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Champliaud, Emilie
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)

Skol Veythrin Karenza 'Preschool at Home' childminding is a bilingual setting in a home environment for children between the ages of 0 and 5. I am a qualified Early Years Teacher and I aim to provide high quality care for young children through the medium of Cornish and English. I also care for children over 5 before and after school. 

My setting aims to:

  • Provide high quality care and education for children below statutory school age;
  • Work in partnership with parents to help children to learn and develop;
  • Add to the life and well-being of the local community;
  • Offer children and their parents a service that promotes equality and values diversity;
  • Enrich the children’s life by providing them the opportunity to learn through the Cornish language and to learn about Cornwall; the place where they live/come from and its culture.

Who to contact

Contact name
Emilie Champliaud
Contact position
Childminder
Telephone
07879282860
E-mail
emilie.champliaud@gmail.com

Where to go

Address
Camborne
Cornwall
Postcode
TR14
Notes

Off road car parking spaces. Accessible building. Outdoor areas. A 10 minute walk to Pendarves woods. A 5 minute walk from the train station. A 10 minute walk from the town centre. 

Other details

Costs

Table of costs
Table of costs
AmountCost Type
£4 Per Hour

Inclusion within our setting

Dietary needs

Has provision
Yes
Experience with
No food provided
Details
Vegan Vegetarian Gluten free Lactose free Nuts allergy Soya allergy

Cultural provisions

Has provision
Yes
Languages spoken

Cornish

English

 

Pet provisions

Are there any pets at the setting?
Yes
List of pets
Cats
Dogs

Childcare information

Vacancies

Immediate vacancies
Yes
Details
Immediate vacancies Contact provider for vacancy details - flexible places available.
Vacancy range(s)
From 0 years to 1 years (spaces available: 1)
From 1 years to 5 years (spaces available: 2)
From 5 years to 8 years (spaces available: 3)
From 8 years to 10 + years (spaces available: 10)
Date updated
09/01/2019

Funded places

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

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 8:00 17:00
Tuesday 8:00 17:00
Wednesday 8:00 17:00
Thursday 8:00 17:00
Friday 8:00 17:00

School pickups

Offers pickups
Yes
Schools
Trevithick Learning Academy
St John the Baptist Catholic Primary School
Details
Extra cost for pick up and drop off.

Inclusion details

Saint Piran's Flag
SENCo name
Émilie Champliaud

Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

I write observations on the children as they are playing. The observations enable me to build up a clear picture of the child as an active learner as well as to keep track of their development stage. They also enable me to notice any areas that may require additional support. My observations also enable me to decide on the children’s next steps in order for them to continue to develop and learn following their own pace, personality, individual needs and learning styles.

How we identify and support children's learning and development needs

I regularly speak to the parents and ask them to update me about their children’s newest interests and skills and any changes to the routine. Parents also complete a baseline form when their child starts at the setting. 


The children’s learning and development needs are identified through the observations regularly completeted on each child to evidence the stages in their learning and development. I also regularly communicate with the parents to be updated on any skills newly acquired, interests recently developed and /or any causes of concerns. 

Links we have to other agencies

I have completed trainings in regards to additional professional help. I also have links with other professionals, as well as a list of contacts for inter-professional agencies to be used when specific support is needed. 

How we support children transferring to school

I use ‘school readiness’ programmes and activities such as those developed by professional agencies like Pacey to ensure that every child is prepared for their transition to school. Activities include reading books about starting school, playing schools in our role play, providing lots of opportunities to practice mark-making following the Mark-making Matters guidance material for the EYFS as well as providing many opportunities to develop their mathematical skills in a fun, relaxed and creative environment. I provide opportunities for children to build their confidence and resilience by supporting them as active learners and critical thinkers following the Characteristics of effective learning as laid out in ‘Development Matters in the EYFS.’ I write an Early Years Foundation Stage Profile for each child who will be starting school in the coming academic year. I work with the aim that every child  would, by the age of 4, be ready to be separated from their parent and carer and be able to show interests and pay attention to a subject or stimulus. I also aim to support every 4 year old in my care to develop linguistic skills that would enable them to express themselves if they need something and be able to communicate something about what makes them unique and who they are (name,age, something about their family or main events in their lives.) My planning takes into account my expectation that every 4 year old should be confident enough to interact with an adult and/or a peer, to show an interest in their work and in their environment as well as be able to notice things and patterns, make observations and ask questions. Children in my care are also actively encouraged to enjoy, hold and respect books, as well as understand some aspects of the narratives involved. They are also encouraged and expected to respond to some boundaries. All through their time with me, children also practice skills that they would need in school such as going to the toilet independently, dressing up on their own and being confident to ask for help if they needed to. I share the children’s learning journeys as well as their Early Years Foundation Stage Profile with their school-to-be , provided I have obtained their parents’ permission.

Welfare

Specialist skills or training our staff have

My Child Protection and Safeguarding training are kept up to date. I am a qualified Early Years Teacher. 

Support we offer regarding children's health and well-being

My setting is regularly risk-assessed for the different age groups that I care for. I have written risk assessments for most outings. I teach the children road safety, risk assessment and risk management as well as other aspects about keeping them safe from an early age. I encourage parents to provide healthy food and encourage and provide a variety of activities that support the children to stay healthy.

Ways we inform parents about how their child is being supported

My policies set out how I intend to keep the children safe. I share my planning with parents and regularly speak with them to keep them updated of the relevant topics.

Our complaints policy

My complaint policy sets out the procedures to be followed in the event that parents wanted to complain about my services. However, I intend to ensure that the communication is flowing between the parents and I in order to diffuse any issues that might be a cause of misunderstanding or conflict. I try my best to be available as much as possible for the parents to share their questions, views and concerns and make it clear that they know their children best and should trust themselves as to what they believe is right for their children. I am open and available to discuss and answer questions whenever they need a professional insight on any particular point or situation.

Access

Alterations we have made to make our building accessible

My building only has one small step to get into the front door. The garden is easily accessible from the front of the house and around as there are only a few steps. 

Facilities we have for personal care

I only have a bathroom and toilet upstairs. 

Specialist resources we have

I have a wide range of resources for children of all abilities. I also regularly visit our local library for additional resources and borrow books and resources from the Book Start Trust and their special collections, e.g. Makaton book, ‘When Dinosaurs die’, ‘Good touch, bad touch’, ‘Mum and Dad glue’, ‘Sometimes I feel sunny’, ‘I want my potty’ and many, many more.

How we include all children in activities, such as trips

I include all children in activities and will adapt the level of the activities offered based on each child's learning stage and ability.

Last updated: 08/01/2019

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