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Melanie Battley
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)

This listing is for the provision of Early Years Childcare, in addition to the provision of wrap-around care both before and after school for older children aged 4-16. I am also in a position to provide school holiday care.

Who to contact

Contact name
Melanie Battley
Contact position
07446 129192

Where to go


Other details


Table of costs
Table of costs
AmountCost Type
£4 Per Hour
Do you offer a free or reduced rate to carers?

Inclusion within our setting

Dietary needs

Has provision

Cultural provisions

Has provision
Languages spoken


Pet provisions

Are there any pets at the setting?
List of pets

Childcare information


Immediate vacancies
I have 3 vacancies for before-school care. I have 5 vacancies for after-school care. I have 1 vacancy for Early Years on Monday and Tuesday between 9 and 6.
Date updated

Funded places

3 & 4 year old funding
2 year old funding

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 7 6
Tuesday 7 6
Wednesday 7 6
Thursday 7 6
Friday 7 6

School pickups

Offers pickups
Torpoint Nursery & Infant School
Torpoint Community College
Carbeile Junior School
Also I can drop-off and pick-up from The Band Hut Nursery and Giggling Monkeys Nursery.

Inclusion details

Saint Piran's Flag
SENCo name
Melanie Battley

Early Years Local Offer response

Learning and development

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

  • I am a mother of 4 children, the eldest of whom was born in 2005 and the youngest in 2010.

  • I am qualified to CACHE Level 3: Preparing to Work in Home Based Childcare

  • New environments can be daunting to anyone, most of all children. It can also be a very emotional time for parents and carers who may not have been away from their children until they seek childcare. For this reason I understand the importance of offering a settling in period and am happy to discuss this to ensure the needs of the child and parent/carer are met accordingly. This may include a parent/carer staying within the setting at first, or a few shorter settling in sessions.

  • Prior to any firm decisions being made and contracts being signed, I like to meet with parents to share information regarding routines, preferences, dietary needs and any record such as the red health book or a Learning Journey you may have for your child from a previous setting.

  • Depending on the age of the child entering the Rabbit Hole, I may carry out an entry assessment of the child’s development, including a ECAT tracking form, to enable me to adequately monitor communication and language development.

  • When any child reaches the age of 2, I will complete a 2 year review with the parent/carer and share this with the Health Visitor when they carry out their review.

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

  • As with any childminder, the ratio of childminder to children is kept low, which enables me to support children in my care well.

  • I use an online application called Kinderly for Early Years children, where I can share daily diaries, observations and written observations (including the 2 Year Old Progress Check) to highlight any additional support I feel may be required.

  • I always communicate and listen to the needs of the parents/carers, while putting the child’s needs at the forefront of my thinking.

  • If the child attends another setting as well as The Rabbit Hole, I will maintain a channel of communication with them. If the child attends the other setting more frequently, I will provide them with copies of any progress reports I have written for the child.

  • As a Childminder and a member of PACEY I am obliged to continue with my professional training and development all of the time. Accordingly, I will always be looking for ways to develop my learning by seeking courses to attend and reading any material which links directly to my work as a childminder.

  • I will always invite parents to provide me with information about their child’s learning at home and I find that often most of this information crops up during brief discussions during drop-off’s and collection times. However, more specific meetings can be arranged a a suitable time for a more structured discussion to take place if this is wanted.

  • The child’s development during the Early Years Curriculum will be documented by my using the Kinderly online portal. This is where I will not any observations I make with relation to a child within my setting and I can note any concerns if I deem this necessary. Parents and carers have full access to this and can see the daily diary section to keep track of what we have been doing on any particular day.

Links we have to other agencies

  • When a child initially attends the setting I will ask for details of the child’s Health Visitor. When a child reaches the age of 2 I will write a 2 Year Progress Check and pass this to the parent/carer for them to take to the Health Visitor 2 year check.

  • Do you attend local SENCO network meetings and have Senco contact details for advice and information

  • I regularly attend our local Children’s Centre as they hold a weekly term-time playgroup on a Monday. I am familiar with the staff at this venue and have access to their facilities when it is not being used by any other community groups.

  • I have had to be in contact with social services with regard to a child safeguarding matter in the past (thankfully not for a child attending my setting). This insight has been useful in helping me appreciate the communication channels required when certain circumstances arise and the level of discretion needed to ensure the safety of a child.

How we support children transferring to school

  • I regularly go on school runs with the older children attending the setting, which helps to give the younger children experience of the school routine and the school buildings.

  • For those children about to attend either a nursery setting or school, I can obtain photos of the staff for the children to familiarise themselves with and will engage the children in positive discussions about what to expect in the different premises.

  • I help children practise skills such as being independent going to the toilet and handwashing, getting changed and putting on their coat and shoes. I also encourage them to ask for help from an adult if they need it.

  • I provide clear and detailed assessments and reports/learning journeys/transition forms to hand on to the next setting to parents.

  • If needed, I am more than happy for teachers to visit the child in the setting (with parent/carers permission) prior to any transfer to school.

  • I attend school assemblies and learning together sessions so if I have children in the setting on these days they will join me.

  • I have experienced my own children’s transitions from childcare to nursery and to school and can use my own experience when helping children in my setting with their own transition.


