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Kiddi Caru Day Nursery, Ower

Day nursery

Coronavirus status: OPEN

Who to contact

02380 814400

Where to go

Wade Park Farm
Salisbury Road, Ower
SO51 6AG
Secure environment, Wheelchair access, Level access, Soft play, 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
When is childcare available
All Year
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:00
Tuesday 07:30 18:00
Wednesday 07:30 18:00
Thursday 07:30 18:00
Friday 07:30 18:00
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
15/11/2017Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Medical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties

Cultural Provisions

Has Provision
Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness



Age Ranges
5 to 8 years, 0 to 5 years

Time / Date Details

Session Information
4 Hours or More Per Day
5 Days or More Per Week
All year round

Local Offer

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

We are a privately owned Early Years Setting that has up to date policies which are reviewed annually and support current Early Years legislations and Framework. At Futurepath the child’s key person, with support from the nursery SENCo, will plan and oversee the needs of their individual key children. If a child’s needs are identified, we will work together with parents and other agencies to ensure that we are making the correct steps to put adequate support in place in the areas needed.

The settings SENCo attends regular refresher training so they are kept up to date with any changes or additional support they can be offering the children in their care. We will put in place an Individual Personal Plan (IPP) for children who require additional support, this will highlight key areas that require support and will detail how this is going to be carried out. This is then evaluated on every session the child attends and is then reviewed after 3 months. The key worker, SENCo and parents will evaluate and discuss new targets at this point.

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

Throughout the setting we follow the Statutory Framework and the Early Years Foundation Stage (EYFS). We link the EYFS to all the children’s individual planning, which would link to their next step. When a child first starts nursery, we use a document called ‘Starting points’. This form helps staff to gain an idea of where the child is developmentally and this is then linked to the EYFS and they will determine if they are ‘Emerging’, ‘Developing’ or ‘Secure’ in that area.

We also allocate the child set Key Person time. This ensures they are given one to one time with their familiar adult to work on any IPP’s or next steps. During this time staff are able to adapt the activities to a particular child individually and support them at their appropriate developmental stage.

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?

At Futurepath we use Tapestry to log and record all children’s development. To do this we use picture and videos to evidence what the children have achieved. This is then linked to the EYFS, Characteristics of Effective Learning and the Leuven Scale. Parents are also able to upload picture, videos and observations on to Tapestry for staff to see. Staff can then link these observations to the EYFS and this can contribute to your child’s termly report.

Every child is given a ‘Next Step’ which is decided between the child’s parent and Key worker, this could be linked to something that the parents are trying to achieve at home and would like this to be carried on at nursery or it could link to a child’s IPP.

We encourage parents to verbally share their child’s experiences with the staff team when they happen so we are able to celebrate these in the moment. We also ask parents to come to us with any concerns or for advice on their child’s development and we will help to answer any questions.

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

Staff are trained in Paediatric First Aid and this must be renewed every 3 years. Only qualified and First Aided staff are allowed to administer Medication and must be accompanied by another staff member who holds a current First Aid Certificate.

We also have Individual Health Care Plans for children who require ongoing medication; this form details what we should do in an emergency or what signs and symptoms we might see if a reaction occurred.

We ask parent to complete an ‘All about me’ which details the children’s individual personal needs such as sleep times, nappies, children’s comforters and any personal preferences that parents may wish to pass on for the nursery to continue doing while their child is with us.

We ask parents to update us on any changes to their children’s routine at handover times to ensure our information is up to date and accurate.

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

We are in communication with various outside agencies such as Area Inclusion Officer (Area Inco), Portage, Speech and Language Therapists, Occupational Therapists, Advisory Teachers and Physiotherapist.

We receive support from our Area Inco to help identify and offer ideas on particular children’s developmental needs; this can then lead to us involving other outside agencies to support with the parents consent to do so.

To support children with English as an Additional language we ask parents for key words in their first language, so staff have words to refer to when the child is talking to them, this helps to support the child’s communication and for them to have some understanding of what the child is asking them to do.

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

The nursery has a SENCo and a SENCo Support. This ensures that when the SENCo is absent there is another person available to support any children and staff. Both the SENCo and SENCo support have had adequate training from Hampshire County Council. There are various other top up training they an attended which may relate to particular topics they may need additional support with.

Nursery Managers conduct regular Behaviour Management training to ensure all staff are confident when supporting different types of behaviour

Staff also have Makaton training and we encourage the children to use this on a daily basis using signs such as, Nappy, Please, Thank you and More. We also have a sign of the month within each room which helps to support parents to learn new signs that they can use at home.

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

All activities are planned individually for each child so they can be adapted to each child’s age and stage of development. However when a group activity is planned, staff take in to account what their expectations of the activity are and how will they need to adapt the activity to support and suit all children involved. These activities are then evaluated and reflected on for next time.

With the location of our setting we are limited to what outings we could attend and it is within a walkable distance. However if we are planning to go on an outing we will risk assess the outing and anticipate what we may come across on the way and we will ensure the outing is suitable for all attending before we leave. The ratio when on an outing is 1:2 so children are able to be monitored and observed closely by a member of staff at all time.

We take appropriate medication and supplies with us on all outings and staff have contact information and a mobile for the setting if they need to call in an emergency.

How accessible is the setting/school/college environment?

The nursery is situated in a building which is all on one level. There is easy access to the spacious and level garden areas that we have.

All play rooms have their own access to the garden areas, this ensures free flow access at all time for the children. All rooms are on one level, there is a slight incline when approaching the Over 2's room. We do have an accessible toilet available to children, parents and staff.

We also have a car park located outside the main entrance of the nursery with adequate spaces available.

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?

When we have new children joining the setting we invite them to attend settle sessions. These consist of two sessions were parents can attend the first session with their child and then the second session they are able to leave their child is they wish. These sessions are for both the child and parent to begin to form a relationship with the child’s key person which is designated before the child starts at the setting. We will ask parents to fill in an ’All about me’ sheet prior on the child’s first settling in session. We ask that parents provide as much information as possible to help your child settle and to be able to meet your child’s routines.

When your child is at the age where they will be attending school in September, we ask that parents share with us the name of the school their child will be attending. From this we will attend meetings with the school and pass on any relevant paperwork that we feel will be valuable to the school and support the child’s transition. If the school offers taster sessions then the child’s key worker will attend the setting with the child to ensure a smooth transition.

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

All rooms and their outdoor areas are set up with resources to meet the age range of the children and their developmental stages. We also ensure we are covering all areas of the EYFS when resources are set up. Additional resources can be sourced to suit the children with any other SEN needs. If your child qualifies for SEN funding we lease with parents and any agencies involved to ensure the money is being spent on appropriate and meaningful resources to support the child’s development. The rooms are set up and developed to meet the children’s needs and are changed when necessary. All resources are at child level and are on selves that are easy to access at all times.

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

Your child’s key person, setting SENCo and any other outside agencies involved will discuss with you as parents any appropriate support that may be needed. Relevant observations, ABCC or IPP’s will be used as evidence to support the level of support needed.

We base any additional support needed on the child’s individual needs. We would welcome visits from other professionals to share practice in regards to individual needs of a child, e.g., physiotherapist, Health Visitor, and for them to offer any ideas or techniques that we may be able to implement. We strongly believe that working together with any other professionals and most importantly the parents is the best way to support the children.

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

We encourage parents to contribute to their child’s Tapestry account and upload any personal achievements regularly so we can build on theses and link them to support your child’s development.

We also follow festivals and special events which the children participate in and celebrate with their families. We work in partnership with the parents and value their feedback through questionnaires and at parent’s evenings.

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