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Learningland Day Nursery

Open 51 weeks of the year, we are closed for all bank holidays and for a week at Christmas - there is no charge for these. Nursery offers full day and sessional care for children aged 3 months - 4 years, as well as Nursery Education for 2, 3 and 4 year olds.  Nappies, milk, meals included in the price, all meals freshly prepared.  See leaflet for further information.

This setting has signed up to offer Tax Free Childcare.

Who to contact

Contact Name
Kelly Manger/Sue Betteridge
Contact Position
Nursery Manager/Deputy Manager
023 8039 9895
Learning Land Website
Charity number

Where to go

LearningLand Day nursery
51 Wimpson Lane
SO16 4QF
Children's Centre Areas

Other Details


5% discount for siblings Over 3's Per Session : £28.00/£25.50 Per Day : £47.00 Per Week £205.00 Under 3's Per Session : £29.00/£26.50 Per Day : £49.00 Per Week £211.00


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

Inclusion Information

Special Needs

Has Provision
Experience with
Cystic Fibrosis
Challenging Behaviour
Epi pen trained
Learning difficulties
Emotional needs
Language impairment
Speech and Language delay
Autistic spectrum disorder
Special Educational Needs
We can cater for dietary requirements; we have a cook on site.

Childcare Information


Immediate vacancies
Date updated

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlement

Intending to provide 30 hours entitlement
Registered to provide 30 hours entitlement

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:30
Tuesday 07:30 18:30
Wednesday 07:30 18:30
Thursday 07:30 18:30
Friday 07:30 18:30


Vacancy Age Ranges
Vacancy Age Ranges
Age RangeVacancies
0-1 Babies - 2 x Full days, 1 x morning
2-4 Toddlers - 2 x morning, 1 x afternoon
2-4 Pre-school - 5 x Full days

School Pickups

Offers pickups

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

Local Offer

Contact Name
Kelly Manger - Nursery Manager/Sue Betteridge, Deputy Manager
Contact Telephone
023 8039 9895
Contact Email

Other Education Extended Local Offer details from Learningland Day Nursery

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?

Upon registration, your child will be assigned a key person. Together with the key worker you will complete and an “all about me” form which gives us a brief summary of what your child’s interests and routines are at home and an initial assessment on your child’s development. The information collected will give us a starting point for your child’s future learning.

The key persons plan individually for your child each week and we use Tapestry (an online learning journal) to record observations and track your child’s progress, using the Early Years Foundation Stage.
At the end of each term, the children’s development is tracked and you are given an ‘update of progress’ keeping you informed of your child’s learning. You are also encouraged to add observations of your child to Tapestry to give a broader view of your child.

If you have any concerns regarding your child, we encourage you to discuss them with your child’s key person. They will monitor your concerns, speak to the Special Educational Needs and Disability co-ordinator (SENDCo) and put appropriate support in place.

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

The setting has a designated Special Educational Needs and Disability Coordinator (SENDCo) who oversees the provision and supports the key persons.

If your child requires any additional support your child’s key person will put plans in place to support them, whilst working closely with you.
We are able to seek further advice and support from the area SENDCo, who can arrange to visit the setting, observe your child and suggest specific strategies and assist us to apply for additional funding to support your child, e.g. 1:1 support (if the criteria is met).

If there are any other professionals involved with your child, we welcome them to the setting and will work closely with them to support your child to meet their targets. 

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

We continuously observe, plan next steps and track the children’s development, using the Early Years Foundation Stage (EYFS), to move children’s learning forward.
Key persons plan individually for each child’s next step, so it is specifically designed around the children’s individual needs and interests.

If additional needs are identified we will use Individual Education Plans (IEP’s) with specific targets which will be reviewed and updated on a regular basis and shared with parents.

We will liaise with other agencies involved with your child and support them to meet any set targets given.

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 give you daily feedback at the end of your child’s session and offer an open door policy if there is something specific you want to discuss with your child’s key person.

Regular observations are added to Tapestry so you can keep up to date with what we are working towards with your child. As well as this we complete end of term reports that are shared with parents, offer termly parents evenings giving you an opportunity to discuss your child’s progress and next steps.

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

The children’s well-being is paramount.

We recognise the importance of recruiting the right practitioners, so have a rigorous recruitment process. All our practitioners have an Enhanced DBS (Disclosure and Barring Service) check and hold a paediatric first aid certificate. Management hold regular supervisions with the practitioners and ensure that they attend regular training to keep their knowledge up to date.

We have policies in place that are reviewed annually, including Safeguarding, behaviour management, illness and exclusion and Health and safety. All practitioners are aware of the policies and correct procedures to follow.   

Practitioners support the children with their daily routines and activities, encouraging them to be as independent as possible. As well as teaching them to value and respect each other.

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

 We work closely with our area SENDCo who will support us to make referrals for individual children to other outside services or professionals.

If children have other agencies involved, such as Speech and Language, Portage, Occupational therapists etc. we support this by inviting them in to the setting and liaising with them to support the child.

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

All practitioners attend core training as and when required, as well as any additional training that is found to be beneficial to their roles or individual children’s needs.

The setting SENDCo attends termly Inclusion conferences run by the Early Years Advisory Teachers (EYAT) to keep up to date on the latest information.

The nursery manager attends regular Early Years and Childcare Briefing meetings to ensure that the setting is kept up to date with relevant practice, training and legislation.

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

As a setting we take the children on outings in the local area. Permission is sought from all parents upon registration. A senior practitioner will be present on all outings and ratios are maintained at all times. A first aid kit will be taken, with any medication as required.

We aim to be inclusive of all children who attend the setting and will adapt any activities or outings to meet the needs of all children.

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

As a converted house, our setting does have physical limitations. Steps are used to gain access to the building, we have stairs within the nursery and have no disabled toilets or changing areas.

We do aim to be as inclusive as possible and will look at each case individually and work with parents to ensure that we can confidently meet their child’s needs and make adaptions where possible.

Working with outside agencies, there may be resources or equipment available that helps support your child whilst in the setting. 

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?

Joining the setting
When your child joins the setting, you will be invited in to meet your child’s key person a couple of weeks before their start date and complete registration forms.  The key person will arrange settling sessions prior to the start date, these will give your child an opportunity to familiarise themselves with the setting and practitioners.

Transition between rooms
Your child’s key person will inform you of a date your child is moving to the next room, which will be followed by a welcome letter from the child’s new key person.  Prior to their move up date, they will visit their new room with their current key person to support the transition.

Starting School
When a child is moving onto school we send their latest progress report giving of their development and any other relevant information.
Some schools will make arrangements to come and visit the child within the nursery setting.

For children with additional needs a meeting can be arranged between our setting and the school for a smooth transition.  Parents are invited to attend these meetings.

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

If a child meets criteria to be eligible for additional funding, it will be used to provide the children with extra support in the setting or for specialist resources appropriate for the child’s needs.

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

As previously mentioned, the practitioners plan for their individual key children, using the Early Years Foundation Stage (EYFS). They will monitor what progress the children are making.

If it is felt that a child is not meeting their milestones, this will be discussed with the nursery manager and parents before contacting our area SENDCo, parental permission will be sought before involving any outside agencies.
The SENDCo would come and visit the setting and support and advise us on how to provide additional support. They will make any referrals, if needed, or help us to apply for additional funding to support the child’s needs

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

As a setting we are aware that parents know their children better than anyone. We encourage parents to communicate with the setting and build positive relationships with us.
Throughout the year we host different events, from parent’s evenings to stay and plays and encourage parents to become involved.

We recommend parents contribute to Tapestry by sharing their own observations and comments.

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