About me

Hi, I’m Claudia Santos, an Ofsted registered childminder and I’m based in South East London (SE18). I have many years experience working with a wide range of children and families.

My aim is to provide a safe, caring and enjoyable environment for your child. I will encourage your child to make their own choices, to learn for themselves and to interact with other children.

I also aim to work alongside you, as the primary carers, to provide the best possible care. I strive to offer a home from home experience to ensure that your child feels as happy and secure as they would in their own home.

Training

Supporting children with special educational needs or disabilities (SEN) (July 2013)

  • This three part trainings gave me more knowledge and confidence to understand/work with children with special needs and disabilities. The workshop also considered the Early Years Foundation Stage themes and how I can implement this in my practice.  

Attachment (July 2013)

  • We explored the emotional development of a baby/young child. The importance of attachment to parents, carers and key person (such as childminders) in the way relationships are formed and how we can support ‘secure’ attachment. We also explored how we can build a positive relationship promoting emotional development as the baby/young child develops their sense of who they are, and a positive self image.

Characteristics of effective  learning (July 2013)

  • I gained knowledge and understand of;  the characteristics of effective learning as outlined in the EYFS (DFE2012); Understanding why it’s an important part of children’s development; Being  familiar with how characteristics of effective learning is linked and how it connects across all areas; Being confident to use and show within everyday practises in my childminding setting.

2 years progress check (June 2013)

  • Children’s development 24-36months.
  • Making an assessment of learning.
  • Writing their progress check to fulfil statutory requirements.

Paeditric First Aid (April 2013) (I am required to renew my first aid training every 3 years as part of my Ofsted registration.)

  • Emergency action plan;
  • Resuscitation;
  • Asthma, Croup;
  • Head injuries;
  • Fractures, strains & sprains;
  • Heat/cold related conditions;
  • Poisoning, Seizures, Eye injuries;
  • Unresponsive casualties;
  • Chocking, Drowing;
  • Meningitis & Diabetes;
  • Bleeding & shock;
  • Embedded foreign bodies;
  • Burns &eletric shock;
  • Sickle Cell, Allergies.

Outdoor play (March 2013)

  • How to explore the endless opportunities of outdoor ply and learning, the importance of exercise and fresh air.
  • How to make the most of space and resources we have, combined with a positive, enthusiastic and engaged attitude from adults.

Visuals and Gestures (March 2013)

  • How visuals and gestures can help children with a diagnosis of autism, as well the benefits of supporting communication for all children.
  • Differents kinds of visuals and gestures and how they can be implemented effectively and become part of the daily routine.
  • How to creat our own individual visual systems that can be used within our work.

Embarrassing questions (February 2013)

  • How to answer those embarrassing questions that all children ask about body part and functions, in a straight forward, direct and honest way.

Eat Better Start Better Programme - https://www.schoolfoodtrust.org.uk/parents-carers/for-parents-carers/eat-better-start-better (July 2012)

  • How to understand the guidelines.
  • How to read food labels and portion sizes for children in the early years . 

Den Making (July 2012)

  • How to foccus in giving young children the opportunity to explore and develop their imagination and creativity by reinforcing their sense of self with den building.

Treasure baskets & heuristic play (pts 1 & 2) (June 2012)             

  • How to utilise everyday experiences and resources to promote learning in the home environment.

Enabling environment (May 2012)

  • How to create and enable the learning environment to become more stimulating for all young children, supporting their individual interests and development;
  • How to provide opportunities for reflecting on provision, both inside and outside.

Schemas (April 2012)

  • How we can support children’s learning and development by understanding and recognising their individual schemas.

Assessment & planning (April 2012)                                                 

  • How to plan for the next steps in children’s development and learning;
  • How to involve parents and children in the planning process;
  • How to assess children’s progress by analysing our observations and deciding what they tell us.

Observations (April 2012)

  • What and how to observe, e.g. how children engage with other children etc;
  • How to keep records of children’s achievements.

CIEH Food Safety (Jan 2012)

  • Understand basic requirements of the food safety act 1990 and food hygiene (England) regulations 2006;
  • Understand the characteristic of food safety hazards and their potential to cause harm;
  • Recognise the need for high standards of personal hygiene and the methods of preventing food poisoning.

Child Safeguarding / Child Protection (Nov 2011).

NVQ level 3 in Children’s Care, Learning & Development (Jan 2011 - Dec 2012).

  • Contribute to positive relationships;
  • Help to keep children safe;
  • Support children's development;
  • Use support to develop own practice in children's care, learning and development;
  • Prepare and maintain environments to meet children's needs;
  • Support children's play and learning;
  • Support the development of babies and children under 3 years.

NVQ level 2 in Children’s Care, Learning & Development (June 2010).

  • Develop and promote positive relationships;
  • Develop and maintain a healthy, safe and secure environment for children;
  • Promote children's development;
  • Reflect on and develop practice;
  • Protect and promote children's rights;
  • Plan and organise environments for children and families;
  • Promote the health and physical development of children;
  • Promote children's well-being and resilience;
  • Create environments that promote positive behaviour.

Introduction to Childcare Practice (home-based) (May 2010).

National Autistic Society Training: Understanding Autistic Spectrum Disorder / Skills interacting with people with autism and families (March 2009).

Training Plan

BA Early Years