Tootsies Private Day Nursery Ltd
At Tootsies Private day Nursery we give the children a chance to express their ideas and thoughts. we support every child and support their individual needs.
Who to contact
- 01420 479109
Where to go
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 26/02/2019 Inspection (Early Years Register) Good
- Has Provision
- Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Contact Name
- Sally Taylor and Kelly Smith
- Contact Telephone
- 01420 479109
- Contact Email
- 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?
Initial visit to the nursery opens between parents and nursery.
We ask parents to fill in a registration form which asks parents to detail where additional support may be required.
We offer pre-visits to the parents and child, we ask parents to fill out an all about me form, an additional need risk assessment if required. This offers staff full information about the child.
We have A Special Education Needs Co-ordinator (SENCO) is in place.
Staff do First Week observations and a language audit. These are carried out by staff to enable a best fit judgement to be made on current age and stage development.
Where children have English as an additional language(EAL) an appropriate Language audit is completed, parents are asked to supply some familiar words via a pro-forma which staff can use to support the settling in process.
Children with an EAL or requiring language support are supported using signs in English and home Language prints and picture language support cards.
Staff use their knowledge to carry out professional judgements.
2 year old checks are completed by staff to ensure children are developing in all areas required and parents are given a copy of the 2 year old check.
Assessment forms such as an Anne Locke are used to Identify areas of development which may require additional support. These are filled in by the child Keyworker.
Individual Education Plans(IEP's) are used and reviewed regularly with the manager/SENCO.
Common Assessment Framework is completed to gain additional support for families from other agencies where needed.
We Attend Child Protection(CP), team around the child(TAC) and team around the family(TAF) meetings.
The nursery adheres to the code of practise(COP)
Liaise with ISSO( Inclusions Setting Support Officer) and other agencies.
Through our parent partnerships we support all in parents in all aspects of their child's development and care needs.
All Paperwork is shared with parents.
- How will early years setting/school/college staff support my child/young person?
The Role of The Special Educational Need Coordinator (SENCO) is crucial for early years settings in supporting early identification and intervention for children with special educational needs.
- Ensuring liaison with parents/carers and other professionals in respect of children with SEN.
- Advising and supporting other practitioners in the setting.
-Responsible for maintaining a setting's recording and documentation process.
- Ensuring appropriate Individual Education Plans are in place.
- Ensuring that relevant background information about individual children with SEN is collected, recorded and updated.
The Nursery is privately owned and operates in conjunction with requirements of the Code Of Practise and Statutory Framework in the Early Years Foundation Stage.
The SENCO works in partnership with the Key Person to support the child.
The Manager holds monthly SEND surgeries with all Key Persons to review IEP's.
We evaluate progress through observations, assessments and planning.
We have resources for specific needs .
Attending review meetings such as TAF, TAC, CAF and CP
We hold parent workshops to support parents and help with support their child.
We have each key Person and SENCO on site and available every session.
We have transitions meetings with old and new schools and send out reports to new settings and to schools to show how the child have been progressing.
School Transition are supported through school visits to the nursery and visiting the school. We turn the home corner into a school and make photo books to help with transitions.
- How will the curriculum be matched to my child's/young person's needs?
Each rooms planning is planned to meet individual needs using the EYFS as guidance. We use mind maps to help plan for children's interests. We use ITERS and ECERS to review and evaluate the environment for suitability of individual needs.
IEP's for identified individual support and activities.
We use profile overview and Key Person knowledge to guide expectations of learning and development of the individual child.
We use outside agency reports to help plan for individual children.
- 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?
We offer an open-door policy to parents if they wish to come and discuss anything about their child. The children profile is available for parents to view at any time they wish.
All 2 year old development check is sent home and shared with parents.
Each room completes transition reports. These are done each child's Key Person for when they move rooms, attending school or another setting. Parents are also asked to fill in part of the transition form and feedback is requested.
Individual learning profiles and overviews are completed for each child.
Verbal handovers and visual prompts, sharing work that has been completed and planning displayed.
Opportunity to share parental observations through verbal, observation note sheet and home link observations at home pro-forma.
