Skip to main content

Hunter, Deborah

++2016 graded Outstanding by Ofsted ... Moorlands Primary school breakfast club and after school care availability ... 

Friday care is available now. Thursdays becoming available in September. 

Funding can be used as payment as nursery funding accepted.

Availability for 4 year old child and older for before and after school care for child at Moorlands Primary, Kesteven Way, Bitterne. Term time only and holiday care provided. Have a variety of children in various school years from the school which will help child settle quick amongst friends. 

I am an Ofsted registered, Outstanding (Ofsted 2016) Accredited childminder (I'm able to offer free nursery places (15 hours of free childcare per week-30 hours if you fulfil Government set criteria) to parents for children of pre school age) with 19 years experience of caring for children, 14 of those being a childminder.

I live in Bitterne, off West End Road. I take and pick up children from Moorlands Primary (2 mins walk away)

I have two boys of my own, one attending Bitterne Park Secondary School, the other at college. I currently am busy with a variety of school aged children from Moorlands Primary School in my care and have worked out of this school for the past ten years.

I offer a professional service to both parent and child by providing a service that caters for all childcare needs and am flexible in suiting individual family's needs. This includes being available for early morning cover and late afternoons and shift patterns.

As already mentioned, I am an Accredited Childminder and am able to offer nursery funded places.

My most recent Ofsted inspection had me being awarded the highest grade which is Outstanding.

This setting has signed up to offer TaxFree Childcare.

Who to contact

023 8047 2763
07500 989 596

Having had the need, and used, childcare myself I appreciate and understand the anxiety faced when handing over your child to someone else. I understand the need to have trust in whomever you choose and place great importance in face to face meetings with parents and child to ensure that all parties are happy and content with each other before contracts and paperwork are considered. 

Whilst being professional, I am an open, caring, honest person who truly believes in treating people how you wish to be treated yourself. I am firm, but fair when required to be and always have the wellbeing of the child foremost in mind.

Although I say so myself, I am a good mum who has two boys of my own of which I am proud to say are a credit to me. This, I feel, goes a long way in showing my values and my expectations of children in my care as I am enthusiastic about their talents and nurturing and understanding of their needs. Rest assured, I treat all children with respect, appreciating everyone's differences and all are treated equally.

I work extremely hard to maintain my good relationships with both child and parent by communicating on a regular basis with regards to child's progress and having a generally relaxed, approachable attitude. 

Your child's individual needs are taken into account on starting with me and planned for and nurtured throughout their time with me. I follow the Early Years Foundation Stage's guidance and plan for your child activities on their own individual level, taking into account what stage of development they are at and plan their next steps. Your child would be encouraged to participate and made to feel welcome by his peers in my home. 

I have procedures and policies in place to ensure the safety and wellbeing of your child and numerous amounts of activities and resources in place to enhance your child's time with me. 

Outdoor play is actively encouraged and regular trips to parks and woods, etc take place.

I own my own allotment and make regular visits with the children in my care to plant, weed and water our "crops" so allowing the children the experience of growing their own food and understanding where it comes from.

I could continue typing but feel I have provided an outline of me as a person and the service I offer. I have hard copy references to confirm the above which would be made available for you to see upon meeting with you. 

If you feel I could be of assistance to you please do not hesitate to contact me for an informal chat to arrange a meeting.

Kind regards


Where to go

Children's Centre Areas
Townhill Park Harefield

Time / Date Details

Time of day
Early Morning

Other Details


Table of costs
Table of costs
AmountCost Type
£4.00 Under 5's per hour
£4.00 Over 5's per hour


Age Ranges
From 0 years 5 months to 14 years 0 months

Inclusion Information

Special Needs

Has Provision
Experience with
Autistic spectrum disorder
2015: Completed and passed Level 4 module on Special Educational Needs run by the University of Gloucestershire

Childcare Information


Immediate vacancies
Breakfast and after school club for children
Date updated

Funded Places

3 & 4 year old funding
2 year old funding

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 715am 5.30pm
Tuesday 7.15am 5.30pm
Wednesday 7.15am 5.30pm
Thursday 7.15am 5.30pm
Friday 7.15am 5.30pm


Maximum number of Vacancies

Vacancy Age Ranges
Vacancy Age Ranges
Age RangeVacancies
5-7 1

School Pickups

Offers pickups
Moorlands Primary School

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

Local Offer


Further information and advice can be gained from your Health Visitor, local Childrens’ Centre, Area Inclusion Team, Portage.

