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Enchanted Nursery Ltd

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

Forest garden with is one of 3 gardens. Freshly cooked food every day (nothing processed). Ball pit. Walk-in sand pit. All staff are qualified. Access to computers for children. Children often taken into the community.

Who to contact

Enchanted Nursery Ltd

Where to go

103 Anstey Road
GU34 2RN
Sensory area

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 18:30
Tuesday 07:30 18:30
Wednesday 07:30 18:30
Thursday 07:30 18:30
Friday 07:30 18:30
Sleeping Area

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
26/10/2016Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Experience with
Physical impairment
Medical Needs
Challenging Behaviour
Social development impairment
Hearing Difficulties
Language impairment
Caters for children with special needs.



Age group - Age range: 32 per session, 52 per day, 220 per week


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

Local Offer

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

The keyworker and room leader within each child’s age group will initiate support for the child, and the nursery SENCo (Special Educational Needs Co-ordinator) will oversee and co-ordinate this support. The SENCo will offer strategies for the keyworker to use with the child, and will create, review and assess the ‘Individual Education Plans’ (IEP’s) or ‘Behaviour Plans’ in partnership with the parents. These are written to support the child during their day within the room, and can also be used at home, the plans are tailored to the individual child and used consistently. The SENCo will ensure full inclusion is managed by the room team and ensure that all activities are adapted appropriately for the child. The SENCo will liaise with the Area Inclusion Co-ordinator to ensure the best support is provided for any children with SEN. The SENCo, Room leader and Keyworker will all be on hand to assist the parents in using a consistent approach of learning at home too. All room leaders are trained in Behaviour Management and Speech and Language, and we use ‘Makaton’ across the setting. The SENCo who is familiar with the SEN Code of Practice 2014, attends SENCo support groups and all related training courses to SEN, ensuring her knowledge is updated regularly and is able to offer the best support possible. The SENCo will also identify any other training requirements that may help the team support the child, and access possible funding/financial support or other outside support such as ‘portage or outreach’.

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

The Early years Foundation stage curriculum will still be used as a guide alongside every other child in the setting, and the extra support and the adaption of activities will enable children with SEN to still learn within it. Each child is very different and on an individual basis they will be planned, observed and assessed, and in some cases a ‘one-to-one support’ is provided so the child can integrate and achieve to the best of their abilities. The setting SENCo and BeCo (Behaviour Co-ordinator) will again oversee each individuals learning and Development and offer guidance and support where necessary.

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?

Any plans, strategies, and methods will be used in partnership with our parents. All documentation will be copied for home and support from our SENCo will enable this to used at home to enable the individual child and consistent approach to the learning and development. All reviews and assessment of plans will be done alongside parents and the child’s Learning Journey and the accompanying evidence book can be taken home each evening by parents to enable them to ‘stay in the loop’. The SENCo is able to visit children in the home to offer support and leaflets or relevant publications will be sent home to help keep parents informed. Six weekly review meetings are organized to discuss progress and general sharing week appointments are set throughout the year. A termly report will be sent home at the end of each term that each keyworker has devised, which gives parents ‘Areas of Improvements’ and most importantly ‘Areas of Achievements’. All parents will be informed of any related training that is available within the local area, that may be of interest or benefit to them. Nursery information, letters and Newsletters are posted on the website that parents can access and if parents would like any documents in an additional language or in a hard copy due to not having internet access, they can request this from the office. The office offers an ‘Open door policy’ and if parents would prefer to gain the support from the management team they are able. We encourage our parents to pay an active part in their child’s learning and each child’s learning Journeys are a good way to keep up to date with their progress.

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

Each child will have their own keyworker who specifically manages their Care, Learning and Development in the setting, this enables the child to feel secure in the setting with a familiar adult encouraging their independence. Children with SEN will then have the added support of the nursery SENCo who can offer small one-to-one time with the child during the day. Children with medical needs will have a Care Plan in place and this will outline the medical background and care requirements of each child. This Care Plan is written in partnership with the parents. The setting can also administer medicines if we have parental consent signatures on a day-to-day basis, and parents can store other medicines with us on a ‘Long-Term’ basis for when a child requires them if they have any medical conditions. All room leaders are Health and Safety trained and they are responsible for the Health and Safety within their rooms, carrying risk assessments and reporting any safety problems within the room. Health and Safety checks are carried out at the beginning of each session and all nappy changes and accidents etc are documented throughout each day.

