Alice Leyman

As an Accredited, experienced childminder, I provide the opportunity for positive play in an encouraging, inclusive and caring environment with many stimulating activities in the home and out and about in Swanage and the Purbecks including local clubs and groups, trips to the beach and play parks. I have a free flow to outside space suitable for all ages. My setting is mainly a child-led environment with adult support and encouragement as needed. Working in partnership with local preschools and other childminders, where required, I can offer flexible hours to suit you and your children. 15 and 30 hours government free funding for 2, 3 and 4 years old is also available.


07764 558883
Mobile: 07764 558883


Venue address
BH19 3DT


Opening times
Mon: 09:00-18:00
Tue: 09:00-18:00
Wed: 09:00-18:00
Thu: 09:00-18:00
Fri: 09:00-18:00

Service Details

Vacancy information
Please call for vacancy details.
Nursery/Pre-School pickup
Drop off and pick up from Langton Pre-School, Corfe Pre-School and St Mary's Preschool
£5.50 per Hour
Cost variations
Discount offered for siblings. 2 year and 3 & 4 year funded hours available. Childcare vouchers welcome.
Additional Information
I am a registered, Accredited Childminder and have been certified to offer the Government 15 hours free funding for 2, 3 & 4 years olds at my setting and the extended 30 hours if required. I have a Bachelors Degree and a Masters in Childhood and Youth. I am a Level 7 Childcare Practitioner with a Diploma in working with children and young people, and I am accredited in understanding Autism and Special Educational Needs and have achieved Early Years Teacher status. As well as being a qualified paediatric First Aider, I am trained in baby sign and follow the Incredible Years program using positive praise to aid and encourage development. I work holidays by arrangement and offer a discount for siblings. I work with 1 assistant when required.
Age Range
0 years 3 months to 5 years 0 months

Ofsted Registered Details

Ofsted inspection result
Date of last inspectionInspection resultOfsted report
10/09/2018 Good View here
Ofsted Report notes
If a childcare provision is run by a school they may not be separately registered with Ofsted, therefore the link to their report will be for the school.
Registration details
Registration numberOfsted registration date

Early Education

Free early education places
15 Hours For 2 year olds
Yes   What is this?
15 Hours For 3 & 4 year olds
Yes   What is this?
30 Hours For 3 & 4 year olds
Yes   What is this?


Wheelchair accessible
Yes. level entrance to setting with wide open play spaces and ground floor bathroom.
Parking availability information
On site parking, drop off facilities.
Toilet facility information
Ground floor toilet, wheelchair accessible toilet, facilities for intimate care for older children with additional needs.
Other Facilities
SENCO and practical inclusion, Large outdoor space accessible to all.

Special Educational Needs and Disabilities Local Offer

Record Last Updated

SEN & Disabilities Local Offer

Local Offer Description

As an experienced Accredited Childminder working in the Purbeck area, I provide a fully inclusive setting offering flexible, individual, quality care for children from birth to 8 years, Monday to Friday, 8am to 6pm all year round, longer days by arrangement.  My setting offers care to babies and young children of all abilities, including those who require additional support because of physical, social, emotional or cognitive needs. 



Contact Name
Alice Leyman
Contact Telephone
07740 023992 / 01929 477194
Contact Email

Local Offer - click to view

I monitor and observe children's individual progress throughout the EYFS regularly using visual observations and Tapestry online recording / reporting software.  Where a child requires further or additional support or assistance to make positive progress, whether generally or specifically, I will present them with different opportunities or use alternative ways of learning to encourage the same. 

I discuss observations with parents/carers regularly and welcome them to contribute their expertise and understanding of their child to their child's learning and development.  This can be done one to one with me or through the online software, which allows parents to comment on observations.

Person Centred Plans (PCPs) will be developed and recorded if required, short term targets and teaching strategies will be put into place. Discussions take place with the child, where appropriate, and their involvement is encouraged.

 How will early years setting/school/college staff support my child/young person?

