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Spots & Dots Childcare Services - Hayles, Clare

We enjoys books and rhymes in the majority of activities we do,. we also love cooking and the children participate in preparing their lunches/dinners as well as puddings.

Also in our garden we have a resident Mr Froggit who obliges us at springtime so the children are able to observe the life cycle of a frog in a real environment. We have a mud kitchen as well as a sand pit and water play.  There is also a swing and slide playset. We have an allotment and the children are learning how to plant vegetables and fruit as well as flowers  to attract wildlife.  We have also planted a willow den and the children made their own scarecrow.  The allotment is a little haven for slow worms and hedgehogs and the children learn to care about them as they love to hold and look at them. We hope to make a mud kitchen up there to go with the mud pit the children always seem to make.   The children learn how  to dig and plant bulbs and seeds themselves as well as learning to look after the plot.  We are lucky enough to have fruit trees and blackberry bushes and the children are always keen to pick these when ripe and they make pies and crumbles with them. When our strawberries are depleted we often take a trip to Pickwell farm so the children can pick some more!

We enjoy being outdoors and the children love weekly visits to the woods and  parks where they can develop their observation skills, climbing and balancing skills as well as building skills especially when they work together to build a den. We also go on nature walks as well as feeding the ducks and swans and have visits to the local beach areas. 

During half terms and holidays we join Parklives and the children are able to play tennis, football, basketball and many other games in a fun and friendly manner.

The children have access to a variety of messey play activities as we feel that this is fundamental basis to aid their learning.

We DO go out in the majority of weathers and have a small supply of waterproof outfits and wellies for the children to wear.  

This setting has signed up to offer Tax Free Childcare.

Who to contact

023 8044 4660
07581 284565

Working with 2 other childminders so cohesive working if we are is ill. Level 6 Early Years Professional; first aid trained; food hygiene certificate; many years experience working with children of all ages. I have achieved NCMA accreditation and am able to offer funded nursery education for 2, 3 and 4 year olds. We only charge for school aged children before and after school and for holiday care for the days they are booked to attend - we do not charge for a full week if they only attend for fewer days. I offer flexible care for older children.

We are able to offer Half term and holiday care but this is subject to availability - please phone well in advance. 

Where to go

Children's Centre Areas
Woolston Peartree

Time / Date Details

Time of day
Early Morning
School Holidays
Term time only

Other Details


Languages spoken


Table of costs
Table of costs
AmountCost Type
£3.85 Per Hour
Discount given for siblings


Age Ranges
From 0 years 3 months to 12 years 0 months

Inclusion Information

Special Needs

Has Provision
Experience with
Severe And Complex Physical And Learning Disabilities
Visual impairment
Emotional needs
Autistic spectrum disorder
Special Educational Needs
Deafness Or Hard Of Hearing

Childcare Information


Immediate vacancies
Can provide full time, part time, term time only and half term and holiday care. Can provide care for children whose parents work shift patterns.
Date updated

Funded Places

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

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:00 19:00
Tuesday 07:00 19:00
Wednesday 07:00 19:00
Thursday 07:00 19:00
Friday 07:00 19:00

School Pickups

Offers pickups
Woolston Infant School
Ludlow Junior School
St Patricks RC Primary School
Ludlow Infant Academy

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

Local Offer

Other Education Extended Local Offer details from Spots & Dots Childcare Services - Hayles, Clare

How does your education setting know if children/young people need extra help and what do I do if I think my child has special educational needs?

During initial meetings with the Parents and child we have in-depth discussions as to the child’s individual needs and stage of development.  We encourage the parents to complete a unique child booklet once the child has started and during the settling in period we use our observations and discussions with Parents to form starting points and monitor the child’s progress.  In the first month we highlight any areas which are cause for concern discuss these with parents and monitor. We then  assess the information in line with the EYFS making initial assessments which will flag up any areas which we feel need further monitoring ask parents to come in and discuss and make a plan along with parents this maybe providing information on activities to help develop areas of learning, supporting parents with home learning alongside our learning , signposting parents to other agencies such as  SLT, portage or G.P/ Health visitor  .Our monitoring tools include the EYFS(Early Years Foundation Stage) and ECaT (Every Childs a Talker).


How will the education setting staff support my child / young person?

In our setting we are all individual childminders but work together, we all oversee the children’s education programme but we have designated keypersons for each child they are also that child’s SENCO. We use learning journals which contain observations, photos, work, and records on each individual child and use these to monitor the children’s progress termly. Each key person is responsible for their key child’s development and it is their role to monitor and progress that child with support of the other childminders, parents and outside agencies if needed.

We will work with other agencies to support the children’s development, we are involved with Speech and Language and regularly use their resources and services

How will the curriculum at your education setting be matched to my child / young person's needs?

In each child’s learning journal they have observations, development trackers for; age and stage, speech and Language and end of term reports. We use these to plan for the child’s next steps and adapt activities for their needs.

We plan using topics and children’s interests , we use their next steps to provide appropriate activities for their stage of development, every child has the chance to participate in the activities which we adapt to meet the child’s needs.

How will both you and I know how my child/young person is doing and how will you help me to support my child / young person's learning?

We have daily diaries for young children or children who are unable to verbally communicate with their parents about the day's events, we are available at any time for the parent’s to discuss progress or queries regarding their child. We also hold regular parent’s meetings for parent’s to come in and discuss their child’s development. At the end of day handover we encourage the children to talk about their day what they have been doing/eating and learning.

We send home copies of next steps for your child and any activities we will be doing with them alongside activities for home learning and ask parents if there is anything they would like to work on or any special events that we could include so that it is continued throughout.

