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Samantha Frances Snook (Paignton)

Provides a varied service, including outings, play groups and activities at the setting which includes an outside area.

Qualifications and Training: Level 3 Diploma children and Young Peoples Workforce, Paediatric first aid, Makaton, Safeguarding BA(Hon) Sociology.

Who to contact

Telephone
07703023501
E-mail
samsnookchildminder@gmail.com

Where to go

Address
PAIGNTON
Postcode
TQ3

Other Details

Availability

Age Ranges
0 - 8 years

Inclusion Information

Wheelchair Access

Has Provision
No

Special Needs

Has Provision
Yes
Details
Experience of working with children with Down Syndrome

Dietary Needs

Has Provision
Yes
Details
What ever is needed

Cultural Provisions

Has Provision
Yes
Details
what ever is needed

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
0 - 5 years full and part time vacancies

Funded Places

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

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08.00 17.00
Tuesday 08.00 17.00
Wednesday 08.00 17.00
Thursday 08.00 17.00

School Pickups

Offers pickups
Yes
Schools
Curledge Street Primary & Nursery School
Sacred Heart Catholic Primary and Nursery School
Hayes School
Details
At present I do not do drop off/pick ups but may be willing to from the listed schools.

Ofsted Information

Ofsted URN
EY461801
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
05/01/2016Inspection (Early Years Register)Good

Local Offer

Local Offer Age Bands
Primary (4-10 years)
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 aim to meet the needs of all children in my care and will endeavour to make changes where possible to reach these needs.

I have had training in Makaton and feel this is a wonderful resource in building communication in every child’s life. I have had experience in taking care of children with educational needs and Makaton was key in communicating with these children. Through colleagues I have touched upon thrive and its benefits in helping children to manager their emotions.

By continuous communication with parents/guardians we can work together to provide the care needed for each individual child.

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

I am an inclusive provider and will regard placements for any child aged 0 to 5 years who’s parent/guardian wish for them to come into my care.

I endeavour to follow the guidelines set out in the Equalities Act 2010. All children are welcome in my setting regardless of any special educational needs.

I will discuss with parents/guardians the individual needs of their child and we can work together to fulfil these needs. I will when possible gain any training or resources needed before a child starts at my provision.

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

I will follow the guidance outlined in the SEND Code of Practice 2001.

Through discussions with parents/guardians we can distinguish special educational needs and any information from other settings or agencies if available. At the setting I will use observations and behaviour journals to determine special educational needs and were appropriate I will refer children for professional advice with the approval of parents/guardians.

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

Parents are invited to come and meet me at my home along with their child/children to discuss what kind of childcare they need. If parents wish to continue childcare with me we will start a settling period, depending on each child’s individual needs the settling period can vary. Parents/guardians will fill in appropriate forms to gain information on the child’s needs, this will involve any information of other professionals involved in supporting the child.

Once in my care the child’s development will be tracked and documented in a learning journey which will be filled with photo’s, observations and creative work done by the child. This will be done in a scrapbook style which will be nice for parents/guardians and children to look through together.

Communication between all parties is the key to gaining the best care possible. I strive to have an open and honest relationship with parents/guardians and hope that they can have the same with me.

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

I will treat children and young people with special educational needs the same way I treat all children in my care, as individuals. My approach to teaching all children in my care is based on their individual next steps, interests and achievements and I will change and adapt activities to suit all children’s needs and educational levels. Where special educational needs have been identify I will ensure that I provide appropriate resources to meet these needs.

I will work along side other professionals and follow their advice in creating an individual Learning and Development Plan for children with additional needs.

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

As above I will use each child’s individual interests and next steps to achieve the curriculum. This is all purely based on individual needs. And were possible I will get resources to help children achieve these goals. I will also work along side other professionals to help children reach their full potential, eg speech and language therapists. I will 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?

Through discussions with the parents/guardians and professionals involved with the child I will find out what services, provisions and equipment is needed before the child starts at the setting and ensure that I can meet these needs and gain the equipment needed.

However on some occasions I may not be able to gain the resources or have the facilities to meet specific needs of an individual child. Although I will make every reasonable effort to make my setting accessible there may be occasions when it is not possible and I cannot meet the child’s needs.

How is this provision funded?

