Cherubs Kindergartens Ltd
Visit our website www.cherubs-kindergartens.co.uk
Who to contact
Where to go
118 Cove Road
- GU14 0HG
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 17:30
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 02/08/2018 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Under 2's: 60 per day. Age group - Costs Ages 2 - 3: 30 per session, 56 per day. Age group - 3-8: 30 per session, 54 per day
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday All Day
We provide an environment in which all children are supported to reach their full potential.
- We have regard for the DfES – SEND (2014) Code of Practice.
- We ensure our provision is inclusive to all children with special educational needs.
- We support parents and children with special educational needs (SEN).
- We identify the specific needs of children with special educational needs and meet those needs through a range of SEND strategies.
- We work in partnership with parents and other agencies in meeting individual children's needs.
- We monitor and review our policy, practice and provision and, if necessary, make adjustments.
We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO).
- We ensure that the provision for children with special educational needs is the responsibility of all members of the nursery.
- We ensure that our inclusive admissions practice ensures equality of access and opportunity.
- We use the graduated response system for identifying, assessing and responding to children's special educational needs.
- We work closely with parents of children with special educational needs to create and maintain a positive partnership.
- We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
- We provide parents with information on sources of independent advice and support.
- We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.
- We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
- We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
- We provide resources (human and financial) to implement our SEND
- We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.
- We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.
- We provide a complaints procedure.
- We monitor and review our policy annually.
- Contact Name
- Nicola Blackman
- Contact Telephone
- Contact Email
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
As a setting we monitor children's development and track progress to ensure next steps are planned for. Our online development journal (Tapestry) allows parents to evidence ongoing progress. Our key worker system, daily hand overs and termly parent consultations ensure parents are provided every opportunity to raise and share concerns.
- How will early years setting/school/college staff support my child/young person?
Our setting reviews and adapts policies annually and when needed to make sure the provision is effectively supporting children and/or young people with special educational needs. Staff up date knowledge through continuous professional development and are able to access outside agencies should they be needed.
- How will the curriculum be matched to my child's/young person's needs?
Our objective is to provide a broad and balanced programme to meet the children’s individual needs through delivering the EYFS curriculum. Children are given the opportunity to develop as individuals, are encouraged to express themselves and feel a sense of achievement from their own learning. Cherubs’ aim is to assist every child to achieve their full potential and learn at their own pace by encouraging their natural inclination to explore and discover through play in our bright, spacious and stimulating environment.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Our key worker system, daily hand overs and termly parent consultations ensure parents are provided every opportunity to raise and share concerns.
Our use of an online learning journal ensure parents receive up to date observations and suggestions for help with development.
- What support will there be for my child's/young person's overall well being?
- We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs)/EHC for children with special educational needs.
- We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
- We have systems in place for supporting children during Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing process.
Cherubs’ aim is to assist every child to achieve their full potential and learn at their own pace by encouraging their natural inclination to explore and discover through play in our bright, spacious and stimulating environment.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Individuals needs are assessed and discussed/shared with parents. We are then able to access the appropriate specialists that may need to be involved.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENCO receives regualar training to ensure she is up to date with current affair and practice.
Staff are level 2 qualified in autism awareness and basic makaton.
- How will my child/young person be included in activities outside this classroom including school trips?
Discussions with parents would ensure appropriate actions are taken to ensure all children are provided with the same opportunities.
- How accessible is the setting/school/college environment?
Our nursery setting offers bright and spacious accommodation predominant on one level and features which include convenient access, easy and safe on-site drop off, and generous space divided into separate activity rooms.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
A full transition to chosen school is made by inviting in the school to visit where discussions with Cherubs and parents are had, along with submission of K3 application if needed.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Staff expertise will be used to identify resources need to extend and develop learning. Advice from outside specialist agencies are followed and documented in IEP's and HCP
- How is the decision made about what type and how much support my child/young person will receive?
Each child will receive support dependent on their needs. TAC meetings ensure all agencies and parents are working towards the same outcome.
IEP's will evidence targeted progress.
- How are parents involved in the setting/school/college? How can I be involved?
Showrounds, information packs, registration forms, tapesrty updates and development suggestions, daily handovers, parents consultations, regular meetings, open fun days, all about me forms, routine forms and social evenings.
Parents are involved in all aspects of decision making.