'WOW' planning boards are placed outside of rooms or located in rooms to celebrate individual achievements of the children.
Activity ideas and leaflets are available for parents.
A home link zone located in the nursery with books and activity packs to borrow and to share at home. Another home link zone is located outside with information and activities to do at home.
Stay and play, open days and workshops are available for parents.
We use an online tapestry system where parents can log in and see how their child is doing by seeing photos and video's of their child in their base room. Parents can comment on these and even add their own photos and videos.
- What support will there be for my child's/young person's overall well being?
We have in place a medication policy. Only prescribed medicine will be administered.
Medication is only administered after written consent and once all necessary forms have been completed by the parent. Training may be required for specific medication.
Medical need risk assessment forms need to be completed by the parent. This is handed over to all staff so they are aware of the medical need of the child.
We have a intimate care policy in place.
We have a named Behaviour Liaison Officer(BLO) within the nursery.
Staff trained in completing behaviour plans and have specific training where required.
Each staff is trained on physical intervention training and records are in place.
Consulting with children activities to help support children's individual needs.
We hold parent meetings to support and review any concerns link to behaviour and development.
We have a Behaviour Policy and guidance in place.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Staff are trained in CAF, SEND, S and L and Behaviour. We have access to outside agencies when required.
We have support from SEYCS and improvement adviser.
Experienced in multi-disciplinary meetings, team around child, team around family and child protection.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All Managers trained in SEN and CoP.
All Managers/SENCO's attend termly forums to keep up to date with practise and information.
Staff regularly attend training for specific requirements E.G Autism, Makaton.
The nursery has been involved in the ECAT programme.
Staff are included in online training regularly.
- How will my child/young person be included in activities outside this classroom including school trips?
Visual timetables and prompts in the room to support children's daily routines.
Risk assessments are completed prior to outings for all.
An outing Permission slip is given to the parent to read and sign for outing trips.
Risk Assessment completed with parents for a child with a specific needs to support inclusion.
- How accessible is the setting/school/college environment?
Building has wheel chair access but only on the lower level.
We have disabled toilet facilities downstairs.
We use visual timetables in rooms.
Newsletters, prospectus, information available in other formats and alternative languages.
Discretionary funding and inclusion grants sought to support individual needs.
Reasonable adjustments will made wherever possible to accommodate all.
- 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 offer two Pre-visit sessions/ settling in sessions for parents and their child. This gives staff and parents to discuss information about their child. We ask parents to fill in an all about me form on their first session and this is given to all staff to read in the room.
A Keyperson will be provided for each child.
TAC and TAF meetings attended by the SENCO/Key person.
Support information for children such as photo books, family board, photos of the nursery to help provide support transition where needed. each parent is given a room information pack which includes pictures of the staff.
Hand over transition meetings will be completed with previous setting or a transition setting sheet will be given for the setting to relay information. If the Previous setting is using tapestry, information can be transferred over to our tapestry system.
Reviews of individual learning so far and review of previous setting information of child.
We use all reports available to support best fit judgement on development.
We send on the child's next steps and reports to the next setting/ school and any information we have that has been used to support the children's individual needs.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Staff Ratios are as set out in the statutory framework.
Funding will be requested where additional staff may be required or additional equipment needed.
Funding will be applied for where specific resources or equipment is required.
- How is the decision made about what type and how much support my child/young person will receive?
The SENCO and manager will meet with all professional and parents involved with the child's Early Health Care Plan(EHCP), this will access the level of support and care required to meet the individual needs.
The level of support will be reviewed in line with updated IEP and EHCP reviews.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are invited to attend open days, workshops such as first aid and stay and play sessions.
Parents are asked to add photos and videos on tapestry, sharing information about their child's development.
We believe that in order for children to receive quality care and early learning that suits their individual need, parents and staff need to work closely together in a close partnership. The two-way sharing of information is key to this. The nursery team welcomes parents as partners and this relationship needs to be built on trust and understanding. it is important that practitioners are able to support parents in an open and sensitive manner. The nursery wishes to ensure parents are an integral part of that care and early learning team within the nursery.