King, Nicki- Hellys Angels 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)
Hi, my name is Nicki and I am a childminder who has recently registered with OFSTED. I will be open from this September offering high quality childcare. I am currently taking enquiries for part time and full-time places and can offer both standard and term-time only contracts. Depending on child ratios, I will also be able to offer wrap-around care for school age children, including morning drop-offs and afternoon collection to and from Parc Eglos School. I love working with children and young people and have worked all my adult life in education. I am a qualified and highly experienced teacher, having over 15 years teaching experience across a variety of age ranges including secondary, primary and special education. For the last 3 ½ years I have had the pleasure of working in a special school for children and young people with SEN, SEMH, ASC conditions, attachment difficulties as well as other learning challenges. I am also a licensed Thrive Practitioner. I want to spend more time with my own family and so the job of childminding allows me the opportunity to continue doing the job I love, but also bring all the skills, knowledge and expertise I have acquired over the years into my own home and enable me to offer the best of both worlds- an excellent Early Years education for your child, in a safe and caring home-from-home environment. Choosing a childminder means a smaller setting which allows for a more one-to-one approach, getting to know each individual child and their needs. I can provide flexibility and continuity of care, allowing for your child’s routine as near as possible to be a replication of that at home. At Hellys Angels I can provide a secure, family feel where parents and/or carers can feel relaxed and confident in their knowledge that their child is being cared for by an experienced and dedicated professional in a safe and happy environment.
Who to contact
- Contact name
- Nicki King
- Contact position
- King, Nicki- Hellys Angels Childcare's facebook page
Where to go
- Table of costs
Table of costs Amount Cost Type Standard Hourly Rate Under 3s £5.00 Per Hour Term Time Only Hourly Rate Under 3s £5.85 Per Hour Standard Full Day Rate Under 3s £45.00 (08:00-17:00) Per Full Day Term Time Only Full Day Rate Under 3s £53.00 (08:00-17:00) Per Full Day Standard Morning/Afternoon Session Under 3s £25.00 (08:00-12:30/13:00-17:00) Per Half Day Term Time Only Morning/Afternoon Sessions Under 3s £27.00 (08:00-12:30/13:00-17:00) Per Half Day Standard Hourly Rate Over 3s £4.75 Per Hour Term Time Only Hourly Rate Over 3s £5.55 Per Hour Standard Full Day Rate Over 3s £43.00 (08:00-17:00) Per Day Term Time Only Full Day Rate Over 3s £50.00 (08:00-17:00) Per Day Standard Morning/Afternoon Session Over 3s £22.00 (08:00-12:30/13:00-17:00) Per Half Day Term Time Only Morning/Afternoon Session Over 3s £25.00 (08:00-12:30/13:00-17:00) Per Half Day School wrap-around care: Breakfast Club £5.00 (07:45-08:45) Per Hour School wrap-around care: Afterschool Club £2.00 (15:15-17:15) Per half hour School wrap-around care: Afterschool Club £4.00 flat rate (17:15-18:00) N/A School wrap-around care: Breakfast & Afterschool £12.00 N/A Early Drop-off (07:00-08:00) £8.00 Per Hour Later Pick-up (17:00-18:00) £8.00 Per Hour Breakfast £1.50 N/A Lunch £2.00 N/A Dinner £2.50 N/A
- All fees are charged calendar monthly in advance.
For Standard Contracts-The monthly amount is the weekly amount multiplied by 49 (the number of weeks the setting is open plus 4 weeks Childminder’s holiday pay) and then divided by 12. Fees are charged for all Bank Holidays, missed sessions due to child illness or in the event of the childcare setting being closed due to circumstances beyond our control such as adverse weather, power failure or fire. One month’s written notice must be given for any child leaving the nursery or reducing sessions.