As a childminder working alone I am each child's Key Person, working closely with your child to encourage and assist their individual development at each session, whilst also ensuring their wellbeing and happiness whilst in my care. I work within the Purbeck Childminders Network and will seek support from outside agencies after consultation with you as the child's parents/carers, if appropriate. 

As a parent to two young children myself, I understand that the parents/carers are the child's first educator and aim to work closely with you from the outset, encouraging a holistic approach to a child's development and learning.

 How will the curriculum be matched to my child's or young person's needs?

The curriculum followed at my setting is the Early Years' Foundation Stage (EYFS).  An online Learning Journal is kept using Tapestry software that parents have access to at all times.  Each individual journal details observations made of the child, including photos and videos, WOW moments and termly assessments. Next steps are planned in for the children individually to meet their needs and to encourage and challenge them at a level that is right for them.  All information is available to parents and I encourage parents / carers to contribute to the same if they wish as this ensures the children's interests are considered at all times at my setting.

Home link books are used to provide day to day contact and communication of needs / requirements and general information, photos and art work.

 How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Summative Assessments are carried out three times a year on every child who attends my setting and a copy of these are sent home to parents / carers. Open communication is key and therefore each child has a home link book to enable parents/carers and the setting to maintain a high level of contact, reinforcing the link from home to setting and continuity of care for each individual child.  

I am available to talk to should any concerns arise at the beginning and end of session as much as possible and welcome email / telephone contact with parents if face to face is not possible.  Termly meetings, as required, are carried out to discuss a child's development / progress and I liaise with preschools and other childminders involved in a child's care to ensure partnership working and continuity for the child.

 What support will there be for my child's/young person's overall well being?

I have robust policies and procedures in place which are available to parents/carers prior to care commencing. As a childminder I work alone, with registered assistances if required (who are CRB checked and have paediatric first aid training) all members of my family who are over 16 years old are DBS checked for your reassurance and meeting with legislation, I keep a signing in book for all visitors and am vigilant in keeping the children in my care safe.

Children are encouraged to become independent young people and as I only work with very small groups of children I am able to observe them and consider their emotional wellbeing throughout their time with me.  In accordance with the principles of the Incredible Years Behaviour Programme I use positive praise to encourage children to build on self-esteem and confidence, social skills and personal / social development.

Full health and safety checks and risk assessments are carried out regularly at the setting and risk assessments and evaluations will be carried out prior to any activities or trips away from the setting, parents and carers will be asked to contribute their expertise in these assessments. I will seek guidance and support regarding resources available from my Local Authority if necessary.

 What specialist services and expertise are available at or accessed by the setting/school/college?

I am an Accredited Childminder and have been certified Quality Assured by my Local Authority. Parents can draw the 15 hours free funding at my setting for 2 year olds and 3/4 year olds.  I am a qualified Early Years Professional with a level 6 Childcare Qualification as well as being a University Graduate with BA (Hons) in English.  I am currently working towards a Masters in Education specialising in the Early Years.  I am qualified in Baby Sign and have attended the Incredible Years Behaviour programme, which positively influences my policies and procedures.

I am a trained Paediatric First-Aider and SENCo and have attended thorough courses in Practical Inclusion and Behaviour Management.

 What training are the staff supporting children and young people with SEND have had or are having?

I am a fully trained SENCo with Practical Inclusion training and up to date disability awareness.  I have level 3 Safeguarding and work with other childminders within our Network to ensure we are fully briefed on changes and updates in legislation and procedures.  My aim is to provide a quality setting that is up to date, accessible, relevant, inclusive and suitable, where ever possible for all children.

 How will my child/young person be included in activities outside this classroom including school trips?

I provide an inclusive environment at my setting and I consider the unique needs of each child so as to reduce / remove barriers to their learning and development.  Resources and equipment are arranged, planned and designed so that they are visible to children and accessible to all ages and I will make adjustments to daily routines to make learning experiences positive for all children as required.  Following risk assessments and parent consultation if necessary, indoor and outdoor activities are arranged so all children can move freely and make choices based on their abilities, needs and interests. 

