Skip to main content

Carol Ferris (Torquay)

“Children are extremely well cared for in a safe, secure and welcoming family home.  They flourish in a friendly and stimulating environment where they are highly valued as individuals.  Children are involved in a broad range of purposeful activities, both inside and out, that helps them make extremely good progress in their overall development.  The childminder is passionate about developing her role and maintaining her high quality provision, which results in continuous improvements in childrens experiences” (Ofsted 2010)
Qualifications and training: NVQ3 Early Years Care and Education, NVQ 4 Children’s Care, Learning and Development recently completed a Foundation Degree in Early Years.  Visit for a full list of training attended.

Who to contact

Contact Name
Carol Ferris
Contact Position
01803 326091
07813 831232

Where to go


Close to bus stops and Torre train station

Other Details


Table of costs
Table of costs
AmountCost Type
£5.00 per hour
£5 Per hour


Other notes

Local home collections/ drop backs may be possible subject to days/timings.

Childcare Information


Immediate vacancies

Funded Places

3 & 4 year old funding
2 year old funding
3 & 4 year old 30 Hour funding

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08.00 14.00
Wednesday 08.00 14.00
Visit & Outings
Open Space
Sleeping Area
Out-door Play
Both indoor and outdoor activities
Music Room
PC's & Game Consoles
Events parties

School Pickups

Offers pickups

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
18/10/2010Inspection (Early Years Register)Outstanding
14/01/2016Inspection (Early Years Register)Outstanding

Local Offer

Local Offer Age Bands
Early Years (0-4 years)

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

I have experience of working with children with various needs and am able to recognise when a child needs additional support

I have attended the following training:

  • ECAT. (Communication support)
  • Thrive workshop
  • Autistic spectrum training
  • Mosaic approach

I have access to the following support services:

  • Educational Physiologist
  • Speech & Language Therapists
  • Health Visitors & Social Workers
  • Early Years Advisory Support

What criteria must be satisfied before children and young people can access this provision/service?

  • I am an Inclusive Provider and will consider placements for any child aged between 0- 12yrs whose parent(s)/carer(s) wish them to access my provision.
  • I follow the guidance as laid out in the Equalities Act 2010.
  • All children are welcome to my setting regardless of any special education needs.
  • I will discuss with the parent(s)/carer(s) the needs of their child and how I will meet their needs working in partnership with any other parties/agencies.
  • Having established the child’s needs, I will access training and/or resources to make every reasonable effort to enable the child to access our provision

How do we identify the particular special educational needs of a child or young person?

  • I follow the guidance set out in the SEND Code of Practice 2001 (to be revised in 2014).
  • I gather information before the child starts; this can be from parents, other settings etc
  • Once a child is with me they are continually assessed / observed and their progress recorded. Through this and dialogue with parent(s)/carer(s), any concerns are identified from which you will with consent, initiate appropriate interventions and/or approach other specialists and agencies for support to establish how best you can support the child.

How do we consult with parents and/or children and young people about their needs?

  • Upon an enquiry I will invite the family to visit my setting and give them the opportunity to discuss their child's needs and discuss the involvement of other professionals.
  • Parents are asked to complete an ‘all about me’ form, this documents information such as child’s likes/dislikes usual routine etc.
  • Settling in sessions are recommended to ease the transition process for the child.
  • I will continually evaluate the child’s needs and how they can be best supported. If the child is already being supported by other professionals, arranging a meeting with them to ensure good continuity of care.
  • As well as verbal discussions each day I provide a daily diary and learning diary for each child. These diaries have sections for parents to add feedback. An annual questionnaire is also sent home to gain parents feedback.
  • By using aspects of the ‘mosaic’ approach I can build a picture of how the child feels about my setting. Observations, discussions, children taking photos are some of the methods used to gain a ‘child’s perspective’

What is our approach to teaching children and young people with special educational needs?

  • I have an Equal Opportunities/Inclusion Policy and Procedure, parents are given a copy of this.
  • All children are treated equally and my approach is very similar for all children, where I recognise and value the role of all those involved, parent(s)/carer(s). However, where special educational needs have been identified I ensure that I provide appropriate resources to meet these needs.
  • When working with other professionals I would follow their advice in creating an Individual Learning & Development Plan (ILDP) for children with any additional needs; this would identify specific activities and learning / development objectives. The ILDP is developed with input from everyone involved with child,
    • Parent(s)/Carer(s)
    • The SENCo and Key Worker
    • Specialist / Support Agencies
    • Early Years Advisors

How can we adapt our curriculum for children and young people with special educational needs?

  • Toys and activities in my setting are adapted to allow for any child to participate.
  • I would follow the child’s ILDP which would differentiate and adapt the EYFS curriculum for a child with special educational needs.

How will we ensure we get the services, provision and equipment that children and young people need?

  • I can call on the support of Torbay’s Early Years Advisory Teacher and other professionals throughout Torbay for expert guidance and specialist equipment.
  • There may be times when I may not always have the resources and facilities to meet the specific needs of an individual child. Where this occurs, although I will make every reasonable effort to do so, there may be occasions when it is not possible and I cannot meet the child’s needs.