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Jasbir Jeetla

Childminder is located in High Wycombe in the District of Wycombe.

I worked as a primary school teacher for a year and have looked after children within my family for many years.  I now have a young son of my own.  I can speak Hindi and Punjabi.  We live in a quiet area near playgroups, Family Centre, the library and parks. I hold a certificate in Story Sack and Story Telling and I am experienced in arts and crafts.

I am a member of PACEY and hold a :

  • Children and Young People's Diploma - option 5
  • Diploma is DHC Level 3
  • Paediatric First Aid in Childcare
  • Level 2 Award in Food Safety in Catering
  • Smile Award plus
  • Safeguarding Children
  • Opening Minds
  • Opening Doors Disability Inclusion Training.

My Assistant’s qualifications are Safeguarding Children, Paediatric First aid in Childcare, ATC Fire safety Training, Mental Health Awareness, Basic drug awareness, Epilepsy and Seizures awareness.

We are a husband and wife team providing quality childcare in a caring family setting.

Who to contact


Where to go

High Wycombe
Venue Notes

Arriva Bus 32 will arrive at the end of Holmer Farm Lane (going towards Lane End), walk forwards a few paces, turn left and walk towards a sign saying "Catherine Court" and our setting is the first building opposite with the red roof tiles. Walk to door with welcome sign in different languages and you are there!

Other Details

Table of costs
Table of costs
AgeAmount £Cost Type
All Ages 5.00 Per day
All Ages 50.00 Per day
Cost Description

Siblings discount 10% off. Only applies to full time care.

Childcare Information

Funded Places

3 and 4 year old funding
2 year old funding
Age ranges
From 1 month to 8 years 11 months
When is childcare available?
Half term
Full Time
After School
Summer Holidays
Easter Holidays
No. of weeks a year we are open
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00
Other Availability

Other hours by negotiation.

School Pickups

Pickups/Collections offered
Chepping View Primary Academy

Ofsted Information

Ofsted URN
Link to latest Ofsted inspection report 

Local Offer


Special Educational Needs and Disabilities (SEND) Policy

Written by: Jass and Mani Jeetla.

As a registered childcare providers, we aim to follow the requirements of the EYFS (2014) and the  Childcare Register (2014) and provide an inclusive environment for ALL children and their families. We are also required to comply with the requirements of the Equality Act 2010 and the SEND (special educational needs and disabilities) Code of Practice 2014.

We will do this by:

  • Regularly talking to parents/carer’s about the individual needs of each child
  • Talking to children about their likes/dislikes and interests.
  • Encouraging parents/carers to tell us about family culture/religion/beliefs.
  • Providing a wide range of resources and activities which reflect the diversity of our local area and

  further afield.

  • Supporting each child through sensitive observation, regular assessment and individually planned

  activities to achieve their full potential.

  • Providing individual support depending on the child’s needs.
  • Using the 2-year progress check to highlight if I believe a child is falling behind in any of the prime

  areas of learning.

  • Focusing on the positive things that each child can do.
  • Leading by example and challenging any form of prejudice.
  • Providing resources which challenge stereotypical ideas.
  • Sharing information about children’s learning and development – and providing ideas for home

  learning - with parents/carers as required by the EYFS.

  • Seeking permission to ask for support from outside agencies where appropriate, for example, Portage workers, Speech and language therapist, Quality improvement partners, BCCN coordinators.
  • Attending appropriate training to ensure we have the skills and knowledge needed to support children and their families.
  • Encouraging children to respect each other as individuals.


We welcome your feedback on our service at any time. We provide all the parents with a PDF of our policies and we are happy to discuss our policies verbally, or provide them in a different format under certain circumstances. If we believe a child needs additional support, we will speak to parents and ask their permission to approach agencies which will support their child. We will follow the graduated approach laid out in the Department for Education SEND code of practice to ensure every child receives the best possible care and learning development –

A SEND guide for parents and carers is available from -

SEN Provision Type
Universal service (No referral required)
You Said We Did

Idea from being reflective "Sheltered outdoor play area may be a good idea in case of bad weather or to stimulate children who need a sensory experience to learn or play for example sensory impaired children"

Our solution was the sensory ally, incorporating Reggio Amelia and Maria Montessori play ideas with learning.