As an Ofsted Registered Childminder I am self employed and the provision is paid for by myself.

What additional learning support is available for children and young people with special educational needs and how do they access it?

I will work along side other professionals and groups to access additional learning support, and will go by the guidance of these professionals and the child’s parents/guardians advice. I will also guide, encourage and support parents/guardians to use these services;

  • Speech and Language Specialists
  • Health Visitors and Social Workers
  • Action for Children
  • Support Groups for Families
  • Early Years Advisory Support
  • Portage

How do we support and improve the emotional and social development of children and young people with special educational needs?

I have a positive approach to behaviour management and working along side parents/guardians we can support child’s emotional and social development. I believe that every child needs to feel like they belong, that their individual ideas and beliefs are valued. Working with parents/guardians is paramount in emotional and social development of children, and parental contributions are welcomed and valued.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

During periods of change I would put in place a transition procedure. The basis of helping children to move from one setting to another is in communication between the new and old setting and of course parents/guardians. For children who may find change particularly hard a transition period would need to be longer and more time given to the change. E.g visit with myself to the new setting allowing the child to meet new people with the person they already trust. Documentation will be produced through out this mapping the child’s progress. A transition form will be filled in to pass to the new setting and any learning journeys or documentation of the child’s development will also be passed on.

What other support is available for children and young people with special educational needs and how can they access it?

Where possible I will provide parents/guardians with other information on support available for them and their child. I will display events and services available on my notice board and signpost parents to these that may be of use to them.

What extra-curricular activities are available for children and young people with special educational needs?

All the activities I do are suited for all children in my care and risk assessments will be made to ensure that the safety of all children is paramount. I try to go out somewhere everyday and do trips to zoo’s, farms, play groups, soft play areas etc. When at home I like to engage the children in activities linked to their interests and that will help in their development.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All children in my care have a learning journey which maps their development through photo’s, observations and any creative work. These are given to parents to take home fortnightly and parents can share events, activities or celebrations they have had with child in this scrapbook. I use each child’s next steps to determine the activities and use their own interests to engage them.

If a child has an Individual Learning and Development Plan (ILDP) myself and the child’s parents/guardians and other professional involved would come together to review it and set the outcomes for the child.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

In order to be an effective provider it is important to self evaluate and this is done via Ofsted SEF.

Parents/guardians and children’s input is vital in improving practice and this can be done through discussions, questionnaires and suggestion boxes.

As a member of Pacey and a subscriber to Nursery World I am able to keep up to date with changes in legislation, research and new developments.

Myself and a small group of childminders have joined together to form a group to help share ideas, support and to do group activities. We also help to cover care of children through times of sickness and holidays.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

I have a Level 3 in childcare and also have a degree in sociology with my dissertation focusing on educational attainment. I have had the appropriate safeguarding training and have undergone training to cover the needs of individual children, this being Makaton to help aid a key child that needed extra support with speech and language. I believe that training is of the upmost importance and where possible will gain training when needed or in new areas.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

All children in my care have a learning journey which maps their development through photo’s, observations and any creative work. These are given to parents to take home fortnightly and parents can share events, activities or celebrations they have had with child in this scrapbook. I use each child’s next steps to determine the activities and use their own interests to engage them. Along with the learning journey I fill in My Learning and Development document which maps out a child’s progress according to the EYFS.

When a concern arises with a child’s development a discussion with parents/guardians will be arranged and together we can work through and set goals/outcomes to help the child reach these developmental levels. If needed we would gain the advice and services of outside professionals/agencies.

How can parents, children and young people make a complaint about our provision?

I would always seek to resolve any issues before it gets to the stage of complaint and would hope that I would have an open relationship with parents/guardians so that they feel they can come to me first with any problems. I do offer a complaints book for parents/guardians to write in with any concerns and then I will endeavour to rectify any problems. Again gaining feedback from parents can help to prevent complaints in the form of questionnaires and suggestion boxes. Parents/guardians can access my complaints policy and procedure. Displayed at all times is the Ofsted Parent poster with Ofsted’s telephone number for parents/guardians to use.

How can parents, children and young people get more information about the setting?

  • Contact me directly via phone or email, these can be found on the Family Information Services (FIS) website
  • Ofsted website
  • Prospective parents/guardians are welcome to come and visit me at my home