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Tops Fawley Nursery

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

We are a eco friendly nursery, offering a fun and stimulating environment. We offer childcare from 3 months old to 5 Years, but we also have a Hi5's club during the school holidays. We are open from 6am-8pm. We follow the curiosity approach, so have a lot of wooden natural resources, engaging in children's inquisitive nature. We also follow Scheme play, and focus on the children's interests and repeated patterns of play. We are a fully inclusive setting. 

Who to contact

Contact Name
Kirstie Malyon
Contact Position
Nursery Manager
02380 178078

Where to go

Tops Fawley
Heather Road
SO45 1DZ
Sensory area, Accessible changing, Secure environment, Wheelchair access, Low stimulus, Level access, Accessible toilets

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 



Table of costs
Table of costs
AmountCost Type
£6.64 - 0-10 hours per hour
£6.12 - 10.23-30 hours per hour
£3.68 - 30.25-39 hours per hour
£2.80 - 36.25-66 hours per hour
Our fees are done in brackets as seen above. The more hours you do, the fees become less per hour. We also offer shift bookings.


Age Ranges
5 to 8 years, 0 to 5 years

Time / Date Details

When is it on
Open Monday-Friday 6am-8pm, including Bank Holidays
Time of day
Session Information
You can book anytime you wish between 6am and 8pm
in 15 minute increments.

Local Offer

Local Offer
Contact Name
Kirstie Malyon
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?

At Tops Fawley we understand the importance of early identification of special educational needs. Children are monitored through observation. We use EyLog to do observations, and learning journeys. This monitors the progress children make, and tracks their development. All our staff get a weekly tracking grid to keep an eye on children's progress. If this identifies a child has any gaps in their learning, and if need any extra support, our setting SENCO Atlanta will observe the child as well. From this an IEP will be put into place to support the child and help them progress in their development, which is shared with the parents/carers. 

If you have a concern about the progress your child is making, or believe they may have a special educational need, then this can be discussed with the Manager (Kirstie Malyon), or the setting SENCO/INCO (Atlanta Mcdermott). Plans can then be put in to place to best support the child, involving the parents/carers so they can mirror the support we provide at home as well. 

If it is required for outside agency help, we will obtain the parents/carers permission to seek further support and advice. 

How will early years setting/school/college staff support my child/young person?

Our setting SENCO/INCO is able to deliver training to staff to help support each child, and put strategies into place. Staff are constantly continuing professional development. Any staff that a member of staff attends gets delivered within our whole team during out monthly staff team meetings. 

When an IEP is put into place this is mainly carried out by the child's key person. However all staff are aware within the room of any child with additional needs. The key person will discuss with you the progress your child is making. 

The IEP is regularly reviewed and any changes made are discussed with you, so you are fully made aware of any different strategies you could try using at home too. 

Each individual child's progress is tracked through observations, and on your child's learning journey. This is regularly reviewed to ensure progress is being achieved. 

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

We follow the Early Years Foundation Stage guidelines set by the Government in addition to planning and implementing activities that meet one individual child’s interests and needs. We ensure that we incorporate the seven areas of learning for each child and provide a wide range of resources and opportunities both indoors and out, following the child's scheme of play. 

We complete regular observations and assessments which then reflect our in the moment planning for each individual child. Next steps are created termly when summative reports are written, but also monitored weekly when the weekly trackers are printed, as this also shows if a child is secure in an area, therefore showing when they have achieved certain next steps. 

A child who is on an IEP gets weekly observations of them working towards their individual next steps, showing the progress being made. All progress will be shared with the parents/carers regularly and feedback from how they are getting on at home too. This ensures we are working in partnership with parents, and are on the same page when it comes to meeting each child's needs, and supporting next steps at home. 

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?

We have an open door policy, and are always happy to discuss a child's progress or any concerns with parents/carers, as this is extremely beneficial to all concerned. On drop off's and pick up's, this is the chance to have an informal discussion with your child's key person. If you feel a more lengthy discussion is needed, then an appointment can be made to have a more in depth conversation, and discuss your child's progress. 

Parent consultation meetings are held termly. This is a good opportunity to have a one to one conversation with your child's key person, and discuss their current progress that has been observed in the setting.

 We work in partnership with parents/carers, sharing observations through EyLog, as well as parents/carers uploading things they have been doing at home with their child. Your child's key person will create a termly summative report to discuss with you the progress your child has made. As well as future planning to help your child achieve their next steps, which parents can also continue at home. 

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

At Tops Fawley each child's wellbeing is our top priority. We provide a home from home setting, where children can learn and grow in a stimulating happy environment, and reach their full potential. 

When a child first starts at the setting, during a settling in session, we go through with the parent/carer an all about me form which goes through, allergies, routine, family information etc. This then gives us a good understanding of the child, which enables them to transition into the setting well. We have regular monthly staff meetings which ensures all staff are aware of individual children and their needs, so we can all support their well-being across the setting. 

Medication is administered only by the Manager and those staff that are level 3 qualified. The giving of medication is always witnessed as well by another member of staff. Medication must be prescribed and with an information label and leaflet. Parents/carers must sign a medication form giving consent for medication to be administered when they arrive for the day. We can administer calpol if a child gets a temperature whilst at the setting, but we phone and get verbal consent first, and a short term medication form is completed, which the parents must sign on collecting their child. 