Early Years Local Offer Response

How does the setting know if a child will need extra help and what should families do if they think their child may have Special Educational Needs and/or Disabilities (SEND)?

All children attending our childcare service are monitored and observed in line with the Early Years Foundation Stage. A 2 year old development check is carried out and shared with parents and any concerns regarding development will be discussed. The needs of the children who are new to our provision are identified through discussions with their parents/carers and any other professionals involved with the family - this enables us to identify the starting points in your child’s learning journey. We regularly share progress, and discuss appropriate next steps for children with their parents. At the beginning and end of each day there is time for you to talk with us.

How will staff in the setting support a child with SEND?

We give continuous care - supporting your child whilst they are away from home. This helps build confidence and positive self-esteem, helping your child to feel secure emotionally and physically. We share each child’s online learning journeys with their parents or carers and communicate regularly and answer queries. We offer reassurance and inform the parents or carers of their child’s progress and ensure they are provided with all necessary information. On starting with our service each child will receive an ‘Starting Points’ form which focuses on their strengths, areas for development, home life, interests and language which helps identify the types of activities or support to be provided.

How will the curriculum for the setting be matched to a child with SEND's needs?

The planning for each session is ‘child led’, so that their learning is built around the children’s interests; with guidance from us for their individual next steps. We provide activities for your child to learn within the area of need. We use the Early Years Foundation Stage Curriculum as a guide for the children’s development.

Your child is a unique person. We allow them to explore and investigate, in a rich environment, with support, ensuring safety and extension of experiences as well as offering fertile ground for developing potential. One-to-one support can be provided. Observations are taken on your child and an assessment is made which will highlight areas of development that may need to be focused on. Planning will be addressed within these areas of learning.

How will staff work with families about how a child with SEND is doing and how to support a child's learning?

Every child has their own individual needs and to cater for this, We observe them during play and evaluate these in order to take their learning forward. Any concerns are shared and discussed with parents on a regular basis. If a child is not making progress, We can access further support from our Professional Association of Childcare and Early Years (PACEY) co-ordinator, the local authority or seek advice from other professionals. Where English is not a child's first language we can work with my co-ordinator to access resources to support the child in our provision. Our service has a range of resources which your child can access which are age-related or support the developmental stages. This includes large print books, posters in different languages, audio, visual equipment, flashcards, books in different languages and we also share and borrow resources from other childcare providers. We work closely with other professional’s for example, Portage workers, Speech and language therapist, Quality improvement partners, BCCN coordinators and Family Centre.

What support does the setting offer for a child with SEND's overall well-being?

We are responsible for ensuring your child is safe and secure; both emotionally and physically throughout the transition from home-based care to pre-school and later to full time education. We maintain an inclusive service. Our provision is risk assessed before each session for safety. The children help to check for broken toys regularly. House rules made by the children are put in place as required. We are trained in first aid. All medication is stored in a secure place. A record book is kept of all medications held and dosage, time of administration is recorded and signed by the parent.

What specialist services and expertise are available at, or accessed by, the setting?

Our equipment, activities and resources are easy to access for children - New sensory alleyway

We have also complete training as listed below:

  • Autism Awareness
  • Communication and language training 
  • NVQ Level 3 Childcare (both practitioners)

March 2016

  • Drug and Alcohol awareness training

Feb 2016

  •  Early Years 30 hour Workshop

May 2016

  • Raising Awareness of ‘PREVENT’ Workshop

May 2016

  • Mental Health (Anxiety and depression in Young People)

June 2016

  • Financial Planning
  • Mindfulness

Please note that due to our entrances being narrow, wheelchair access will be difficult.


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

Please see above.

How will a child with SEND be included in activities outside the setting?