Also you can gain information from the following websites:- for Early Years Foundation Stage 2014curriculum for funding information for 15 hours a week for 2, 3 and 4 year olds

I am always happy to discuss your child’s development, progress or any concerns you might have. I can be contacted on 023 8047 2763 Monday to Friday from 7.30-6.30pm.

Other Education Extended Local Offer details from Hunter, Deborah

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?

As an early years provider/childminder I assess and observe all children continually in line with the Early Years Foundation Stage (EYFS) 2014 set out by the Department for Education. I have discussions with you regarding your child including any concerns you may have about your their development and progress.
All children who are new to my service are assessed at their starting point to identify their individual progression. This is done via verbal discussion with parents, observation, baseline assessment and continual planning and tracking using the aforementioned EYFS.

I talk with all my parents at the beginning and end of each day and have online diaries to encourage two way communication throughout the day.

I share termly reports with parents of all my pre-school children and encourage their feedback with regards to their child’s development at home too.

A 2 year old development check is undertaken collaboratively with parents to review ongoing progress.

Any concerns I have will be discussed with parents initially, and with their permission, I would then speak to professionals to gain further specific advice.
If I have concerns about any child I would follow my Inclusion policy.

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

I work closely with all the children in my setting.

I liaise and involve parents continually as working with parents is so beneficial to the child.

I also support the children by working closely with all professionals who may be involved with any child in my care and I follow any advice from professionals involved in their care.

I follow my policies including Inclusion, Confidentiality, Safeguarding and Risk Assessment to help support all children.

I assist parents in supporting their child with on-going assessments and developments.  I would know your child’s base line assessment level when they enter my setting and would plan from that point, logging their progression throughout their time with me in their Learning Story, with progression being supported by relevant observations and photographs.

I focus on your child's strengths, building on these to boost each child's self-esteem and self-confidence.

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

I use the Early Years Foundation Stage 2014 curriculum as a guide for each child's development.

All curriculum planning is based around the child's own strengths and needs, using observations as a starting point to assess what they can do.

All planning is individually tailored to your child's developmental needs, rather than their age and starting points are noted with progression tracked and recorded as mentioned previously.

I use your child's interests and preferences to stimulate and encourage their participation and interest.

Children can explore and investigate confidently in my setting - both indoors and out in the garden and on excursions away from our setting.

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?

As a parent/carer you will be kept informed about your child’s progress and achievements.  This is achieved through daily discussion, diaries and their individual folders containing their continual observations and assessments which I use to inform you of their planning whilst seeking your guidance as to their development at home so as nothing is “missed”.

I welcome working alongside other professionals such as health visitors and pre-schools. I log my discussions in your child’s Learning Stories after gaining your consent to share information and discuss your child. 
We can also arrange to meet and chat informally at a mutually convenient time and I include activities for you to do with your child at home to assist in their learning whilst with me in their planning sheets each term.

All concerns are initially shared with you and with agreement, I will seek further advice from my coordinator, Prospects or from Professional Association for Childcare and Early Years (PACEY) or other relevant professionals – whichever we agree seems most relevant.

I have a varied selection of resources in my setting which are accessible as developmentally appropriate for each age and stage.

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

Your child’s overall wellbeing is my personal concern.  I am responsible for each child’s safety and security – both physically and emotionally during their time in my care.

Emotionally I aim to support and enhance each child’s self-confidence and self-esteem.

Physically I aim to keep them safe from harm.

I have a behaviour policy which I implement and positive behaviour is re-enforced and encouraged using praise.

I regularly risk assess my setting and all outings and simple house rules are in place and displayed and shared with parents and children.

I am first aid trained, along with my assistant, and this training is refreshed every three years.

I attend safeguarding training every two years to keep up to date with Local Authority and national guidelines and procedures and pass on this and other information to my assistant so that he has the same knowledge.

Medication is stored as directed on the container and information is recorded by myself and signed by parents on a daily basis.

My husband, my son and myself all have valid and up to date DBS checks to prove we are suitable people to be around children.

