Sweet Hearts Childcare
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)
Our setting is a small setting whereby children, staff and parents have close relationships with one another. Our setting is bright and refreshing providing children with a range of learning opportunities. We aim to provide a stimulating and enabling environment for children to grow learn, flourish and be nurtured in.
Our setting is in a small, country village in Cornwall. We have a park located next door to our setting and and plenty of fields near by to explore and have adventures in. The local primary school is within 10 minutes walking distance and other local primary schools are a short drive.
We enjoy exploring our local area as well as learning and playing in our setting, we like to make the most out of our local attractions such as the Eden Project and the Lost Gardens of Heligan. We are very blessed to live a short drive from the beach, woods, moors and we are located just opposite a large playing field perfect for large scale physical play. We also have an outside area which we play and explore in; this can be accessed through doors which open out from our main preschool room. We would like to plant vegetables in this area in the spring to tend to and attract some new bugs, insects and butterflies to investigate. Our outside area is a natural space which we change and develop according to the needs at the time; we have a shed which we store various outdoor toys, activities and equipment inside.
The main preschool room is where our children learn and explore in; this room can be divided into two areas. We have also previously also used a small room divider to separate an area for younger children or napping area. Resources and toys are chosen at the beginning of each week to have available, this ensures children's imagination, ideas and role-play remains new and fresh. We have found this process of rotating our resources works really well and our children seem to engage well and not feel overwhelmed with many options but encourage their ability to make choices in play.We have recently also prepared a separate room for our 2 year olds, helping to encourage communication and language between children. We have free flow sessions throughout the day where the children are able to socialise with older or younger children as they feel the need or desire.
We currently open at 08.00 until 18.00 to include before and after school children. We currently still have space for more children to attend. Offering school pickups and drop-offs - please contact for availability.
Our setting is owned by my husband and myself. I am currently our settings business manager, I have an assistant manager as well as other childcare assistants. Most staff currently hold at least a Level 2 qualification in childcare, 12 hour paediatric first aid certificate, level 2 in food hygiene and at least a level 2 in safeguarding. We also keep our training updated regarding safeguarding, the Early Years Foundation Stage and any other courses to enable us to keep our practice up to date and the most beneficial for the children we care for and their needs.
Who to contact
Where to go
- Sweet Hearts Childcare
Foxhole Recreation Amenities Centre
- PL26 7UR
We are situated next to a football field and children's play park. We have wheel chair access into our building. We have ample parking.
- Table of costs
Table of costs Amount Cost Type £4.40 for 3 year olds and over Per Hour £5.40 2 - 3 year olds Per Hour £6.20 for under 0-2 Per Hour
- We also offer funded hours for 2, 3 and 4 year old children, including the 30 hours available to some parents. We accept vouchers and tax free childcare for eligible parents. We also accept childcare grants where eligible and appropriate.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Experience with
No food provided
- Parents provide snack and lunch for the children in our care. A lunch can be provided at an extra cost.
- Has provision
- Languages spoken
English is currently the only language used in our setting.
- Are there any pets at the setting?
- Immediate vacancies
- We currently have vacancies between 8 am - 6 pm Monday to Friday for preschool aged children. Please be in contact for details as this regularly changes.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 07.00 18.00 Tuesday 08.00 18.00 Wednesday 08.00 18.00 Thursday 08.00 18.00 Friday 08.00 18.00
- Offers pickups
St Dennis Community Primary School
Roche Community Primary School
Whitemoor Community Primary School
Foxhole Primary School
Nanpean Community Primary School
- We offer this service included in out after school club price.
- SENCo name
- Zoe Allen
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We work in partnership with parents and carers as well as other professionals to identify children that may require additional support within our setting and at home. When a child starts attending our setting we carry out documentation with parent input to enable us to have a secure understanding of the developmental stages of the child, this will highlight any areas of concern that we can focus on and make the correct steps towards support if or when needed. Within the first 4 weeks of a child attending our setting the child's key person will complete a baseline assessment of the child in all seven areas of development within the Early Years Foundation Stage which is the curriculum which we follow. The child's key worker will also complete an ECAT when a child first attends to assess the child's communication and language skills. An assessment of every area of learning is then completed at the end of every term to ensure the progress of the child, this is then collated to evidence any areas which we as a setting may need to focus on. This information is used to create our weekly planning.
