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The Co-operative Childcare Southampton

We offer full-time and part-time places for children from 3 months to 5 years. The nursery is open from 7.30 am to 6.00 pm all year round. We are closed on Bank Holidays and two training days in the year.

This setting has signed up to offer Tax Free Childcare.

Who to contact

Telephone
023 8077 7207
0800 954 0669
E-mail
southampton@ccc.coop
Website
Co-operative Childcare Southampton
Social Media
Twitter

Where to go

Address
Shirley Warren Action Church
Warren Crescent
Southampton
Postcode
SO16 6AY
Children's Centre Areas
Coxford Shirley Warren Lordshill

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£6.00 Per Hour
£43.50 Per Day
£27.50 Per Session
Details
Including 10% sibling discount for eldest child. Maximum discount of 15% per child One Full day = sessions crossing the 1pm boundary. Nursery Education Funding for 38 weeks per year

Availability

Age Ranges
From 0 years 3 months to 5 years 0 months
Referral Details

Offers 38 weeks of Nursery Education.

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Cerebral palsy
Language impairment
Autistic spectrum disorder

Childcare Information

Vacancies

Immediate vacancies
No

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing 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

Ofsted Information

Ofsted URN
EY297219
Link to latest ofsted inspection report 

Local Offer

Contact Name
Alex Chalk SENCo
Contact Telephone
023 8077 7207
Contact Email
southampton@ccc.coop

Other Education Extended Local Offer details from The Co-operative Childcare Southampton

How does your education setting know if children/young people need extra help and what do I do if I think my child has special educational needs?

When a child first starts at our setting we sit with parents/carers and fill out an ‘initial start point’ questionnaire which allows parents/carers to tell us the skills their children have developed. We then have a four week period upon starting that allows us to formulate a professional baseline which we then track in our ‘Early Years Outcomes’. If this shows there to be any delay or we believe that a child may be at risk of delay we would start a ‘Graduated Approach’ to help support. This includes:

● Initial Assessment Form – contains information on strategies used to help support learning and development. This is used for 4-6 weeks before a review is made.
●Individual Progress Plan – a more in-depth for to use and targets specific skills to work on. Reviewed after 6 weeks.
●If we feel there is still a risk of delay we would ask for consent to contact an Early Years Support Teacher (EYST) to observe and offer further advice.
●If advised, we would use the evidence collated to apply for financial support from Southampton City Council to help us better your child’s learning outcomes.

We have a designated in house SENCo (Special Education Needs Coordinator) who will have support children and staff. Each step of the Graduated Approach is shared with parents and carers. We are always happy to answer any questions parents and carers may have.

How will the education setting staff support my child / young person?


Our nursery has a SENCo that oversees the needs of all children within the nursery that require additional support. This covers, but is not exclusive to, physically restrictive disabilities, hearing or visual impairment, speech and language therapy.

There are many agencies that work with children with Special Educational Needs. Whether a child is being supported in a local group or at the nursery we will always share information confidentially between professionals in these areas. Again, parental involvement is of paramount importance to us.


Every child within our care is given a Key Person before starting at the nursery. This person is responsible for supporting children through the day-to-day activities within nursery and any transition events. We have a Buddy Key Person system in place so that someone else has a knowledge base surrounding your child in the event of a Key Person’s sickness or annual leave.

How will the curriculum at your education setting be matched to my child / young person's needs?

Each calendar month the Key Person will create a next step for a child. This target is taken from their Early Years Outcomes Booklets, (which shows which skills have been developed in the seven areas of leaning and which areas need support to develop). We carry out adult led activities to help improve these skills. We then record observations to support the learning and development in these areas. This is part of the OAP (Observation, Assessment and Planning) Cycle that is dictated by the Early Years Foundation Stage. The Key Person supports in all aspects of nursery life from sitting with their group at meal times to helping toilet-train children individually. Activities are planned with ideas taken from our ‘Children’s interest board’ which has ideas of activities based on what the children enjoy playing with.

If we feel that the next steps that we have chosen are not being achieved, we will break them down using SMART targets to help make them more achievable. We are aware that children learn in different ways and will look at the Characteristics of Effective Learning (CoEL) to see how a child is more likely to achieve their individual goals.

We use the Every Child A Talker (ECAT) model to help guide us through the milestones in communication for specific age groups.

If we believe there to be a delay or risk of delay we will communicate this with you first before looking for support from other agencies or an Early Years Advisory Teacher (EYAT).

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

We will always keep parents and carers apprised of daily activities and achievements using daily feedback. We carry out an ‘Achievement Update’ each term that will show whether a child is delayed, emerging or secure in the 7 areas of learning and development that are covered in the Early Years Foundation Stage. These will be shown to and discussed with parents and carers and we welcome comments on them. We collate this information from a child’s ‘Early Years Outcomes Booklet’ which is where we track the skills developed in the 7 areas.

We hold Parent’s Evenings where you can come and chat in more detail with your child’s Key Person and discuss their learning and development. This is not restricted to only Parent’s Evenings; you can arrange an appointment at your earliest convenience.

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

Within the management structure of the setting we have individual members of staff who are responsible for specific policies, including: Health and Safety, Safeguarding and Behaviour Management. Their role is to ensure all staff are aware of policies and that they are implemented correctly. All policies are subject to annual review.

All staff hold a paediatric first aid qualification.

All potential staff are subject to a thorough recruitment process including;
- Suitable references from previous employment
- Occupational health clearance
- Enhanced Disclosure and Barring Service check (DBS).

Staff are always available to talk to the parents, should they need any advice, support or guidance regarding their child.

