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Little Gems Day Nursery

Day nursery

Coronavirus status: OPEN

Who to contact

E-mail
enquiries@littlegemsdaynursery.com
Website
littlegemsdaynursery.com
Facebook
https://www.facebook.com/Little-Gems-Day-Nursery-659279497483925/?ref=bookmarks

Where to go

Address
64 Hazleton Way
Cowplain
Waterlooville
Hampshire
Postcode
PO8 9BT
Accessibility
Sensory area, Accessible changing, Secure environment, Soft play, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
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
Facilities
Visit & Outings
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
31/01/2018Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Yes
Details
Challenging behaviour,Contact service/group,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,See Website,Soc. Interaction Difficulties,Speech and lang. difficulties

Cultural Provisions

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

Costs

Availability

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
Contact Name
Gemma Shorten
Contact Telephone
TBC
Contact Email
enquries@littlegemsdaynursery.com
How will early years setting/school/college staff support my child/young person?

Little Gems staff are trained in Makaton, behaviour management and SEND in general with support from outside agencies. Each child has a key person who will plan individual goals based around the child's needs. The key person will track the child's progress, looking at each area of the child's development following the guidelines of the early year's foundation stage with the manager. This indicates any development delays, which will be discussed with parents. We then put extra support into place creating individual plans with 6-weekly reviews. This will contain goals for the child to achieve to help their development, these will be carried out by the key person. These will be kept in the child's online learning journal (Tapestry) throughout their time at nursery, where their observations are uploaded and parents have access to them online at home at all times. The SENCo/ Inclusion Development Manager are all familiar with the SEND code of practice, and monitor records. The SENCo's establish and maintain positive relationships with parents; informing of any progress, ensuring the nursery staff are familiar with SEND policy, reviewing the policy annually. Also supporting staff with children with SEND whilst liaising with the Services for Young Children. The SENCo attends the professionals SENCo support groups and transition meetings. If the SENCo needs support they will contact the Area Inco regarding your child. The SENCo will also over look any individual targeted plans in place, ensuring the plans are appropriate for the child's needs.

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

Every child is an individual and we take into consideration your child's progress and development and plan for each child as an individual using their interests to support children at their own pace. We use the Early Years Foundation Curriculum as a guide for all children's development. The SENCo (Special Educational Needs Coordinator, Inclusion Development Manager and BeCo (Behaviour Coordinator) will help and support any children that needs additional support. They will support your child's key person and help plan activities for your child to help support the area(s) that requires additional support. All children's progress and development are evidenced in your child's online Learning Journal and ITP (Individual Targeted Plans) will be put in place to help support the child's learning in the nursery and also at home. ITP's are reviewed termly to identify your child's progress. Observations are recorded on each child and are assessed regularly which will highlight areas of development that may need to be focused on. Planning will support any areas that may need this. We also carry out language groups to support children with speech and language delays, social communicational difficulties, listening and attention and self-confidence. Each language group is reviewed, then a lead on language group will follow. Any progression or information received from the language group will be passed over to parents/carers at the end of day handover or within parent evenings.

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?

Parents/carers are welcome to arrange a meeting to speak to a member of staff, discussing your child's learning. We offer advice and will support you to put strategies in place at home. We also loan parent bags to support you at home with strategies for teeth brushing etc. If your child has an individual plan regular meetings are held, discussing your child's progress whilst creating new targets. Every parent/carer receive an end of day handover about their children, and are welcome to have a home to nursery book for communication purposes. Also within the reception area of the nursery we have a variety of leaflets and brochures which provide parent with professional support and guidance where needed. Every child has their own online Learning Journal and these hold each child's observations and assessments, tracking sheets which will indicate your child's developmental stage. Parents/ carers also carry out all about me forms and parent contribution forms informing us of your child's learning and development. Individual Plans will also be found in the Learning Journal, which you can access at home on your tapestry account. These targets will support any areas of development the child may need extra support with. We assess each child's development termly through tapestry, this will help indicate any development delays there may be within a child. We also carry out 2 year old progress checks, these will state any developmental delays a child may have whilst also stating their abilities.

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

Management can administer medicine with a witness and a medicine form completed by the parent/carer. If the medicine is anything other than paracetamol or ibuprofen it will need the prescription label printed on it. If your child has a critical illness a critical illness pack will need to be filled out, so in the case of an emergency this would show the steps to follow, providing information about the condition to paramedics. All Staff are qualified First Aiders. Management and some staffs are also trained in administering an Epi-pen. Staff have regular training to manage medical situations. We have a positive approach to behaviour followed by all staff, based on our behaviour management policy. If a child is displaying unwanted behaviour ABCC charts will be carried out, this will help discover the root of the behaviour, enabling strategies to be put into place. An IBP (Individual Behaviour Plan) will then be put into place, keeping parents informed throughout the process. We encourage children to create their own choices of activities during the day. Emotions and feelings are discussed using a range of different activities and resources including feelings books, role play using puppets, We use visual aids to ensure children with SEND are included. Registers are completed on children's arrival and departure of the nursery, as well as regular head counts. If a child was at greater risk from escaping we can apply for funding to put further support in place for the child to ensure their safety further.

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

All staff are fully qualified in NVQ level 3 or above in child care. All of the staff are all fully qualified First Aiders and have all attended advanced safeguarding training. The nursery has one SENCo who has attended courses such as SENCo Induction training and attends termly SENCo network meetings which contain important changes, legislations or new ideas and resources to support children with SEND. We also have an Inclusion Development Manager that ensures all children are provided with the support they need to flourish, whilst also supporting other staff members to put new strategies into place. We also have staff who have attended the recent behaviour management course. As well as attending Makaton training, using this throughout the day to aid children's understanding and communication skills. All staff attend regular training courses in order to keep our practise updated and to provide the best care for all children. We work closely with outside agencies, including regular meetings and contact with our Area Inco and other agencies and professionals such as Occupational Therapists, Speech and Language Therapists, Thomas Outreach workers, portage, portage plus and paediatrician. We have policies and procedures put in place to support the running of the nursery and the safety and wellbeing of children and staff. Policies and procedures are reviewed and updated accordingly every year.

