Janice John - accredited network childminder
I am an OUTSTANDING Registered Networking Childminder, which ensures I give the highest quality of care to all my children. I am also an Accredited Childminder so therefore can offer 3-4 year olds free educational funded places and this also includes two year olds who qualify. I thoroughly enjoy my position and provide a flexible, fun, happy and safe environment and have been doing so for 15 years. I work alongside the Early Years Foundation Stage Scheme Guidance which helps to support children's learning and development. I am very organised and enjoy planning daily fun activities for all my children, which are always age related. I visit local libraries, parks, farms, toddler groups etc. and have planned 'days out' in school holidays. Some of the children I care for have parents who work shifts so I am able to offer flexible care such as an early start. I have a Level 3 Diploma in Childcare and Young Persons and regularly attend courses to ensure my setting is always kept up to date.
Who to contact
- 020 8598 1463 or 07947 817075 020 8598 1463 or 07947 817075
Where to go
- View RM6 on a map
Time / Date Details
- When is it on
- Monday to Friday - early mornings available before 7.00am Available all year
- Time of day
- Has Special Needs provision
- Has 3 & 4 year old funding
- Has 2 year old funding
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Friday 06:30:00 18:30:00 Monday 06:30:00 18:30:00 Thursday 06:30:00 18:30:00 Tuesday 06:30:00 18:30:00 Wednesday 06:30:00 18:30:00
Hot meals provided
Visits and outings
Parking available for pick up or drop off
Transporting children to and from school
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Does offer school pickups
Chadwell Pre-school Playgroup & OOS Club
Grove Primary School
St Bede's Catholic Primary School
- Ofsted URN
- Link to latest Ofsted inspection report
- Age range
Early Years (0-4 years)
Primary (4-10 years)
- Shortbreak type
At my setting I believe that each individual child is unique and must always be given the opportunity to achieve, become a confident learner and reach their full potential. They develop in my setting through play in a caring, safe, warm and stimulating environment. I follow the Early Years Foundation Stage (EYFS) curriculum and would be able to offer support to children with special educational needs so that they have full access to the curriculum. They would all be included in any of the activities my children take part in.
I adhere to the requirements of the Equality Act 2010 and the SEND Code of Practice 2014.
My setting is located in the Chadwell Heath area. I have a good sized lounge and a very well organised conservatory which is used as a playroom too. Outside I have a good size garden. I am able to accommodate up to 6 children under 8 in my setting. All the children in my care come from various backgrounds which we all celebrate together.
If any of my children need time to relax, there is a quiet area for them to do so.
- Identifying children's needs
I believe it is essential that early identification of difficulties is important to support the child’s progress, learning and development. All of my assessments are based on the Early Years Foundation Stage (EYFS) curriculum milestones. I hold a daily diary between myself and my parents/carers and if I did have any concerns, my first point of call would be to be parents/carers.
Outside agencies may be involved when a child does not progress at the expected rate despite additional support. Parents and carers are asked for their consent. Progress may also be discussed with the LA Childminding Development Officer and the SEN Advisor/Coordinator.
- Dedicated contacts
I would be the first point of contact for parents and carers. Progress may also be discussed with the LA SEN Advisor/Co-Ordinator.
- Involving children and their families
- Regular contact between parents/carers and the setting
- Advice on how to support learning at home
- Planning and review meetings
- Parenting advice
- Range of support available
- EYFS Curriculum planning differentiation
- Additional support strategies
- Partnership working with other professionals
- Support for communication needs
- Support for behaviour
- specific teaching interventions
I have attended a 6 week Disability Awareness course which involved learning specifically about children with Autism, Downs Syndrome, ADHD and behavioural issues.
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP shows small steps and is reviewed termly with parents and carers.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS.
A Two Year Progress Check is also compiled when the child is two years and covers the child’s progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
Children are observed regularly to identify progress and next steps.
- Support and training for school staff
I have no additional Staff at my setting.
- Accessibility of the school
All resources are located at children’s level in clear, labelled boxes.
Makaton signing could easily be introduced if required.
The toilet is fully accessible and provided with stools and easy to reach washing facilities.
The garden area is fully accessible from the main conservatory play room.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
There is a wide range of equipment to support children’s learning and development to include sensory toys. Resources are appropriate, challenging and interesting and are available to all children.
All activities are differentiated according to children’s level of development and all outings are accessible to all children.
- Transition arrangements
School visits are organised at the beginning of the summer term.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).
- Support and training for parents and carers
- Links with children centres
- Coffee mornings with parents
- Parent consultation
I am always available to speak via text, telephone pr face to face if any of my parents/carers have any concerns.