YMCA Eastleigh Nursery
Who to contact
Where to go
- YMCA Eastleigh Nursery and Community Centre
29 Whieldon Way
- SO50 9SB
The Nursery is colocated within a community centre offering community facilites and venue hire, youth rooms and a cafe.
- Accessible changing, Wheelchair access, Level access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Table of costs
Table of costs Amount Cost Type £60.00 per day £36.00 per session £6.00 per hour
- Consumables charge (for funded sessions only children eligible for 2-year-old funding and Early Years Pupil Premium are exempt): £1 per funded hour If you qualify for 15 hours funding only and might struggle to pay the consumables charge, please discuss this with the nursery manager as we offer a discretionary relief scheme and may be able to help. £30 refundable deposit.
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- When is it on
- Monday to Friday 7.30am to 6.00pm
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
- Contact Name
- Vikki Kennesion
- Contact Telephone
- 02382 351520
- 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?
When your child starts nursery, you will have an ‘All About Me’ discussion with your child’s key person, which gives the key person the opportunity to start learning about your child, and work in partnership with you, as your child’s primary educator. The key person will settle your child into nursery making observations and assessing what your child’s next steps in learning will be and planning activities to support this. The key person will share this learning with you, and if they are concerned that your child needs extra help will talk to you about this and what they are going to do to support your child.
It may be that your child has a recognised need before they start nursery, if so please let us know straight away so that we can make our setting ready to welcome your child and help them transition into nursey. If your concern develops once your child has started, please let us know straight away, as early identification of need helps start putting support into place as soon as possible.
- How will early years setting/school/college staff support my child/young person?
Through the key person approach, we get to find out about each child as an individual, with their own interests and preferred ways of playing and learning. This knowledge helps key people plan suitable and enjoyable activities and experiences for your child, both indoors and outside. These experiences are linked to the areas of learning of the Early Years Foundation Stage and forms the curriculum that your child will be taught.
- How will the curriculum be matched to my child's/young person's needs?
As an inclusive setting we consider ways in which we can support children have equal opportunity in accessing the curriculum on offer. Some children may need additional support to access what is on offer.
We will either follow advice, or consider various strategies to support the individual needs of the child including;
- individual education plans (IEP)
- small group activities such Bucket Time (attention), Mighty Mouths (oral motor skills and speech sound development), BLAST (Boosting Language Auditory Skills and Talking)
- one to one activities supporting communication and language skills, emotional wellbeing and resilience
- working closely with outside agencies, Portage, SaLT
- visual structures e.g. timetables, schedules, story strings, objects of reference, Makaton signing, now and next boards
- Picture Exchange Communication System (PECS)
- Intensive interaction, non-directive play commentary
- Activities to support fine motor skill development, balance, and coordination
- 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?
Day to day the key person will talk with as you drop off and pick up your child. They will also make regular observations and take photographs of your child at play, which will be shared in an online journal. We will regularly assess what child is doing and discuss with you what we are doing at nursery and how this can be supported at home. We invite you to share your children’s learning at set times throughout the year and when we review IEPs, where we agree next steps and discuss how this can work in partnership using the same strategies at home and nursery e.g. deciding what Makaton signs to concentrate on, how we will both use PECS or use schedules with objects of reference or photographs or symbols.
- What support will there be for my child's/young person's overall well being?
Central to this is the key person approach in settling your child into nursery with someone they can form a secure attachment to. The key person will then support the child build relationships with other staff and children and help them learn about nursery routines through sounds and songs of reference and other visual structures.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We welcome advice from a multi- agency team, sharing this across the staff team to enable a multi-agency approach to the child’s development and develop staff knowledge and understanding. We will seek advice dependent on the needs of the child.
- Speech and language
- Area Inco
- Health visiting team
- Nursery Nurse attached to Health visiting team
- YMCA SENCO
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Most staff are trained to level three and above in childcare and education. They are familiar with and use Makaton, Picture Exchange Communication System (PECS) and adept at tuning into other subtler types of communication through careful observations and getting to know the child. Staff training needs are identified because of new initiatives, research and individual child needs. This training is then shared and put into practice across the team.
- How will my child/young person be included in activities outside this classroom including school trips?
Lower ratios support children's individual needs. All outings are risk assessed to ensure suitability and access for wheelchairs/buggies
- How accessible is the setting/school/college environment?
The inside space is flat and accessible to all children and adults. The furniture is child height with different heights and styles of chairs. The toilets are child height and there are size appropriate changing beds for older children.
Access to the outside space is flat and level, with a walk/ crawl in sand pit. The rest of the garden can be accessed up a grass slope or wooden platforms at different heights, which most children could access independently. However, where a need has been identified an individual risk assessment would need to be made in order to keep all children safe.
The children have access to visual structures and Makaton signing to aid communication.
- 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?
The setting works closely with local schools, offering transition meetings to all schools. When possible and where necessary we encourage schools to visit the setting to begin forming a relationship with your child and offer transition meetings. With permission we share your child’s online journals and assessments with the school, ensuring they have as much information as possible.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We believe that provision that is good for children with special needs is good for all children. In this way we have developed our ‘universal’ provision to support all children. However, on occasion we will need to access specialist resources, depending on the needs of your child. In this case we will seek advice from other professionals working with your child and utilise DAF funding if the child is in receipt of DLA. Evidence that is collected through observation, assessment and planning is shared with other professionals, and discussed with an Inclusion Setting Support Officer. Based on advice an application for SEN Inclusion Funding can be made.
- How is the decision made about what type and how much support my child/young person will receive?
This all depends on how your child responds to the support that is put in place. If a child makes good progress with the support given by the nursery, then we will continue to monitor this locally. However, if the child is not making progress and a need is still apparent, then an IEP will record set targets. The IEP targets will be reviewed with you regularly and new targets set. This process of assessing, planning, doing, and reviewing the IEP targets will be repeated regularly and you will be asked to be part of this process. These IEPs then form the evidence as to whether further support is needed, often with advice from other agencies, and whether an application for an Education and Health Care Plan should be made.
- How are parents involved in the setting/school/college? How can I be involved?
From the beginning we hope to involve you in all aspects of your child’s nursery life. As lock down eases, we hope this will be physically easier to manage. However for the moment we will continue to share information and stories about your child with you as best we can.