Monday to Friday: 7 am - 6.30 pm excluding Bank Holidays. Please note, day nursery for NHS employees only
Taplins Day Nursery SGH
Who to contact
Where to go
- Taplins Day Nursery
Southampton General Hospital
- SO16 6YD
- Children's Centre Areas
- Coxford Shirley Warren Lordshill
Drop off bay available outside the nursery
- Table of costs
Table of costs Amount Cost Type £5.63/ £5.88 Per Hour
- Nursery Education Funding for 38 weeks per year
- Age Ranges
- From 0 years 3 months to 5 years
- Has Provision
- Experience with
Speech and Language delay
Autistic spectrum disorder
Special Educational Needs
Social development impairment
Severe dietary needs
Epi pen trained
Medication - Administration Of
Deafness Or Hard Of Hearing
- Immediate vacancies
- Only open to UHS employees with a contract.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:00 18:30 Tuesday 07:00 18:30 Wednesday 07:00 18:30 Thursday 07:00 18:30 Friday 07:00 18:30
- Maximum number of Vacancies
- Vacancy Age Ranges
Vacancy Age Ranges Age Range Vacancies 0-1 1 2-4 1
- Offers pickups
- Ofsted URN
- Link to latest ofsted inspection report
For Further Information you can contact Taplins Day Nursery:
Rebecca McFarlane – Nursery Manager
Tiffany Smithson– Deputy Nursery Manager
Other Education Extended Local Offer details from Taplins Day Nursery SGH
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 joins the setting they are signed up to an online learning journal called “Tapestry”. On the child’s initial visit we ask parents to complete a ‘Unique Child’ booklet. This booklet is designed to support staff to gain an overview of the child’s learning and development so far, through a range of questions including: getting to know the family, interests and preferences, food and drink including allergies, health and development and sleeping and toileting routines. The ‘Unique Child’ booklet will help the key worker to settle in your child and support staff to gain insight into your family life.
We track children’s progress through observation, assessment and planning. We use the Early Years Foundation Stage (EYFS) Development and Every Child is a Talker (ECAT) as a guide for the development milestones that a child would typically make at different stages up to the age of 5.
If you have any concerns about your child’s development please feel free to discuss these with your child’s key worker or the setting Special Educational Needs Co – coordinator (SENCo).
Within our setting we have a dedicated Special Educational needs Co- coordinator (SENCo) who is responsible for overseeing the provision for children with Special Education needs and disabilities (SEND).
Every child is assigned a “Key Worker” when joining nursery. The key worker is responsible for supporting their key children during the nursery day and monitoring their learning and development.
If your child is involved with other professionals or services e.g. Speech and Language Therapy, we will work closely with them and follow recommended support plans to meet individual targets.
We use the “Every Child a Talker” (ECaT) initiative which aims to improve the communication skills of children aged 0-5 years, and to develop the knowledge, confidence and communication skills of practitioners and parents. ECaT is used across Southampton and has had a very positive impact on children’s communication and language.
If your child requires provision over and above what can typically be resourced within nursery, we will work closely with the Southampton City Council Early Years and Advisory Teachers (EYATS) who can support us to put specific strategies in place to support your child, as well as applying for additional funding which can be used to provide extra help that your child might require. E.g. 1:1 support. Additionally they can make referrals to specialists if necessary.
Children are continuously monitored through observation, assessment and planning.
If a child is receiving support from an outside agency, for example Speech and Language Therapy, and given specific targets, we will liaise with both the parents and the professionals involved. Being aware of these targets, as well as the children’s interests/views enables us to focus on their individual strengths ensuring that they are fully supported during their time at nursery. We will then complete an Individual Education Plan (IEP) and will review progress on a regular basis. This is carried out on a monthly basis or when progress has been made.
When staff plan activities for the children they will ensure that any next steps or recommended targets are considered. The activity will meet the needs of your child.
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?
