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Busy Bees Day Nursery at Farnborough IQ

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

Busy Bees Day Nursery providing day care for children aged 0-5. 

Who to contact

Contact Name
Jackie Gumbs
Contact Position
Manager
Telephone
01252 375444
E-mail
farnboroughIQ.centredirector@busybees.com
Website
Busy Bees Farnborough Q

Where to go

Address
Building Q170
O'Gorman Avenue
FARNBOROUGH
Hampshire
Postcode
GU14 7DL

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 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00
Facilities
Car Parking
Messy Play Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
07/08/2017Re-inspection (Early Years Register)Good

Inclusion Information

Special Needs

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

Cultural Provisions

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

Costs

Costs

Details
Age group - 0 - 5: 33.55 per session, 55.75 per day, 261.95 per week

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
Weekday All Day

Local Offer

Local Offer
Contact Name
Jackie Gumbs
Contact Telephone
01252 375444
Contact Email
farnboroughIQ.centredirector@busybees.com
Local Offer Age Bands
Early Years (0-4 years)
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?

We have an embedded system to ensure that a key person is allocated to every child. This key person completes regularly observations that are then used to inform the child’s planning around their individual needs and interests. These include interests from home and interests at nursery. The key person completes assessments on every child to identify any support that may be required.

These assessments are shared with the parents who are encouraged to add their comments. We then implement a joint approach.

When a child initially starts with us we provide settling in sessions where the key person familiarises themselves with the child’s individual needs, interests and abilities. This is the initial opportunity for the parents to identify any needs with the key person so that these can be catered for.  The parents and the key person complete an initial starting point of development form on this settling in session to identify any concerns. 

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

We have a nursery SENCO (Special Educational Needs Co-Ordinator) that has been trained through the local authority and Busy Bees to support the key person, child and families to ensure that the child’s individual needs are met.
 
We have robust policies and procedures in place which are reviewed regularly ensuring that our resources and environments are suitable and accessible for all.
 
The SENCO will work closely with the key person to differentiate resources, experiences and activities to support the child. 

The nursery SENCO will work with the key person to provide personal plans for each individual child based around their abilities and interests.

The SENCO will liaise with other professionals (with the parents consent) such as Early Years Inclusion Officers, Speech and Language Therapists and Health Visitors to gain further advise in supporting each individual child. The SENCO and the key person will work collaboratively to ensure that these targets and strategies are implemented.
 
The plans and activities will be reviewed by the key person, SENCO and the parents regularly to update plans and provide support for all children. 

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

Parent’s communication is valued and the key person will work together with the parents to ensure that every child’s learning is supported.
 
At the initial settling in sessions the parent/ carers will work with the key person to settle the child into the nursery. Throughout this time the key person will complete the information sheet to understand the child’s individual routines, needs, interests and abilities.
 
The parents are encouraged to work together with the key person completing observations and activities for home to keep them informed of new interests so that this can be incorporated in the activities that are planned for that child.
 
The parents will be invited to attend regular meetings to review the child’s progress.
Every child has their own learning journal that the parents can view at any time. The parents are encouraged to add their views and comments.  

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?

Parent’s communication is valued and the key person will work together with the parents to ensure that every child’s learning is supported.
 
At the initial settling in sessions the parent/carers will work with the key person to settle the child into the nursery. Throughout this time the key person will complete the information sheet to understand the child’s individual routines, needs, interests and abilities.
 
The parents are encouraged to work together with the key person completing observations and activities for home to keep them informed of new interests so that this can be incorporated in the activities that are planned for that child.
 
The parents will be invited to attend regular meetings to review the child’s progress.
Every child has their own learning journal that the parents can view at any time. The parents are encouraged to add their views and comments.  

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

We promote the child’s independence wherever possible, using independence stations in our rooms for children to access water, tissues and help to set up tables for mealtimes. The keyworker will gain knowledge of the children in their care and plan learning experiences accordingly for each child’s individual needs.

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

We work closely with our Hampshire Area Inclusion Officer, Speech Therapists and Portage workers and are able to refer and access many more professionals when needed.

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

Staff are first aid trained and regularly attend and update training on SEN, behaviour management, teaching and learning plans and safeguarding.

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

The nursery does not take children off site.

How accessible is the setting/school/college environment?

The nursery is easily accessible on the ground floor where our children aged 0-3 are based, however the 3-5yer olds preschool room is up 3 flights of stairs so will not be easily accessible to some adults/children with physical disabilities.

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?


Transitions are a key time for any child. The key person ensures that these transitions are well planned and supported.
 
When a child first starts at the nursery the key person will work with the parent to devise appropriate times for the child to settle into the nursery at their own pace.
 
When a child transitions to another room throughout their time at Busy bees, the key person works with the new key person to relay and hand over relevant information for that child.
 
The child will have a range of settling in sessions into the next age range to secure successful transitions. The new key person will ensure that the child’s interests and needs are catered for and that the child is well adjusted to their new room and peers.
 
When a child is ready to transition to school, the new teachers will be invited into the school to meet the key person and all relevant transition supporting documents are completed and relayed to the school to ensure a smooth transition takes place for all children.
 
For further information please contact the nursery manager.

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

The nursery can apply for inclusion funding for individual children that need extra support within the nursery; and this will cover 1-1 time with an educator or extra resources needed.

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

The nursery SENCo, manager, parents and keyworker will work closely with any other professionals involved in the child's care and provide an individual support plan with appropriate targets to work towards which will be reviewed together every 3 months to track and discuss progress and what further support is needed.

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

Parent’s communication is valued and the key person will work together with the parents to ensure that every child’s learning is supported.
 
At the initial settling in sessions the parent/carers will work with the key person to settle the child into the nursery. Throughout this time the key person will complete the information sheet to understand the child’s individual routines, needs, interests and abilities.
 
The parents are encouraged to work together with the key person completing observations and activities for home to keep them informed of new interests so that this can be incorporated in the activities that are planned for that child.
 
The parents will be invited to attend regular meetings to review the child’s progress.
Every child has their own learning journal that the parents can view at any time. The parents are encouraged to add their views and comments.  

 

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