Learning Outside our setting is important to us and the children who attend our setting. We promote involvement of all learners in all aspects of the setting including activities outside the classroom, such as forest school and outdoor class by utilising our garden.

When there are concerns for safety and access, a risk assessment is carried out to consider if reasonable adjustments can be made to meet additional needs. Parents and carers are notified should there be a sign of risk.

How accessible is the setting's environment (indoors and outdoors)
  • Please note that due to our entrances being narrow, wheelchair access will be difficult. our walkways are narrow and so are the internal doors.
  • Children have access to outdoor play areas (sensory alley and garden) and can enter the setting when they wish during free play.
  • We conduct 1 to 2 sessions of forest school every week for the children. 
  • Parents/carers would be welcome to attend arranged trip with their child, if it was felt that this would make the experience more enjoyable for their child. Risk assessments are carried out for all trips and adult/child ratios are adhered to.
How will the staff prepare and support a child with SEND to join the setting or transfer to a new setting/school?

We believe we have an extremely well-run transition system within our setting. Our setting has an L and D room (Learning and development room), which incorporates school chairs, bespoke discovery table (EYFS and Montessori Inspired) children also have their own personal coat pegs and work draws by adding resources such as these, children are not foreign to such items ‘on the day’. Children will learn in a positive Pre-School Environment and benefit from all the best holistic research used for developing children.

We also provide transition reports to both parents and new schools, providing an overall summary and level of the child’s development.

How are the setting's resources allocated and matched to a child's Special Educational Needs and/or Disabilities?

At our setting, children will be planned for individually at least every term and their next steps are specific to them and their stage of development. We will record observations and take photographs when the next steps are being met and this is recorded in their online learning journal and daily reports in a child’s personal daily diary. If there are any additional learning needs that are identified, then a play plan or individual education plan will be drawn up with the Key person and parent's or carers.

For babies, resources specific to the age band and is planned to ensure that the 3 prime areas are being developed daily. The over 2 year’s area is planned with resources that ensure that all 7 areas of learning within line with the Early Years Foundation Stage Guidelines. Any "Grey areas" within the early years framework are overcome by using our own framework and methodologies.

All resources are labelled with visual clues so that children are aware of what is available within the setting. Any specific resources that may be needed to ensure that children's next steps and needs are developed will be met by utilising current and bespoke resources.

How is the decision made about what type and how much support a child with SEND will receive?

We will record observations and monitor your child's next steps to see the progress of learning and development and to assess the impact any strategies may have.

Any concerns that we may have will be discussed with parents first and an agreed strategy will be put in place. Strategies from specialist agencies will be arranged in agreement with parties involved for your child's needs and development. If after strategies have been implemented and there are still concerns or there is not much progress with a child's development, then a referral will be made, seeking specialist support. Parents are involved in the process throughout and are invited to attend meetings in the setting and with other professionals. If there are concerns about your child before they enter Primary education then the setting will liaise closely with the school to discuss what is/has been undertaken and the best way forward upon transition.

How are parents involved at the setting?

Parents and carers are involved/invited to:

  • Trips associated with our topics
  • To write in any information in their children’s personal diaries
  • Comment and send additional information in their child’s personal online learning journal
  • Contact their own learning sessions such as Gardening, Christmas, Eid.
  • To attend parents earnings
  • to take home homework or books to borrow for their children
What future plans does your setting have for developing its SEND provision for example, training, facilities?

We will be planning more outdoor pre-school class sessions, such as forest school as the trial turned out to be a success with children’s learning.

We will continue to practice Makaton and will be looking at communication delay courses to enhance our knowledge of delayed learning. 



Which other Local Authorities/ Counties/ health providers do you have contracts with?

We work with:

  • PACEY (Professional Association for Childcare and Early Years)
  • Family Centres
  • Speech and Language Therapists
  • Local doctor surgeries (Cressex Health Centre)
  • BCCN (Buckinghamshire Community Childminding Network) in conjunction with Buckinghamshire County Council.
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