Explorers Day Nursery
Who to contact
Where to go
Adanac Park, Nursling
- SO16 0AS
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- 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 18:00
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 01/06/2018 Re-inspection (Early Years Register) Good
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs.
- Age group - 0 - 5: 55 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
- How will early years setting/school/college staff support my child/young person?
If your child requires additional support the SENCO will work closely with you and your child’s key person to put appropriate plans for support in place. Your child’s key person will meet accordingly with any professionals involved in your child’s care as well as yourself to update plans and set targets for development. Your child’s key person will liaise with the SENCO and the setting manager with your child’s termly reports to ensure that the correct support is being given this is then shared with you using an individual education/care plan.
- How will the curriculum be matched to my child's/young person's needs?
The setting uses the statutory framework for the Early Years foundation stage and tracks your childs development through observation, assessment and planning. Individual Education Plans are used to identify specific targets for your child. They are reviewed with parents and are updated on a regular basis. The settings’ planning identifies adaptations to activities and provision for individual children’s needs. Observations of the children allow the key persons to identify the next steps for each individual child. This ensures that their next stages of development are being planned for. The planning is completed based on the children’s current interests and naturally occurring events in the calendar. By observing the next steps the key person can track the child’s progress against the EYFS.
- 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?
A practitioner or your child’s key person will give a detailed handover upon collection each session that they attend. This will include an overview of their day and what they have done. Your child’s learning journal is regularly updated and shared via email so you can see what activities and play your child has engaged in and what their learning outcomes are as they are linked by a practitioner. Parents/carers are able to meet regularly with their child’s key person to discuss progress of their child’s development. Their next steps are also discussed where the parents have involvement with anything needing to be achieved at home.
- What support will there be for my child's/young person's overall well being?
The wellbeing of each child is of upmost importance at the setting. This encompasses all of the children’s needs – care, security, hygiene, learning and overall well-being. We ensure that all children are included in the routines and activities on a daily basis. We encourage all children to respect each other and emphasis is put on the children having fun and learning through their play. We ask the children questions about their experiences and time at the setting, we then use this to make improvements where needed. All staff working at Explorers are trained in paediatric first aid so there is always a qualified first aider on site. All staff are advised of the illness and medication policies and are aware of what to do if a child becomes unwell. All staff use the behaviour management policy and a consistent approach to behaviour management is maintained with the settings’ senior management team over see.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The setting has links with outside agencies who provide specialist support for individual children. We work with the area SENCO where referrals are needed to outside agencies such as speech and language. The setting is linked with a local health visitor who can provide knowledge and advice. Specialist services are accessed depending on the need of the individual child.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All Staff hold level 3 or above in early year’s childcare. some of our staff have degrees in early years. Our SEN is a level 3 and also is kept up to date with changes within special educational needs. All staff receive in house training.
- How will my child/young person be included in activities outside this classroom including school trips?
>We make provision for all children to be able to participate in all activities and will therefore adapt activities for meet all children’s individual needs. We would discuss with parents how their child’s needs would be met whilst out on an outing. Parental permission is gained before an outing off of the premises. Each outing is risk assessed and a ratio of 1 adult to 2 children is maintained. A first aider is present for each outing and a first aid kit is taken along and any medication required.
- How accessible is the setting/school/college environment?
Explorers’ is an accessible building and has full wheelchair access. The drop off bays situated outside the setting are parent and child friendly and there is one disabled user space. The building has level flooring so it can be accessed by a wheelchair. There is a disabled toilet and nappy changing facilities. The doors are wide and allow for wheel chair access for both parents and children. We endeavour to overcome communication difficulties with parents for those whom English is not their first language by using the opening communications translation toolkit and using a website for translations. We use pictures and signing as a means of communication for children who are unable to understand English or have communication problems.
- 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 a child joins Explorers we invite the parent/carer with their child to three one hour settling sessions. So you can meet your child’s key person and build a relationship with your child and you before they start. During settling sessions we share information about the setting find out about your child, their routine, individual needs and any other information. Parents are informed about transitions within the setting using transition booklet informing the parents of scheduled visits and the new key person. The transition process is slow .Children and visits are increased slowly for them to become familiar with surroundings, the practitioners and peers. As parents we involve you in the transition process by inviting you to meet your child’s key person and to familiarise yourself with the practitioners of the age group as well as talking through information about your child. Transitions to school are planned for in advance by sending letters to the schools inviting them to come to the setting to meet the children and their key person also seeing them in a familiar environment. We also offer to go along to any key person sessions with individual children. We share your child’s progress records with the school before your child starts so their new teacher has an overview of their learning style and the stage of their development this is shared with you before it is given to the school. Meetings are held with l children’s teachers where additional support will need for the transition.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The setting provides stimulating and challenging activities using a wide range of appropriate resources. The setting makes sure that there are a wide range of open ended resources that can be adapted and used in a variety of ways. All staff are responsible for the maintaince of all of the nursery equipment and resources. Parents, the manager, the SENCO and the child’s key person where appropriate meet regular intervals
- How is the decision made about what type and how much support my child/young person will receive?
Our team work without agencies, and this is something that would be discussed with them and the parent. Working together as a team to make sure your child will get the correct amount of support during their time at Explorers
- How are parents involved in the setting/school/college? How can I be involved?
Parents are encouraged to participate with in the Nursery in many ways from communication books, to stay and play our Nursery prides it’s self on our parent relationship and holds an open door policy. Parents are welcome to get involved in there Childs Learning and we welcome Ideas and suggestions.