Parents are given feedback regularly regarding their children’s progress. We use a variety of formats to do this: parent consultations where you are able to see the child’s key worker, written termly reviews. through your child’s online learning journal ‘Tapestry’ and through verbal and written feedback at the end of each day.
Parents are welcome to book to see their child’s key worker at any time to discuss their progress.
If a child is set targets using an individual education plan (IEP) we will share the plan with the parents both at the point it is written and then following each review. This will be carried out monthly or when progress is made.
We are happy to support families as best we can to implement strategies at home and will refer to services when appropriate/requested.
Within our nursery management structure at the nursery, we have members of staff who are responsible for specific policies including Health and Safety, Safeguarding and Behaviour Management. All policies are reviewed annually.
Most of the staff hold paediatric first aid qualification and members of the management team hold full ‘first aid at work’.
All potential staff are subject to a thorough recruitment process including
• Suitable references from previous employment
• Occupational health clearance
• Enhanced Disclosure and Barring Service (DBS) check.
Staff are always available to talk to parents, should they need advice, support or guidance regarding their child.
Children are involved in their daily routine. There is lots of opportunity for them to “Free Flow” around structured activities in the older end. Staff encourage the children to be as independent as possible. The environment at the older end supports this. At nursery we promote the development of self-help skills.
Our main point of call for specialist support is through the nursery’s designated Early Years Advisory Teacher (EYAT). The EYAT team specialise in early year’s education and children with Special Educational Needs and Disabilities (SEND) 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)
• Occupational Therapy
• Portage Services
What training are the staff supporting children and young people with SEN and Disabilities had or are having?
The nursery SENCO attends relevant Conferences run by the EYAT’s. Information is then passed on to staff through internal meetings.
Regular attendance by the management team to the local Early Years and Childcare briefing meetings ensures that all staff are kept up to date with relevant practice, training and legislation.
At Taplins if we were able to take a trip outside the setting we would follow our policy. All trips will be risk assessed and parental permission gained.
A trained paediatric first aider and a member of the management team will be present at the trip.
We would meet the needs of the children when planning a trip.
Our building is on one level and has wide doorways making it wheelchair accessible.
The nursery is divided into two rooms. We have a younger end (0-2 years) and an older End (2 – 5 years). Both rooms are open-plan and have access to the garden area. We have nappy changing facilities in the younger end of the nursery which is accessible to all the nursery users.
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 nursery
Before starting at nursery, parents are invited to bring in their child for three introduction visits. The purpose of this is to familiarise parents and children to the setting and to meet the staff and other children.
Transitions within the nursery
Parents will be notified by a transition letter of a proposed moving date to another key group or moving to the next room. The child’s current key worker will carry out internal settling-in visits to familiarise the child with their new key worker and surroundings.
All children’s online education Journals (Tapestry) are completed by the end of July and the parents can then download this. Written end of term reports are sent through to the receiving 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 school.
Some schools will arrange visits with us to come and see the children within their nursery environment.
If your child has additional needs we can arrange meetings with the receiving schools to support a smooth transition and give a clear picture of the need and provision that is required to be in place in the new setting.
If we identify, alongside specialist services that a child is likely to require support above that is typically available in a mainstream school, for a prolonged period of time, we will ask for permission to apply for an application for an Education, Health and Care Plan (EHCP). We will do this in a timely manner to ensure that your child has the full support they need upon 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 as per the funding agreement with Southampton City Council.
There may be cases where we apply for funding for two or more children jointly, based on the level of need.
Our staff carefully plan for each individual child within the nursery, taking into account their interests and level of development.
The staff are guided by the Early Years Foundation Stage, 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 children to work towards their next milestone. In turn, this will identify any areas where children require 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.
We recognise that parents are the expert on their child and place a high emphasis on parental involvement in all aspects 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). We encourage open dialogue around areas of concern and are keen to work with families’ co – productively to enhance outcomes for the child.
Parents can track individual progress through the use of a child’s “Tapestry” Journey as this is the place where staff collate observations, pictures and evidence of an individual’s work; we also encourage parents to share their own observations, notes, and comments as well as pictures and videos.