Specialist skills or training our staff have

  • I have completed mandatory training in : Paediatric First Aid, Safeguarding and Child Protection, Food Hygiene. I belong to a number of online childminding forums and am a member of PACEY to ensure I am kept up to date with regard to any relevant changes to legislation.

  • I have personal knowledge of what it is like to have a child with additional needs and am willing to take any necessary training that may be required at anytime if it is felt it will help me better understand the specific needs of a child.

  • I have a CACHE Level 2 qualification in Understanding Autism

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

  • Any particular health issues I feel may be of concern or require discussion, will be raised with parents/carers

  • I am more than happy to work with parents to ensure routines for the children can be followed with regard to food/sleep and toileting however, sometimes routines of other children in the setting and school hours may have to be taken into consideration also.

  • All children are taught good hygiene practices from an early age so they can begin to understand why it is important to keep ourselves clean.

  • Self care and independence will be taught from as early as possible, beginning with simple things like wiping their own hands and cleaning their teeth after eating.

  • I have a sickness policy to reduce the risk of cross infection and regularly disinfect the play areas, toys, bathroom and kitchen to ensure they are as clean as possible.

  • Water is available to drink at all times.

  • Healthy snacks, with water or milk are offered at the setting and children are encouraged to help prepare them.

  • I am aware of food allergens and I monitor what the children are eating. I ask parents/carers for any information regarding dietary concerns and keep a record of this.

  • I do not have a set menu for the Rabbit Hole however, lunches are based more on a picnic-type style lunch and if the child is to stay in the setting for dinner a hot meal can then be provided.

  • There are lots of opportunities for being active, from walking on the school runs to running in the park, to bouncing on the bouncy castle at playgroup to dancing within the setting. We are always looking for ways to use our bodies for enjoying more active fun.

  • I encourage children to talk about their feelings and we have a chart o help us think about how we are feeling that day. We like to read books and explore our feelings and our puppet Penny sometimes helps us with this.

  • I am up to date with Safeguarding training and refresh this by taking short training sessions via the PACEY membership website. Whenever I cross a road with children (even if they are in a pushchair) I highlight what we are doing and the importance of looking both ways and listening, etc.

  • I ensure the setting is risk assessed and also any outings we go on are too. We have regular fire drills and talk about the need to stay safe while we are at home and outside too.

  • The Rabbit Hole provides a caring cosy home environment to nurture and support growth and development.

Ways we inform parents about how their child is being supported

  • I have regular contact with all parents: daily chats, meetings, emails, texts, phone calls, via Facebook or Kinderly (the online progress tracker for the child).

  • I share daily diaries, learning journeys with ‘next steps’, photos, termly assessments with opportunity for parent to contribute. I can also provide ideas to try at home.

  • I will keep parents updated with regard to anything necessary via a newsletter.

  • I will ask for feedback via a questionnaire at regular intervals.

  • My policies set out how I intend to keep every child safe. These policies have a date on them to confirm as and when I intend to revisit them and update if necessary.

  • I use an online learning journal (Kinderly), which parents can access and contribute to.

Our complaints policy

  • I give parents opportunities to comment on my service, welcome constructive criticism and work with parents to resolve issues?

  • I display the Ofsted parents’ poster with Ofsted contact details within the setting playroom.

  • A copy of my complaints policy is available on request and also via my online Kinderly Portal.

  • I will investigate all written complaints ,inform Ofsted within 14 days and notify those complaining of any outcomes/actions taken within 28 days.


Alterations we have made to make our building accessible


Facilities we have for personal care

  • The setting toilet is on the first floor, which changing facilities for younger children on the ground floor.

  • When changing Early Years children I will maintain a level of privacy in the setting by choosing a quiet area for changing. Outside of the setting I will ensure the area used for changing is as discreet as possible and not visible to people unknown to me.

  • There is a step available for children to use in the bathroom.

  • Each child who is able to use the toilet and wash their hands needs to provide a face cloth to be used as a towel. Their individual cloth will not be used by anyone other than them and will be washed regularly.

  • The changing mat is regularly wiped with anti bacterial wipes and/or spray and latex free gloves are used for nappy changes.

  • Children have access to a travel cot for sleeping, in addition to cosy areas for rest and/or napping.

Specialist resources we have

  • The Rabbit Hole has a range of multi-cultural toys and books, including positive examples of people of all ages and abilities.

  • The Rabbit Hole has a low level play table and varied choice of resources available at child level, thicker pens and paint brushes and left handed scissors? High chairs are available in the kitchen, as well as a higher level chair to help children reach the table.

  • We have tactile and stimulating toys for all ages and abilities, bright lights and musical toys.

  • We often use visual time-lines when discussing our day.

How we include all children in activities, such as trips

  • All activities are adapted to include all ages and abilities.

  • All trips are risk assessed and appropriate for the children attending, based on their age and individual needs. I risk assess to ensure parking, access, toilet facilities, etc are appropriate

  • I will always discuss trips out of the local community with parents/carers beforehand so parents and children are aware and we can plan together over any concerns.

  • I own a 7 seater Ford Grand Tourneo which is fully ensured for business use as a childminder.

  • I have aged related car seats, pushchairs and reins.

  • Occasionally I may plan trips with another childminder who can offer extra support, but parents/carers will be made aware of this in advance.

Last updated: 20/03/2018

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