We use an assess, plan, do and review style of planning whereby every child is assessed to discover their area of need through ongoing observations, we then plan for each child's need and focus areas, we carry out the plan through child-led and adult led style play and activities and then we review this to discover what went well and what we could improve on next time. This process is continued throughout the child's time here with us.
Whilst a child is two years old a '2 year check' is completed by the child's key worker, the check gives a brief summary of the developmental stage of the child, we encourage parents to share these with their child's Health Visitor.
- How we identify and support children's learning and development needs
As a manager I have attended Induction to SENCo training which my deputy will soon be attending also.
We follow specific targets from Speech and Language Therapists to aid the communication of a child within our setting.
We use basic Makaton as part of our daily practice to support children within our setting.
We use visual supports within our setting such as; a visual timetable, visual aids which practitioners carry on their person and emotion fans.
We can out small group activities for children requiring extra support in various areas.
- Links we have to other agencies
We work with various teams within our local authority such as; Speech and Language and Behaviour Management Therapists. We are also in contact with our local Inclusion Worker and Senior Locality SENCo. We are also have contact with Family Support Workers and Health Care workers where necessary.
- How we support children transferring to school
We have transition program with our local feeder school whereby children are able to visit their new school, classroom, teacher and are able to spend some time there participating in various activities such as carpet time, having lunch, etc.
We also invite the class teacher to come into our setting, during this time we share the children's learning diaries with the class teacher as well as sharing important information.
We use resources in our setting to enable the transition into school to be as smooth as possible, we use such resources such as; role play areas, story books, watching clips and small world play to normalize the transition.
Learning and development
- Specialist skills or training our staff have
Induction to SENCo Training.
All current staff have a Level 3 in Safeguarding.
Experience from staff working in a secondary school ARB unit.
- Support we offer regarding children's health and well-being
We use stories, games and activities to promote children's health and well-being with in our setting.
All members of staff currently have a level 3 in Safeguarding Awareness, we also have a designated Safeguarding Officer which is currently myself.
As a setting we carry out various risk assessments to ensure the safety of all children and practitioners within our setting.
We have a quiet area in our setting for children to relax in when needed as well as having a designated area for younger children.
We have a key worker system that works well within our setting, every child is assigned a key person (as well as a back up key person). Our aim is for the child, their key person and their parents/ carers to build a strong relationship to enable the best possible support for the child and encourage a open relationship for information to be shared.
As a setting we complete a '2 year check' for every child of the relevant age, we encourage parents to share this with their child's Health Visitor.
- Ways we inform parents about how their child is being supported
We hold parents meetings on a regular basis, once a term or more if needed, for a child's key person to share information including how their child is developing and showing parents their learning diaries as well as their targets, next steps and our plan for the future. Learning diaries are able to be accessed by parents or children at all times however during parents meetings we look and discuss in more depth. We ask for feedback from parents in the child's learning diaries as well as completing questionnaires regarding our general practice.
We encourage parents to complete 'Wow' moment observations from home to include in their child's learning diaries.
Are documentations are accessible for parents to view and we could translate if needed.
As a setting we send out regular news letters to share information with parents as well as using a notice board to display posters to share various other universal information to help and support children and parents alike.
- Our complaints policy
Parents are able to view all of our policies and procedures.
This policy can be viewed within our setting or a copy could be made available if necessary.
- Alterations we have made to make our building accessible
We have wheelchair access into our main building as well as the preschool room however do not have access to a wheelchair accessible toilet.
We use visual signs throughout our setting.
We have a changing area for babies and young children as well as a cloak room for older children.
- Facilities we have for personal care
We have a changing area for babies and young children as well as a cloak room and toilet area with hand washing facilities for older children.
All staff are DBS checked and on the update service.
Children are often changed by their key worker or another practitioner they are very familiar with.
- Specialist resources we have
- How we include all children in activities, such as trips
Our aim is to include all children in our activities and trips.
We invite parents to support trips occasionally.
We risk assess all trips and outings to identify any potential barriers.
We ensure all travel arrangements are well thought and enable all children to be included.
Last updated: 10/02/2020