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

One staff member has recently attended and qualified in SENCo and regularly attends SEN meeting. We have one staff member who is trained and qualified in BeCo and attend any meetings available to update and communicate practise. The manager regularly meets / keeps updated with the Area Inco. We have a staff member who has attended the Thomas training course, which will help support any children with social communicational difficulties or delays. We also have an Inclusion Development Manager who supports practitioners putting strategies into place, to support children with additional needs. They also ensure the rooms, equipment and activities are appropriate for all abilities and ages within the room to ensure inclusion for all children. We have 6 staff members who hold a NVQ Level 3 in childcare or above. All our staff are fully qualified First Aider as well as majority being a Fire Safety Officer. We have one SENCo and BeCo. The management team between them have attended BeCo, Makaton, SEN training, and Fire Safety Training, with all attending advanced Safeguarding training.

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

Staff ensure children are included throughout the whole nursery and during events and adapt where needed. The staff carry out risk assessments before, and during outings. Parents/carers give their consent to outings on admission forms when the child starts nursery. All activities are planned and based around the children's interests as well and individual needs. All staff know to make all activities accessible for all children. Staff support and assist all children throughout their day at nursery. Any outings that the staff would like to take the children on that are outside our local community, permission slips are sent home to parents/carers with all the details included. Parents/carers are welcome to ask any questions they may. Staff will explain and use visual aids to help prepare the children for outings, allowing the children to feel prepared and comfortable at all times. If for any reason a parent wishes their child not to attend the outing there will be activities provided for your child at the nursery. We plan for children using their interests as our key element. Every child has their own key person, who is responsible for planning and providing parents evening meeting, where parents can contribute ideas. The SENCo and outside agencies can help put extra support and strategies in place for a child that may need it. We will also provide extra support for a child who may need it with SEND.

How accessible is the setting/school/college environment?

The nursery is all located on one level. Around the nursery there are visual aids visible so the children are able to identify the routine and access any resource unaided. All staff support all children providing additional support where needed. Throughout the nursery signs and pictures are displayed, children will also find stories in their first language if they have English as an additional language. We also label key works around the nursery in children's first language and carry out a variety of activities exploring the children's different cultures. Our outside area is spacious with many resources available with a variety of experiences to offer all children. We have a construction area which consists of real resources to encourage role play for example pretending to be a builder, we also have a mud kitchen which also has real resources within it. As well as these we have a sand pit, water trays, a bug finding and exploration area, sensory garden where we grow our own vegetables and plants. We also have a sensory path in the garden a quiet and reading area. Our garden provides challenging but achievable activities for the children to take part in, whilst also being involved with creating new exciting experiences as well.

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?

All new families joining the nursery receive a home visit and a two hour free settling in visit. This gives your child and you the opportunity to meet the staff and key worker that will be looking after them, discussing any worries or concerns you may have. When children transition into the next room, parents are able meet their new key worker and view the room. The current key person will fill out transition forms to ensure all details of the child are handed over to the new room. Once a transition form is done, short visits which gradually increase will begin depending on the individual child. If a child requires extra support in settling, before transitions we can make a transition book for the child to take home. Consisting of their new teachers, toys and resources. For children transitioning into infant school, they are supported in the same way. Infant school teachers visit your child at the nursery. The nursery will create school transition books for your child, which will help familiarize themselves with their new surroundings. In depth developmental reports will be sent to the child's new teacher. If your child has SEND we will do an in depth transition meeting. This will involve all outside agencies involved, parents and the child's key person from nursery, discussing any strategies that are in place. This will ensure your child will have a smooth transition to school, continuing with all strategies in place.

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

All our resources and equipment are inclusive to all children. SEND (Special Educational Needs and Disabilities) funding is allocated where appropriate. A meeting will be held with yourselves and the key person to discuss how the funding should be spent for the benefit of your child. In the early stages of funding, it usually consists of the key person having one to one time with your child throughout the week.

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

Along with support from management, Inclusion Development Manager, SENCo, outside agencies and your child's key person will all observe and make a decision on whether your child will benefit from additional support. We have never refused or ignored any child that needs additional support. The support will be put in place quickly and promptly and all staff members involved will be informed of all the necessary details. There will be an ITP put in place for the child, with the support and input from parents / carers and outside agencies. The ITP will be reviewed 6 weekly to find out the impact it has had with the additional support given and to reassess what should be put in place next.

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

At Little Gems we pride ourselves in parent partnership, and working together in union to help, support and guide your child with their learning and development. Staff have regular handovers with parents to discuss how your child is / has been, this gives parents a chance to ask staff to give any additional support with their learning and development or any general comments parents would like to share with the nursery. We have parents evening every term, and during parents evening planning is discussed and implemented for your child, and a copy of the termly planning is put onto tapetry so you can access this at home, ensuring your involvement in the learning and development we put in place and can continue this at home if you wish to. During end of day handover staff will speak to you and inform you of how your child has been and inform you of your child's progress with their planning. We hold mother's day afternoons, father's day afternoons, grandparents afternoons as well as putting in place a play afternoon once a month where you can come in and stay with your child for the afternoon to involve parents / carers in their child's learning. If you would like to have a talk with your child's key person, SENCo or a manager you can book a time at any point to have a meeting with them, and discuss any worries you may have.

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