Hollie Squelch - network childminder
Hello, I am Hollie, an Ofsted registered childminder who lives seconds from South Woodford station. I am available from 7am to 6pm, Monday to Friday. Please call or email for further details. Thank you
Who to contact
- Contact Name
- Hollie Squelch
- 07590 670707 07590 670707
Where to go
- View E18 on a map
Time / Date Details
- When is it on
- Monday to Friday - 7.00am to 6.00pm Available all year including bank holidays
- 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 08:00:00 18:00:00 Monday 08:00:00 18:00:00 Thursday 08:00:00 18:00:00 Tuesday 08:00:00 18:00:00 Wednesday 08:00:00 18:00:00
Hot meals provided
Visits and outings
Parking available for pick up or drop off
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 not offer school pickups
- Ofsted URN
- Link to latest Ofsted inspection report
- Inspection history
Inspection History Date type Outcome 07/01/2013 Inspection (Early Years Register) Good 26/01/2017 Inspection (Early Years Register) Good
- Age range
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
- Shortbreak type
I believe that each child is unique and must be given the opportunity to achieve, become a confident learner and reach their full potential. All children access a full range of activities to develop and learn through play in a caring, safe and stimulating environment. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education.
I adhere to the requirements of the Equality Act 2010 and the SEND Code of Practice 2014.
My setting is located in South Woodford. I have a big living room with a good size garden. I can accommodate up to 6 children. Children in my setting come from different backgrounds.
I have made a quiet area where children can spend time relaxing and I have a separate room where children can have their naps. I have access to the sensory room, sensory garden and soft play room at my local Children’s Centre which I attend every Thursday morning. I have lots of toys in my home, we enjoy messy play and lots of different activities. We regularly attend playgroups, playgrounds, local library, etc.
- Identifying children's needs
Early identification of difficulties is important to support children’s progress, learning and development. Any difficulty with children’s learning is discussed with parents and carers.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.
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 will be the first point of contact for parents and carers. Progress may also be discussed with the LA SEN Advisor/Coordinator.
- 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
- Range of support available
- EYFS Curriculum planning differentiation
- Additional support strategies
- Support for health needs
- Support for communication needs
- Partnership working with other professionals
I make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.
- 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).
- Support and training for school staff
I have experience of supporting children with SEN and additional health requirements. I work closely with the LA, local schools, Children’s Centres and other childminders.
Recent training attended: Safeguarding
- Accessibility of the school
All resources are located at the children’s level in clear, labelled boxes
The toilet is fully accessible and is provided with stools as well as easy to reach washing facilities. There is 1 toilet situated on the ground floor, which is easily accessed close by to the playroom.
The garden area is fully accessible from the main play room.
Children are observed regularly to identify progress and next steps.
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 available 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
We organise coffee mornings and regular meetings to share children’s progress.