrangements are in place prior to joining a new setting/school for children and parents/carers?  

  • what information do you provide to the receiving setting/school? 

As above 

Section 4 - How do you understand and discover how the child learns? 

4a) How do you measure the child’s learning to try to discover any additional educational needs they might have?  

  • how do you identify children with special educational needs?  

  • how do you raise any concerns with parents/carers?  

  • how do you manage the administration of medicines and provide personal care?  

  • how do you enable children to share their views? 

All children on the system have a system generated tracker that will be completed and kept up to date, this will show where a child is emerging, developing or secured in learning areas. If certain sections of the tracker flags up red that a child has not completed certain areas of learning then this is looked into to find out why. Parents are kept up to date with all learning pathways, they can log into their children’s learning at any point through Babydays. Short term and long term medicines are recorded, parents sign medical records and give permission to administer. 

4b) How will you make sure that what you are teaching meets the needs of the child?  

  • who oversees and plans the next steps in learning for children with SEND?  

  • who works with children with SEND and how often?  

  • what are their roles?  

  • how is learning tailored to children’s needs?  

  • how do you know how well children are doing? 

I take advice from other Practitioners and make a plan of learning for the child.   

Records are kept by planning next steps and observations of learning are logged. 

4c) How will you make sure that the child is having fun and enjoys learning through play?  

  • what support can be accessed in partnership with the local authority?  

  • how do you monitor and ensure continued progress for children with SEND?  

  • what emotional, social and personal support is available to all children as well as those with SEND? 

Monitoring all children is done through the trackers, next steps and learning journals. Self esteem is the key to a child’s emotional well being and progress  

4d) Which experts and other professionals do you liaise with?  

  • which other agencies do you consult?  

  • how do you make decisions and on what basis?  

  • who else might be involved?  

  • how can parents/carers and children contribute to this process? 

Nursery Nurses and Early Learning Advisory Teachers. Discussions with all that are involved with the child with parents’ written permission. 

4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need?  

  • outline your inclusive practice process and specify how you refer to other agencies: LA Early Learning & Inclusion Team, Health Visiting Teams, Children’s Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc 

By contacting the local authority for advice, speak to parents for written permission to discuss their child’s information and to share their trackers with the other services such as Nursery Nurses, Family Support Workers, CAMHS, Speech and language services. 

4f) How do you ensure that the views of parents/carers and children are included in this specialist work? 

Have meetings with parents and their children, focus on the shared goal of meeting the child’s needs. Share strategies that are used at home where possible. 

Section 5 - Inclusive Practice and SEND training and expertise within this organisation 

5a) What range of training and expertise do your staff have?  

  • what SEND experience do they have?  

  • what training or learning opportunities are available to parents/carers?  

  • are there specialist staff in your team?  

  • what are their roles and qualifications? 

I have completed a 6 week course on Special Educational Needs and have some hands on experience. 

5b) What are the ways in which you fully involve children with SEN and/or disabilities? 

  • Indoor 

Music and movement, including Sittercize. Art and craft activities. Role play. Construction. 

  • Outdoor 

Nature is the best way to nurture pupils with special educational needs. Outdoor education teaches life skills. Nature, colours, plants, seasonal change, natural materials and logs, leaves and twigs for construction play. 

  • Trips out of the setting 

Local toddler groups, libraries and soft play areas. 

Are your staff DBS Approved?
Do you have a First Aid Policy?
Do you have Public Liability Insurance?
Recognised As (Scheme):
2 Year Old Early Education Provider
30 Hours Free Childcare Provider
Tax Free Childcare Provider
3 & 4 Year Old Early Education Provider