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

We are in close partnership with the Local Children's Centre and Services for young Children in East Hants, who are able to provide us with contacts for specialist professionals who may be able to support the child and family within our setting. We have direct, regular contact with the Area Inco who can request other services where required and can assist in referrals for the individual child or family. We have knowledgeable staff who have worked with children with special education needs previously and what they have learnt is reflected in their practice with any other child of the same need or similar. These practitioners will always be supported by the nursery SENCo (SEN co-ordinator) and the Management team as would the child and family. The Management team and the SENCo are the most qualified/trained and knowledgeable within the setting of children's SEN overall.

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

The SENCo attends regular intense training and support meetings which keep them up to date with all developments in relation to Special Educational Needs and Disability. They will cascade this training to other practitioners where required and support them. Any children who have needs of which the team or an individual practitioner is not familiar with will undergo the relevant training as soon as possible, to enable them to support the child effectively. All practitioners have behaviour management training and the Management team and SENCo attend more in depth training which often covers Autism and Social Communication difficulties. We have experience as a nursery with many different medical needs and educational needs such as, severe allergies, epilepsy, speech and language difficulties and hearing impairment. We adapt our own Care Plans for the individual and any training surrounding the management of such medical care or SEN would be sought where necessary.

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

>All children in the setting take part in local community outings and activities. All outings would be planned ahead taking particular care to specific detail, such as appropriate routes, (which are wheelchair/buggy accessible), risk assessments, ratios, visual aids/timetables, and the needs for accessibility and adaption for the individual child on such occasions. All activities are planned weekly by the key-carer and the child's abilities are taken into account when planning and adapting activities to ensure all children gain the best learning experience and enjoyment from the activity or outing alongside their peers. Parents will be notified of an outing in advance.

How accessible is the setting/school/college environment?

Our setting is set over three levels with the two lower levels as play spaces. Our over 2 years are situated upstairs which unfortunately has no accessibility. Our lower level playroom is used for our 1-2 year olds which is fully accessible as are our outside areas. The nursery are willing to look at possible funding or specialist equipment for an individual child where available to enable the setting to become more accessible and able to meet additional specific requirements.

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?

We would ensure transition meetings are held, with taster sessions and home visits. Social stories would assist the transition for the child of which the setting would create or consistently use if they have been brought from a previous setting. Meetings would regularly take place to ensure a happy transition into the setting, and this would enable us to get to know both the family and child, and gain as much knowledge of the child and their needs as possible. We would ensure that the designated key-carer assigned to the child and the setting SENCo would attend and be included in every meeting and transitional visit. If a child with SEND was transitioning into school, we would insist on additional class teacher visits to help the child feel at ease before heading off to school and ensure all information regarding the child was reflected on and followed.

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

All resources are made accessible for children in the setting at different stages with areas of learning set out within the rooms. The key-carer would ensure that all of the resources planned and accessible are appropriate for the child and their learning on a daily basis. Relevant resources that will assist in learning outcomes/objectives for the child will be used alongside the curriculum planning on a weekly basis. Additional SEN resources may also be loaned through some children centres and support groups. They can possibly also be purchased from specialised companies with any accessible funding money which may explored for the child.

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

With the direct key-carer regularly meeting with the setting SENCo and the parent, any decision regarding the child's support will be documented and requested through firstly, the Area Inco, SENCo and Management team in partnership. All requests will be directed to the relevant professionals where needed, who will look to make the final decision of how, what and how much support is required. This decision could also be made within the setting in the partnership with the parent if the nursery is able to meet the request without any negative impact on the setting. Any referrals made by the setting to professionals, who would decide on specialist support for the child such as one-to-one support, certain funding would have to be put in place to provide such a requirement. Funding decisions would not be that of the setting and would usually be made through Services for Young Children.

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

Parents are always made to feel welcome and are encouraged to come in and help, or play for short periods if they have time on their hands. We currently have parents who are actively involved in the developments and improvements of the setting, and who spare time occasionally to come in and play. We have a large yearly 'events calendar' of which parents are invited to, with the children and who help out on the days wherever needed. We have strong parent partnerships which we endeavour to maintain, so parents trust in the setting and feel happy to express any information to the team and stay to play where they can, they are valued as parents in the setting.

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