For Term-Time Contracts-The monthly amount is the weekly amount multiplied by 42 (the number of weeks the setting is open plus 4 weeks Childminder’s holiday pay) and then divided by 12. Fees are charged for all Bank Holidays, missed sessions due to child illness or in the event of the childcare setting being closed due to circumstances beyond our control such as adverse weather, power failure or fire. One month’s written notice must be given for any child leaving the nursery or reducing sessions.
School Age Children: Wrap-around Care - The monthly amount is the weekly amount multiplied by 38 (the number of weeks the setting is open)
Term-Time Free Education Entitlement Only Contracts- no monthly billing unless paying for additional costs such as food, visits, and classes etc.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Experience with
No food provided
- I hold a Level 2 Food Hygiene and Safety for Catering qualification
- Languages spoken
- Are there any pets at the setting?
- List of pets
- Immediate vacancies
- Vacancy range(s)
- From 0 years to 1 years (spaces available: 1) From 1 years to 4 years (spaces available: 4)
- Date updated
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 18:00
- Offers pickups
- Parc Eglos School
- Please see above for costs of school wrap-around care. Breakfast, drinks and snacks are included in fees charged. Dinner is available at an additional cost.
- SENCo name
- Nicola King
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
I value the individuality of all children and am committed to giving them the opportunity to achieve their full potential irrespective of ethnicity, attainment, home language, religion, culture or belief, age, disability, sex or family background. I am committed to actively remove the barriers to learning and participation within my childminding setting. I aim to help children learn to value and respect people who are different to themselves, and I am committed to treating all children and their families with equal concern, and respect, ensuring that I actively include all children and families within my practice.
As a child’s key person, I will work closely with both the parent/carer and child. This relationship will ensure that we share knowledge concerning the child and their development. This knowledge begins with the ‘Welcome Pack’ and ‘All about Me’ section from the Learning Journals and continues with regular meetings relating to their next steps. Through continual observations of a child at play, I can plan for the child including accessing additional support from other professionals as appropriate. Early identification of Special educational needs is very important to ensure the most effective support strategies are put in place.If I think a child in my care has a special educational need I will:
- Keep observational notes
- Share these with the child’s parents/carers
- Discuss what support is available.
- Keep all matters confidential
- Work with parents / carers to decide what action to take next
With parents/carers’ permission, I will contact Cornwall Council's Early Help Hub if required, either for advice or to make a referral with any concerns and I will implement strategies and advice offered as appropriate.An individual education plan (IEP) will be developed for a child with a special educational need which outlines short term targets to support the child’s learning. This will be regularly reviewed and updated as a live and working document. I work with all professionals as required for each child and always encourage these persons to come and visit the relevant children in the setting.
- How we identify and support children's learning and development needs
I follow and carefully deliver the EYFS curriculum, using appropriate supporting documents such as ‘Development Matters’ in order to plan stimulating and fun activities relevant to the interests of the children in my care and for their specific stage of development. I provide a range of challenging and enjoyable opportunities for each child to learn and develop to their full potential, taking into account age and stage of development, gender, ethnicity, religion, home language, and ability.
- Links we have to other agencies
I am a member of the Quality Childming in Cornwall network and I have completed many trainings with regards to additional professional help. I have links with local health visitors, social workers and other professionals, particularly relevant during a child’s 2-year check. I also work closely with the local primaries, particularly during the children’s transitioning to primary school.
- How we support children transferring to school
When children join, I offer a flexible settling in policy. All children are initially invited to visit the setting to familiarise themselves with the environment and me, their key worker. When the child starts with us, their needs are monitored on a daily basis with parents being regularly informed via text or phone calls to ensure they are involved in any decisions made until the child has settled. I have close links with the local schools to ensure smooth transitions, this includes visits by the local teachers to my setting, followed by us accompanying the children on visits to their new schools. Group and individual transition meetings are arranged as required. With the parents’ permission, I will also sharetheir learning journeys so they know where I see them developmentallybut also get an idea of their interests, likes, dislikes, and any other information that might be needed to help smooth a child’s transition.