What support will there be for my child / young person's overall wellbeing?

All 3 Childminders hold Paediatric Fist Aid Certificates which are updated every 3 years as well as Mr Terry Hayles.

We all have DBS checks as are all members of the household.

We have a variety of policies and procedures including but not limited to Safeguarding, Behaviour Management, Health & safety, Healthy Eating, Illness and Sickness Policy, Medication Policy.

In our illness policy, we provide information on how we prevent the spread of infection and how we administer medication. We also provide a list of childhood infections with incubation periods and treatment as recommended by the NHS.

In our initial meetings we discuss behavioural management and how we will along with Parents deal with any potential behavioural issues. We actively promote self care and independence within the child’s capabilities whilst in a nurturing,  loving and safe environment.   

What specialist services and expertise are available at or accessed by your education setting?

As previously mentioned we have worked with families who are receiving support from Portage as well as working with children who have Individual Needs.  We are able to contact a Speech & Language Therapist as well as well as contacting local agencies to help us in providing activities and support where needed. 

Clare has also attended Makaton Training and we all use this daily to help aid in communication with all children.

We are all willing to attend any Inco training to help support a child with additional needs.

What training are the staff supporting children and young people with SEN and Disabilities had or are having?

As previously mentioned we have worked with families who are receiving support from Portage as well as working with children who have Individual Needs.  We are able to contact a Speech & Language Therapist as well as well as contacting local agencies to help us in providing activities and support where needed. 

Clare has also attended Makaton Training and we all use this daily to help aid in communication with all children.

We are all willing to attend any Inco training to help support a child with additional needs.

How will my child / young person be included in activities including trips run by your setting?

We try to ensure that all our activities and outings are suitable for all children.

At the initial parents meeting we discuss all the types of outings and activities we go on throughout the year and how we can help their child to be involved.

We give details of any special outings for example to the zoo or a train ride and ask if there are any special requirements needed. We try to plan activities and outings to coincide with children’s’ current interests.

Parents are invited to come and join in with us.

All trips will be risk assessed beforehand and where possible a "recky" will go ahead with at least 2 of the childminders. First aid kits and any medication such as inhalers etc will be taken.  All contact details are stored in our phones and Ratios are  maintained at all times.

How accessible is your education setting? ( indoors and outdoors)

Unfortunately, our setting is not totally wheelchair accessible. Although we live in a bungalow there are 4 steps to the front door. There is also a decking area which has further steps to the top part of the garden.

As we childmind from my home, we do not need disabled amenities. However the main area is all on one level and there is a playroom where toys are accessible to all children. We also use the dining room and lounge where toys are also accessible. 

However if a child was to attend and needed wheelchair access – as long as funding was available we would be prepared to have removable wheelchair ramps installed.

We have worked with families where English is a second language and we have asked parents for key words as well as encouraging them to translate nursery rhymes in their home language. We also use Makaton signing to assist with communication needs and signs are shared with the parents. We also visit the library and borrow familiar books in the home language . If needed we can obtain any written information such as policies translated into the home language.  We also have visual aids such as photos on toy boxes with words and we are currently taking photos of snack and lunches so children can choose these independently. 

How will the education setting prepare and support my child / young person to join the education setting, transfer to a new setting and or the next education stage and life?

In preparation for any child to start at our setting, we have as many settling visits as the child requires to feel at ease with being left. We obtain as much information as possible from the Parents such as encouraging them to complete the Unique Child document or via talks and discussions. 

In the past this has included a picture book of our setting which the parents share with their child prior and during settling visits.

When a child is due to move to a new setting we will liaise with the new setting – this may involve emailing information to them such as EYFS Overview of current development, celebrating My Achievements this Term as well as a copy of the EcAT audit.

We do lots of activities to prepare the children to be ready for school and this is embedded into everyday practice such as encouraging them to dress themselves, put their shoes and socks on and off, go to the toilet by themselves, hand washing and serving themselves dinner/lunch.

How are the education setting resources allocated and matched to children and young people's Special Educational Needs and disabilities?

We have an extensive range of toys and resources for all children to play and access both indoors and out.

We ascertain each child’s likes before they start so that resources can be put out to grab their interest to enable them to settle with familiar toys.

In the event that we may be able to apply for Early Years Pupil Premium we would allocate this to any additional toys/resources that would be suitable or on any training to enable us to support the child.

How is the decision made about what type and how much support my child /young person will receive?

During the initial visit to our setting, we will discuss with the parents as to what their expectations will be and whether we will be able to meet the child’s needs.  We will also discuss our expectations in a clear and concise format as we believe that by being upfront and homes is the basis of building a strong relationship.  We would encourage the parents to share any IEP’s or reports by outside agencies to enable us to continue to use the strategies and programmes already in place.

We would also encourage the Parents to be involved in writing up any further IEP’s whilst discussing which strategies worked best.

In writing up new IEP’s we will be guided by the EYFS and Early Years Outcomes.  We will also encourage visits and meetings with Portage and the Early Years Advisory Teachers alongside us and the Parents to review and plan for any further support.

We have high expectation of all children to achieve and strive to enable this.

How are parents / young people currently involved in your education setting? How can I be involved?

Parents are involved in their children’s learning as we hold termly Parents Evenings so that Parents can view their child’s learning and development and we encourage them to write comments in it.

We also encourage Parents to let us know of any WOW moments their child has at home or to send a photo so that we can print it out.

We have a large display board where we regularly display photos of what the children have been learning.

We actively encourage children to take home Library Books which they themselves choose – sometimes these have additional resources that Parents can do at home with their child.

Parents are regularly invited to come and help out with the children at our allotment and we have also planned some Family Fun Days.

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