There is a strong emphasis throughout the Centre, which focuses on social support for the children. Within each of the four age groups, we have flexibility which allows the daily routine to be adapted to suit individual needs.

Children are involved in their daily routine. There is lots of opportunity for them to “free flow” around structured activities of their choice. Staff encourage the children to be as independent as possible, and the environment supports this. The Centre also promotes self-help skills.

What specialist services and expertise are available at or accessed by your education setting?

Our primary mechanism for specialist support is through the setting’s designated Early Years Advisory Teacher (EYAT). The EYAT team specialise in early year’s education and children with SEN in the early years – they are based in the Early Years Team in Southampton City Council. They support us in a range of areas, from general advice through to accessing appropriate support via referrals to specialist teams including:
- Speech and Language Therapy (SALT)
- Physiotherapist
- Occupational Therapy
- Portage services
- Specialist Teachers for children with sensory needs.

We also have a designated Health Visitor, who will visit the setting, on average once a term, who works closely with the Centre SENCo.

What training are the staff supporting children and young people with SEN and Disabilities had or are having?

Each Special Educational Needs Co-ordinator SENCo within the Centre has completed “The Role of the Early Years Special Educational Needs Co-coordinator” training.

The Centre SENCo attends termly Inclusion Conferences run by the EYAT’s. Information from these conferences is cascaded to all staff members through internal meeting processes.

Regular attendance by the SENCo to the local Early Years and Childcare Briefing meetings ensures that all staff are kept up to date with relevant practice, training and legislation.

We also have staff who have attended training on the “Attention Autism Programme”.

How will my child / young person be included in activities including trips run by your setting?

We have regular trips outside of the setting. All trips require a risk assessment to be carried out and parental consent needs to be obtained. We ensure that appropriate adult/child ratios are maintained at all times during trips. Parents are welcome to attend trips if they would like to.

A trained paediatric first aider is present on all trips. First aid kits will be taken along with any medication which a child may require for that day.

We carefully consider each child’s individual needs when planning activities or trips.
If for any reason an activity or trip is not suitable for a child, we will make necessary reasonable adjustments to ensure that the child can be included as much as possible.

We reflect on the local area and local communities to help incorporate British Values and aids communication topics back at the setting.

How accessible is your education setting? ( indoors and outdoors)

Our setting is accessible by both pushchair and wheelchair users. The only room that is located upstairs is our 18-24 month room. Staff are trained in manual handling so would be able to aid children going upstairs. Our other rooms are ground level. Our 6-18 month room has no steps at all, however there are 2 steps in the 2-3 and 3-5 year old rooms.

The garden has access from our 2-3 and 3-5 year old rooms and also has a rear access from the side of the building. The garden is split into 2 areas – under 2 and over 2 years. There is equipment for climbing in the garden that is slightly above ground level. All equipment is monitored by staff after thorough risk assessment.

How will the education setting prepare and support my child / young person to join the education setting, transfer to a new setting and or the next education stage and life?

Starting at the Centre.

Before starting at the centre parents are invited to bring their child for 3 introduction visits. The purpose of this is to familiarise parents and children with the setting and to meet staff and other children whilst offering a “taster” of a typical day.

Transitions within the Centre

You will be notified in advance of a proposed move date for your child to the next room. Prior to the move date, the child’s current key person will carry out internal visits between the rooms to support this transition (settles). Parents are also welcome for a settling in visit, during which they will be introduced to the new key person.

Starting school.

All children’s paperwork of observations, reports and tracking are completed by the end of July and sent through to the school prior to the child starting. This includes any paperwork which supported the child whilst they attended the setting. This provides the school with all the relevant information before the child starts.

Some schools will arrange visits with us to come and see the children within their nursery environment. 

If your child as additional needs we can arrange a meeting with the receiving school to support a smooth transition and to give clear picture of need and provision that is required to be in place in the new setting. 

If we identify, alongside specialist services that a young person is likely to require support above that is typically available in a mainstream school, for a prolonged period of time, we will ask your permission to apply for an application for an Education, Health and Care (EHC), leading to a statutory EHC Plan. We will do this in a timely manner to ensure that your child has the support they need on entry to school.

How are the education setting resources allocated and matched to children and young people's Special Educational Needs and disabilities?

If a child meets the eligibility for early years funding for additional support the resources will be used specifically to meet the needs of the individual* child/young person as per the funding agreement with Southampton City Council.

*There may be cases when we apply for funding for two or more children jointly, based on their level of need.

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

Our staff carefully plan for each individual child within the Centre, taking into account their interests and level of development.

The staff are guided by the Early Years Foundation Stage (EYFS), and use plans which identify and track a child’s current age and stage of development. This allows staff to plan activities which support and encourage the child to work towards their next development milestone. In turn, this will identify any areas where a child requires extra support.

If we feel we need support or guidance regarding a child, we will arrange an appointment with the Early Years Advisory Teacher (EYAT) who will visit the setting. The Early Years Advisory Teacher will advise us if they feel we should be providing additional support and will support our funding application to Southampton City Council with written observations.

How are parents / young people currently involved in your education setting? How can I be involved?

We recognise that parents are the expert in their child and place a high emphasis on parental involvement in all aspect of every child’s learning, regardless of need. 

If we identify that your child has additional needs we will discuss this with you along with details of any additional provision that will be put in place to support and meet these needs. We will get your consent before involving any external agencies relating to specialist support, including the Early Years Advisory Teachers (EYAT’s). We encourage open dialogue around areas of concern and are keen to work with families co-productively to enhance outcomes for the child.  

We hold termly parents evenings to discuss progress in a more formal capacity, as well as holding annual open days.

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