Abbotswood Pre School and Day Nursery
Who to contact
- 01794 523686
Where to go
- SO51 7LF
- Sensory area, Accessible changing, Secure environment, Soft play, Accessible toilets
- Immediate vacancies
- 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 17:45 Tuesday 08:00 17:45 Wednesday 08:00 17:45 Thursday 08:00 17:45 Friday 08:00 17:45
Meals cooked on premises
Role play dressing up
Messy Play Area
Nappy changing facility
Songs, Rhymes and Music
Small world toys
Full cooked lunch
Arts & Crafts
Both indoor and outdoor activities
Books & Storytelling
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 14/02/2018 Inspection (Early Years Register) Good
- Has Provision
- Experience with
Global Developmental Delay
Loss or Bereavement
ADHD Attention Deficit Hyperactivity Disorder
Social development impairment
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Severe dietary needs
- Caters for children with special needs.
- Has Provision
- Experience with
- Has Provision
- Experience with
- 0-3 years Full day £63 - AM session £36.75/PM session £26.25 3-5 years Full day £58 - AM session £31.50/PM session £25.20
- 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
We are an inclusive day nursery, catering for children aged 3 months to 5 years within a large converted house with extensive outdoor provisions.
- Contact Name
- Hannah Thompson
- Contact Telephone
- 01794 523686
- Contact Email
- 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?
Staff constantly observe children’s learning and development in line with the government's Early Years Foundation Stage (EYFS) Curriculum which supports any identification of a child having any additional needs. Detailed information on the child and their learning is also required prior to starting at the nursery in order to make any adaptations the child may require, enabling them to fully access the setting.
Verbal handovers are given to the parents at the end of each session and any concerns staff have will be expressed to parents/carers and support given where necessary. We urge parents/carers to express any concerns they have as soon as they arise so we can offer advice and request support where necessary.
The setting has a designated Special Educational Needs Co-ordinator (SENCO) and Behaviour Management Co-ordinator to provide support to parents/carers and practitioners as well as making referrals to additional services when required.
- How will early years setting/school/college staff support my child/young person?
Each child is designated a key person who will build good relationships with the child and their family. They will support the child’s development and support the family with any concerns they have regarding the child’s development. The key person is supported by settings SENCO to provide guidance and additional support where necessary.
- How will the curriculum be matched to my child's/young person's needs?
We recognize that each child has unique needs and develops at different rates. We adapt all activities to match the individual child’s current stage of development and needs and this will be evidenced through observations. Children with additional needs may also be supported by an Individual Education Plan (IEP) to support them with identified targets which are reviewed every 6 weeks to ensure the right measures are implemented to enable them to learn and develop.
- 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?
Each child is observed, and development tracked using an online learning journal which can also be accessed by parents who can also upload their own observations and 'wow' moments that have happened at home.
Additional support is planned for and documented on IEPs and behaviour plans and reviewed every 6 weeks in line with the parents and carers.
Weekly planning of what the children are going to be doing is displayed within the room and parents are notified when Next Steps are updated. The child’s key person will provide verbal handovers at the end of each session and can offer advice on activities to support the child’s learning within the home too.
- What support will there be for my child's/young person's overall well being?
Supporting children’s wellbeing is paramount in order for them to develop and thrive.
Strict policies and procedures are in place to support children’s wellbeing. Children’s behavior and SEND are supported in line with their needs and behaviour plans and IEPs are used to document the support given and used as a tool to reflect on whether the support given is having a positive impact.
Staff can administer medicines with parental consent given through a medication form that parents need to complete prior to medication being administered. Only medicines prescribed by GPs can be administered to children.
Dietary needs and preferences are respected, and necessary precautions and alternative foods are given to meet the individual child’s dietary needs and preferences.
Children’s Personal, Social and Emotional Development is supported throughout the day and staff adopts a positive approach to behaviour management which is supported using the setting's Golden Rules.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Staff hold a variety of qualifications from apprenticeships to degree-level qualifications. All staff are fully up to date with Pediatric First Aid and Safeguarding as well as all staff being DBS checked.
The setting has a Special Educational Needs Coordinator (SENCO) and Assistant Special Educational Needs Coordinator who have both attended SENCO training and keep up to date with relevant training to support the needs of the children in the setting.
The setting has a SEND policy and works in line with the government policies regarding children with SEND.
The setting also has a designated behaviour management lead who has attended positive behavior management training.
All staff receives ongoing online training to keep them up to date with relevant policies and practices.
Three staff members have attended an introduction to Makaton and have shared their knowledge with the rest of the setting too. Makaton is used with all the children across the nursery and signs are on display throughout to support children’s communication.
The settings have good links with the Area Inclusion Officer who supports the setting and families who have any concerns about a child’s development.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
See information on staff training in section 6.
- How will my child/young person be included in activities outside this classroom including school trips?
The setting does not offer any offsite trips.
- How accessible is the setting/school/college environment?
The setting is based in a large detached house with the babies on the first floor and the toddlers and preschool on the ground floor. There is a large private car park on-site for parents to use.
The toddler and pre-school rooms are fully accessible with accessible toilets in both rooms. The baby unit is upstairs so it is not accessible to wheelchair users or those with limited mobility.
The nursery gardens are situated within 2 acres of land with some uneven terrain in places. Adaptations can be made where necessary to ensure all children can assess the garden and resources 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?
On joining the setting, each family is invited for a tour of the setting and offered two settling in sessions with their child to help with their transition into nursery. This is where registration forms and 'All About Me' forms are completed by parents to enable us to make any adaptations to help the child settle smoothly and access the setting.
When children move settings or attend two settings, then we can share a transition report and summative assessment of their development with the consent of parents. We have close links to the local schools in the surrounding areas and work closely with them 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?
The environment is changed regularly to match the current children’s interest and stage of development. Where applicable, Special Education Needs (SEN) funding is applied for and then allocated to the child to support with extra staff or resources where required.
- How is the decision made about what type and how much support my child/young person will receive?
The child’s key person will observe the child and work with the parents to identify any additional needs or areas of concern. The Childs key person will work closely with the setting SENCO who can provide additional support and guidance. IEPs may be used to provide additional support and evidence the progress the child is making. These are reviewed every 6 weeks and new targets are set to further support and challenge them.
If a referral is made to an outside agency for additional support, they will access the child and decide if any additional funding or support is required.
- How are parents involved in the setting/school/college? How can I be involved?
The child’s key person works closely with the parents and carers to support the child’s learning and development. Parents are encouraged to upload their own 'wow' moments onto their child’s online learning journal.
We value partnership working with parents and carers and include them in the planning of their child’s next steps of development.