We undertake open and closing risk assessment checks in which the rooms and resources are checked for any hazards/ broken toys etc. Also throughout the day activities and resources are checked to make sure they are suitable and stimulating for the children.   

Our setting has numerous policies to support our children’s wellbeing which include Equal Opportunities and Inclusion, Health and Safety, Behavior Management and Safeguarding. All staff complete safeguarding training and are Pediatric First Aiders and will assist the individual in the best way possible. The Manager (Kirstie Malyon) is our designated safeguarding Lead, and ensures all procedures are followed at all times, and staff are trained and maintain daily safeguarding practices. 

What specialist services and expertise are available at or accessed by the setting/school/college?

All of our staff attend regular professional development training either in house or externally. 

We work with Hampshire Services for young children (SFYC), which gives us access to information, support and guidance, also training in Early Years, allowing staff the further training and qualifications continuing their professional development.

Our Manager attends regular meetings with Hants SFYC which all information gets delivered to all staff.

Our team at Tops Fawley provide a safe and secure environment in which children can learn and progress, developing their social and communication skills. 

We operate within multi-agency networks to make sure the correct support is available for each individual child and their needs.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The setting Manager and SENCO/INCO have had in house training from the company. But also have booked to attend the Hampshire SENCO Induction training, and the SENCO Support training/meeting.

These will be regularly attended to keep up up to date, and any information passed on the the staff so they benefit from our training. 

When additional support is needed, by parent consent we contact outside agencies to come in to the setting and give us strategies, support and guidance. This could be, Speech and Language Therapists, Portage, Occupational therapists etc.

How will my child/young person be included in activities outside this classroom including school trips?

Any forthcoming outings/trips/activities will be discussed with the parents/carers of a child with special educational needs. Just the same as we do with all parents/carers.

We would put a plan in place, and a risk assessment to ensure that all children are fully included in all activities due to take place.

How accessible is the setting/school/college environment?

The nursery is all on one ground floor level. We have a ramp leading up to the main entrance, so it is wheelchair/pushchair accessible, as well as a gate opening straight into the garden for wheelchair/pushchair access also. 

There is easy access parking at the front of the building.

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?

Once the registration form has been completed which contains all the information we need, for example Doctors, Parent/carer information, emergency contacts, medical needs, allergies etc. We then invite you into the setting for a settling session. This usually takes place the week before they are due to start with us. This is a two hour session free of charge. The first hour is then a chance to discuss anything you wish with your child's key person. We will also go through with you an All About Me form which gives us a good understanding of your child's routine, preferences, preferred toys they like to play with, and also to discuss how we will support your child, should they have an additional medical need or condition. We also complete a baseline assessment with you, so this gives us a picture of where your child is at developmentally. The second hour we do encourage you to leave, so we can see how your child gets on at nursery without you there. Having a settling session also prepares yourself as well as your child for their first day at nursery, giving a smooth transition. Should you feel your child will benefit with having more than one settling in session, then this is no problem, as we can book more in to make sure that they settle in at the setting well. 

Should a child attend more than one setting, we will contact the other setting to gain information regarding their development and any other relevant information that we may need. We would also provide the other setting with the same information to ensure a clear development plan.

For school transitions to take place smoothly, we pass on to them a transition report. This gives them a good understanding of where your child is at developmentally before they start school. 

The teachers also come in to the setting to meet the children starting school, and talk to their key person to gain more of an overview of the children going to school, this ensures the transition for children is as smooth as possible.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

All areas within the nursery are well resourced with a range of specialist early years resources. 

The Manager and Deputy regularly review the resources and if additional specialist needs are identified these will be looked at by the key person and supported by the management team to resource anything needed.

We arrange any additional resources needed by the setting to support for any additional developmental needs. 

Staff plan activities and the equipment needed to suit all children's developmental needs, so all children's experiences are full of learning through play. 

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

If we feel a child needs extra support, we will ask our setting SENCO to observe the child and look at their learning journey, and progress currently made. Then an IEP/IBP would be put into place and a meeting held with the parent/carer to discuss this. This would get reviewed regularly.

This then gives small next steps for the setting and parents/carers to work on in partnership. 

If we then feel a decision needs to be made to get extra outside agency support, we would hold another meeting with the parent/carer to discuss this and gain permission to contact outside agencies for support and guidance. 

How are parents involved in the setting/school/college? How can I be involved?

During each year we plan Stay and Play sessions when parents can come into the Nursery/Pre-School to see their children play and learn. We invite parents into the setting at Christmas time to join in Christmas activities and songs. We carry out a parent/carer questionnaire to measure our performance and to help ensure we are meeting our parents’ needs and fulfilling their expectations.  This also helps us to identify and focus on any areas of concern that are identified and strive for continuous improvement. Feedback can be completed anonymously if wished to help ensure feedback is honest and impartial.  

We also encourage parents/carers to complete a review for extra feedback as well. 

We really encourage and value parent partnership and recognize this partnership in learning forms the best outcomes for the children.  Throughout the year we have parent evenings and occasional talks/socials.  We are always looking for parents who are willing to come in and share some expertise e.g. vets, nurses, dentists, firemen, policemen etc.

Parents can speak informally with practitioners on a daily basis at drop off and pick up time where practitioners and parents/carers can communicate all aspects of their child’s time. 

We have a termly Newsletter that goes out to parents also to keep them up to date with any current events we may be having. 

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