I have a full range of policies, including safeguarding, inclusion, risk assessment, health and safety, sickness and accident.

All my policies are renewed when necessary i.e. when new legislation is brought in or following training.

Written permissions are sought when a child joins my setting.

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

I have a network of childminding colleagues who have a wealth of experience and expertise amongst them.

I have contacts with professionals who can signpost me to where I can support parents in accessing help and guidance for their child.

I am willing to follow professional advice to assist with the progression of a child who has SEND, as much as is practical to do so within my setting.

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

I can access specific training as the need arises through contact with my childminding coordinator, Prospects, or direct with the relevant department within Southampton City Council.

I have had attachment theory and behaviour management training, safeguarding and SEN training.

I hold a Level 3 qualification in Early Years Education and a module at degree level for Special Educational Needs.

I have achieved a degree module in Special Educational Needs.

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

As a childminder I run an inclusive practice and this is naturally extended to all activities outside too.

Before undertaking excursions I will be up to date with relevant information concerning a child’s needs and requirements through regular liaison with parents/carers.

All trips are risk assessed and take into account the children in my care on any one day.

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

I work from my home, which is a mid-terrace house in West End Park.  There is a small step into my front door but I have had made a ramp specifically to fit my door in order not to restrict access to my setting, if necessary.

The indoor ground floor is accessible along laminate flooring and doorways would accommodate small wheelchair use. The outdoor area is tiered with steps down to the lower level.  The top level has access via one step from kitchen door.  Toilet facilities are upstairs.

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?

I have a settling in policy which I follow for all new children attending my setting.

Initial meetings are with parents and their child which provides the opportunity to get to know each other better and creates a welcoming environment for future discussions.

Once a parent has decided to use my setting, we then discuss a flexible settling in time in the weeks leading up to the child’s start date.  These sessions are important to give child the opportunity to become familiar with setting, myself and the other children attending.  It may well be the first time the child has been away from the parent/carer so everyone is sensitive to this and focussed on making them comfortable and confident using knowledge of their likes/dislikes, needs and comforters.

For children moving on to new settings or school the professional from these settings are welcome to call me to discuss child, with parental consent already obtained or to visit them here in my setting.  I will advise the parent/carer to take their child’s folder with them when they leave to pass on to their new setting/school so that new professional is aware of their level of achievement upon transition.

Before the child starts I ask that the parent/carer fills in a record of information for each child and informs me of their likes/dislikes etc so that I have a basic knowledge of the child from day one.  Parents of Under 5s are asked to fill in a Unique Child form with information relevant to looking after a younger child.


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

In my setting I provide government funded early years education places for eligible two, three and four year olds.  This is a maximum of 15 hours per term week.  In order to accommodate the ages of children I care for I have a vast catalogue of resources available which are appropriate, challenging and interesting in order to extend and develop play and learning skills.

In order to tailor your child’s individual requirements I would liaise with parent/carer/other professional to source additional resources if I do not have access to what is required I would be willing to make reasonable adjustments as set out in the Equality Act 2010.

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

The decision is made about how much and what type of support your child receives following discussions with parent/carer and after a period of time during which observations and assessments are undertaken.  These come in the form of Learning Stories which are kept in child’s individual folders where their level of knowledge and ability is assessed against the Early Years Foundation Stage. Where appropriate, a two year old check takes place midway through a child’s second year to capture their developmental achievements at this one point in time.  This is done to coincide with child’s two year check from their Health Visitor and will provide a balanced all-round assessment of both your child’s physical and cognitive level of achievement.  This information can then gauge whether a child would require additional support.

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

Parents are involved in every stage of their child’s development with me.  Their feedback is sought with regard to their child’s starting points, their opinions sought when agreeing their next steps in planning their development and hints and tips provided to parents so that they can support their child’s next steps with appropriate activities whilst at home.  Regular updates as to their progress at home is incorporated into each term’s report so that an all-round development record is produced which shows child’s development in all settings.  I am always available for informal meetings and feed-back child’s progress and activities throughout the day via technology which promotes two way communication.

Share your feedback on this page ∇

Please provide feedback on our website. Try to include any constructive suggestions for improvements and we will do our best to incorporate them.

Back to top