The schools provide me with books providing photos of the classroom to facilitate social stories and discussions. I work hard to ensure that each child is 'school ready' so they practice skills that are vital in school such as being independent going to the toilet, ability to get changed and put their own coat and shoes on as well as their confidence in asking adults for help if they need to. When children turn 3, or when parents begin to start the school enrolment process, I provide families with a “Getting School Ready” pack, comprising a poster, stickers and reward chart in order to encourage school readiness skills at home.
Learning and development
- Specialist skills or training our staff have
I have worked as a teacher for many years, including working as a teacher in a special needs school working with children and young people with autism, social, emotional and mental health conditions, attachment difficulties, as well as other learning challenges. During this time, I have completed regular safeguarding training, safe handling (Team Teach) training, emotion coaching, autism awareness training, speech and language training (SALT), and dyslexia screening training. I am also a licensed Thrive practitioner.
I hold a current and up-to-date:
- Safeguarding Children Level 3 Mutli-Agency training certification
- Level 3 Award in Paediatric First Aid
- Level 2 Food Hygiene and Safety for Catering
- Support we offer regarding children's health and well-being
I have completed a risk assessment and audit on my setting with regards to health & safety and the setting's accessibility. This will be shared with parents on request. I ensure that my setting is risk assessed and also the outings that we go on are too. I teach the children road safety and other aspects about keeping them safe from an early age. I offer healthy food and offer activities to support being healthy.
- Ways we inform parents about how their child is being supported
As a child’s key person, I will work closely with both the parent/carer and child. This relationship will ensure that we share knowledge concerning the child and their development. This knowledge begins with the ‘Welcome Pack’ and ‘All about Me’ section from the Learning Journals and continues with regular meetings relating to their next steps.
- Our complaints policy
I am committed to work in close partnership with parents/carers in order to meet the needs of children and families and offer the highest quality education and care for all children. I believe children and parents/carers are entitled to expect courtesy and prompt, careful attention to their needs and wishes. By maintaining good communication with parents/carers I hope that parents/carers will bring to my attention any aspect of the service they are unhappy with in order for the matter to be resolved quickly. My policy sets out what parents/carers need to do if they wish to complain about my services.
- Alterations we have made to make our building accessible
My home is in a quiet cul-de-sac on the outskirts of town. There is a bus stop which is about a 2-minute walk away. Parking is limited in the cul-de-sac during early mornings and from 4.30pm, so I advise parents/carers to park at the side of the road just after the mini-roundabout and walk the few metres around to the entrance of the house. Special arrangements may be made to park on the driveway for children who have wheel chairs or assistance aids for walking, however, please discuss this with me first.
There is 1 small step into the front door and 1 through the back door. A small ramp will be provided for wheelchair access.
The whole lower ground floor is dedicated to the childcare provision. and allows for free flow between the kitchen, living room, conservatory, garden/outside play space, and garden playroom.
- Facilities we have for personal care
A toilet and washing facilities are also accessible on the ground floor, providing children facilities for personal care.
- Specialist resources we have
Providing it is safe to do so, all children are given the opportunity to use all the toys and experiences on offer - this may involve some reasonable adjustments to ensure accessibility by all children. I will always be proactive in providing care to all children regardless of their individual needs and will consider reasonable adjustments to equipment and routines where and as necessary. Within reason, specialist resources can be sourced- depending on the specific needs of the child. I will regularly review, monitor and evaluate my practice and keep up to date by attending the relevant training. Visual timetables are used to assist children with the daily routine and dual language books will be shared with families of children with English as an Additional Language to aid communication.
- How we include all children in activities, such as trips
We include all children in trips and outings. This will include visits to local schools, farm parks and soft play areas. Parents/carers are notified well in advance to identify any particular needs. Volunteers to assist on the trip are requested from the children’s families and are dependent on having the necessary safety and clearance checks having been done. Where necessary any additional support is put in place through discussion with the parents and by carrying out risk assessments.
Last updated: 01/05/2020