We are a purpose built, family run nursery with 20 years experience running our own nurseries.
We have 3 base rooms to accommodate various ages. We have a large garden to which each room has access, with exciting and challenging play equipment, backing onto our own woodland area.
| Amount | Cost Type |
|---|---|
| £47.00 | Per Day |
| £30.50 | Per Session |
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30 | 17:45 |
| Tuesday | 07:30 | 17:45 |
| Wednesday | 07:30 | 17:45 |
| Thursday | 07:30 | 17:45 |
| Friday | 07:30 | 17:45 |
For further information you can contact the nursery on by telephone or email.
At the point that a child joins the setting they are signed up to an online learning journal called “Tapestry”. We ask parents in their initial visits to complete a document called ‘My Unique Child’. This document is designed to support setting staff to gain an overview of the child’s learning and development so far, through a range of questions including; getting to know my family and me, interests and preferences, food and drink, health and development, and sleeping and toileting routines. This document will be used by your child’s “key person” to refer to whilst your child is settling-in and to support staff to gain some insight into your family life.
We continually track children’s progress through a cycle of observation, assessment and planning. We use the Early Years Foundation Stage (EYFS) Development Matters and the Early Years Outcomes 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-ordinator (SENCo).
We have a dedicated Special Educational Needs Co-ordinator (SENCo) who is responsible for overseeing the provision for children with Special Educational Needs and Disabilities (SEND) in the setting as a whole.
Every child is assigned a “Key Person” upon joining the nursery. The Key Person is responsible for supporting their key children within every aspect of nursery life. We have a strong system in place where staff are guided by an experienced management team to meet the needs of the child.
If there are other professionals or services involved with your child e.g. Portage or 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 we feel that your child requires provision over and above what can typically be resourced within the setting 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 will be used to provide extra help that your child might require e.g. 1:1 support. Additionally they can make referrals to specialist services if this is assessed to be the need.
Children are continuously monitored through observations, assessment and planning.
If a child is receiving specialist support from an outside agency, for example Speech and Language Therapy, and given specific targets, we will liaise with both the parents and the professional involved. Being aware of these targets, as well as the child’s views/interests, enables us to focus on their individual strengths thus ensuring that they are fully supported during their time at the centre. We then complete an Individual Education and Care Plan (IECP), and will review the progress made regularly. This is carried out every three months or when progress is made.
When planning activities for children, staff will ensure that any next steps or recommended targets are considered. The activity will be planned to ensure it best fits the child’s needs.
Parents are given regular feedback regarding their child’s progress through various formats including termly parent’s evenings, through your child’s online learning journal, “Tapestry” and through direct feedback following sessions.
Parents are welcome to book appointments to have a chat with their child’s key person at any time in order to discuss progress and next steps.
If a child has set recommendations which are monitored through an Individual Education and Care Plan (IECP) this will be shared with parents when set up and then following each review. This is carried out every three months 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/training where appropriate/requested.
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 these policies and that they are implemented correctly. All policies are subject to annual review.
Most staff hold a paediatric first aid qualification.
All potential staff are subject to a thorough recruitment process including;
- Suitable references from previous employment
- Enhanced Disclosure and Barring Service (DBS) check.
Staff are always available to talk to parents, should they need any advice, support or guidance regarding their child.
There is a strong emphasis on wellbeing, throughout the nursery, which focuses on social support for the children. Within each of the three 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 nursery also promotes the development of self-help skills.
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 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)
- Physiotherapy
- Occupational Therapy
- Portage services
- Specialist Teachers for children with sensory needs.
We also have a designated Health Visitor, who will visit the setting, who works closely with the nursery SENCo.
The Special Educational Needs Co-ordinator SENCo has completed “The Role of the Early Years Special Educational Needs Co-ordinator” training.
The 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 sometimes have trips outside of the setting. All trips require a risk assessment to be carried out and parental consent is obtained when children join us. 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.
Our building has wide doorways and a small ramp as you enter the building making it wheelchair accessible. The nursery is based on one floor.
We consider each child’s needs individually and work with families to consider possible ways to meet the specific needs of the child. Where feasible we will make any necessary adaptions and reasonable adjustments.
There is potential funding available for equipment that your child is assessed to need by health services.
We are fortunate to have multilingual staff working within the setting. The setting offers visual stimulation for children who have English as an additional Language (EAL). This is presented in the form of pictures, to enable children with EAL to access the environment as independently as possible.
Starting at the nursery
Before starting at the nursery, parents are invited to bring their child for three 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 nursery
You will be notified of a proposed move date for your child to the next room through discussion with your key person. Prior to the move date, the child’s current key person will carry out internal visits between the rooms to support this transition. Parents are also invited to visit and be introduced to the new key person.
Starting school
All children’s online education journals (Tapestry) are completed by the end of July and sent through to the school prior to the child starting (via parents). 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 has additional needs we can arrange a meeting with the receiving school to support a smooth transition and to give 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 your permission to apply for an Education, Health and Care (EHC) assessment, leading to a statutory EHC Plan (EHCP). We will do this in a timely manner to ensure that your child has the support they need on entry to school.
If a child meets the eligibility for early years funding for additional support the resources will be used to specifically meet the needs of the individual child as per the funding agreement with Southampton City Council.
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 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.
We recognise that parents are the expert on 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 those 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 weekend open days to discuss progress in a more formal capacity. However, appointments to discuss your child’s development can be booked at any time of the year at times that are convenient to you.
Parents can track individual progress through the use of a child’s “Tapestry” Journey – whilst this is the place where staff collate observations, pictures and evidence of a child’s work, we also encourage parents to share their own observations, notes, and comments as well as pictures and videos.