Children will be encouraged to be involved with the planning of activities outside of my setting, including activities in the garden and outside decked area.  I take safety very seriously when out and about and use high-visibility jackets / buggy’s, reigns, etc. as needed, I always carry a first aid kit and emergency contact details for all children on my person and in my car.  

 How accessible is the setting/school/college environment?

My setting is a large detached house in the countryside, close to local parks, the beach and neighbouring villages and schools.  The main playroom is a large, bright and colourful conservatory on the ground floor, accessible to wheelchairs, with free flow access to an outside enclosed decked area, with lawned garden, bug hotels and willow dens beyond; accessible to all ages and wheelchairs.  I have a large downstairs bathroom which would be suitable for disabled changing and toileting.  I have a separate quiet and calm room for naps, circle/ story time and changing if required and use my sizeable kitchen for messy play, cooking activities and craft. This room would also allow a wheelchair.  Toys and resources are labelled and accessible to children, pictures allow children to select toys and make their own choices.  Low level tables and chairs, ground level chalk boards and role play resources are accessible to children.

I ensure that positive images of ethnicity, ability and culture are represented at my setting through books, small world and posters as well as involving these in activities such as the celebration of different holidays e.g. Chinese New Year, Hanukah, Easter; the same applies for children whose first language is not English


 How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

All children and families have a 'settling-in' period on starting at my setting and this is discussed and agreed upon before your child begins their learning journey with me.  A 'settling-in' process also allows me to ascertain whether I can meet your child's need alongside my existing commitments, including the needs of my own children.    Support is given to all children in my care as they prepare for transition to another setting.  On agreement with the parents/carers I will share information with the next setting and this may include a review of the SEN support being provided.

I work closely with preschools and other care-providers to ensure continuity and partnership working. Whilst working towards the Early Years Goals with each child during their time at my setting (at their own pace), I make sure I include any relevant information and development summaries to preschools that a child attends. School readiness is important for each child, so I work hard to ensure as smooth a transition as possible for all children in my care through information sharing and open communication with all those involved in a child's care.

I find it useful to base activities and subject for circle time around getting ready for school and preschool, allowing a child to talk freely about any concerns as well as looking forward to joining school and examining what is involved with making this step. My role being to facilitate, support and encourage this important, exciting but often anxious step for the child.

 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

I am an inclusive practice and monitor the accessibility of all the resources in my setting to stimulate all the children’s needs, regularly circulating resources for variety and interest as well as involving the children in planning what resources are available on a sessional basis.  I regularly access Dorset County Council's toy library “Treats” who have an array of stimulating and educational resources for hire - these can be accessed by you to.  Further investigation would be given to accessing more specialist resources to meet your child's needs if required.

 How is the decision made about what type and how much support my child/young person will receive?

If I identify your child needs SEN support, through assessing their progress checks, observations and termly summaries, then I will work with you to establish the support your child needs and what provisions need to be made.  Support will be family centred and worked around how best to meet your individual family needs. 

Assessment for your child's SEN will have a graduated approach of action; assess, plan, do and review.  If after initial assessing and intervention there is little or no improvement in your child's progress, with your agreement and if no other professionals are already involved, I will make contact for more specialist assessments from for example health, social services or other agencies.    
If your child, despite intervention, does not show signs of making their expected progress then I will discuss with you about requesting from Local Authority an EHC (Education, Health and Care needs assessment plan) to secure the best possible outcome for your child as they get older.

 How are parents involved in the setting/school/college? How can I be involved?

I encourage all parents /carers to share family information, festivals and special occasions which may enhance a child's learning, understanding and development whilst in my care.  This starts with their “All About Me” information form (completed before care begins), which becomes the starting point of a child’s individual learning journey at my setting.  I welcome parents / carers involvement and suggestions with regards to planning and activities, trips out and about and ideas with regards to favourite activities, likes and dislikes, etc. for every child.

You are the most important person in your child's life and through sharing information and open communication with each other, we will be able to provide continuity of care for your child and meet all their needs.  This will in turn allow each child to develop and progress naturally, happily and comfortably, at their own pace and free from obstacles.

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