Cuddles and Care Day Nursery
We are a small family run Nursery with a homely environment. We are open 51 weeks per year from 7.30 am to 6.00 pm. A large outside play area suitable to be used all year round. Located close to Eastleigh city center.
Who to contact
Where to go
177 Leigh Road
- SO50 9DW
- Accessible changing, Secure environment
- 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 07:30 18:00 Tuesday 07:30 18:00 Wednesday 07:30 18:00 Thursday 07:30 18:00 Friday 07:30 18:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 17/04/2019 Inspection (Early Years Register) Good
- 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
- Makaton, Sign supported English
- How will early years setting/school/college staff support my child/young person?
Within Cuddles and Care Day Nursery we have an appointed person named as the Special Educational Needs and Disabilities Co-Ordinator. A meeting will be held with you and the Co-Ordinator to discuss the initial concern. The Co-Ordinator will then inform you of what support is available, such as support within the home. It is the Co-Ordinators role to oversee every child’s educational need and ensure that plans are put into place so the necessary action can be taken. The Co-Ordinators role will also involve working closely alongside your child’s key person. It is your child’s key person who shall ensure that the actions are being implemented. Dependent on the severity of your child’s need the action plans would be reviewed fortnightly or monthly. These reviews help us to understand and monitor the effectiveness of the action plan. You will be involved each step of the way during this process and will be informed what and why we are doing what we are doing. This will be a working relationship between you, your child’s key person and the Special Educational Needs and Disabilities Co-Ordinator.
'''Parent:''' (S) stammer has now almost completely gone and I certainly feel that without the support and guidance of the nursery that this may not have been the case.
- How will the curriculum be matched to my child's/young person's needs?
We have an inclusion and equality policy at Cuddles and Care Day Nursery which ensures that all early learning opportunities offered are inclusive of children with learning difficulties and/or disabilities. Your child’s key person will use a system called Observe, Assess and Plan (OAP). We use this cycle to ensure that each child’s learning and development is tailored to meet their individual needs. Each child will have their own All About Me journal, this journal is where your child’s Individual Education Plan and Summary is kept alongside the evidence to document your child’s learning and development. A Progress Recording and Monitoring System (PRAMS) allows us to track your child's learning and development through the 7 areas of learning, and your child’s individual refinements. A refinement means whether or not a child is secure within an area of learning, developing within it or beginning to emerge in an area of learning. For children with an additional need we complete an Education Health and Care Plan (EHCP).
- 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?
At Cuddles and Care Day Nursery we value you the parent as the first and most important person in your child’s education. We provide two parents evening sessions a year where you can come in for an in depth 1:2:1 chat with your child’s key person. On a daily occurrence you will also receive a verbal handover of your child’s day from your child’s key person. You are involved in your child’s learning as on a termly basis your child’s key person will summarise your child’s learning for that term and talk with you about the next steps / targets for the following term. Targets are based on what you may be doing at home with your child alongside the targets your child’s key person plans for as an extension from the previous term. Your child’s key person will ask you to complete a sharing interest form termly. This document helps to achieve targets by enabling your child’s key person to tailor activities to their interests to meet the target. If you would like to know the progress your child should be making you can download the Early Years Outcomes here If you are interested in attending any parenting programmes we display courses that are run by the local children’s centre on our parent notice board. Parent: During this whole process if I was ever worried or had any questions my child’s key person was always very good at helping me out and advising me the way forward.
- What support will there be for my child's/young person's overall well being?
We take pride in our setting in listening to each child. Through building up a strong relationship with their key person your child will be encouraged to converse about their views, likes and dislikes so that we can support them with resources to fulfil their desires. Your child’s emotional development is supported via our golden rules, sticker charts, praise and encouragement. We also use an emotional corner within the play room where we discuss with your child feelings and emotions. For those children with more challenging behaviour we work directly with you so that children have continuity of behaviour management between home and the setting. We never exclude a child because of their behaviour. All staff are first aid trained or are attending training thus ensuring your child’s overall safety and well-being. Medications can also be administered on site, as long as we have a signed consent form. If the medication is long term then we complete an individual health care plan with you. If the condition requires expert medical training such as an Epi-Pen we organise sufficient training. Social support is provided in the sense of having a relationship with a key staff member; this will usually be your child’s key person. We also run a Starfish group on site, the purpose of this group is for any children who are either too shy to speak in a large group or any child who has speech and language delay have the opportunity to communicate in a small intimate group. '''Parent:''' the nursery had established a speech and language group and I was asked if I would like (S) to be a part of it. I was very impressed with this and immediately said yes!
- What specialist services and expertise are available at or accessed by the setting/school/college?
A high proportion of staff at our setting are qualified to Level 3 or above. For staff who take on specific roles i.e. role of the SENCO they are then expected to attend training and regular support groups. We as a setting have access to most local services i.e. Eastleigh Early Help Hub who can offer guidance and support for us and your child through visits to the setting, telephone conversation or e-mail.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
As a mainstream setting we have not received any specialist training, however staff who take on specific roles attend generic training available to fulfil their role i.e. Makaton. We do receive and request bespoke training which can be provided by various agencies dependent on which type of training is required. Bespoke training is provided to us on unique individual basis.
- How will my child/young person be included in activities outside this classroom including school trips?
>We will wherever feasible take your child on a walkable outing to either Eastleigh Town Centre or a local play park always adhering to a strict ratio of 1 adult to 2 children. All children are either attached to an adult with a wrist strap or strapped in to a pushchair so that their safety is never jeopardised. We encourage you to come in to the nursery and do short activities with the children i.e. cooking, reading etc. Every activity that occurs within the nursery is evaluated before and after to determine the suitability for all children involved. All planned activities are age appropriate and suitable for each child’s individual needs. When your child is nearing their leaving date for Primary school, we liaise with the selected school and arrange visits for your child and their key person to attend. The deputy manager’s car holds business insurance and a clean license as she usually accompanies the key person and your child on the visit.
- How accessible is the setting/school/college environment?
Throughout the nursery labels are supported by having pictures alongside the wording, the same goes for the children’s pegs and all their belongings in the nursery. All resources are at child height so they are easily accessible to children of all abilities. Picture routine cards are visible in the room so for your child it is clearly identifiable to them what is coming next. Some staff are trained in Makaton therefore enabling those children with speech difficulties to find a voice. For those of you and your children who have English as an Additional Language (EAL) we welcome any interpreters who may accompany you. We also pick out key words in your native tongue which we use to communicate with you and display around the room and setting. We also have the facility to translate any word documents into your chosen language.
- 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?
Before your child starts at Cuddles and Care we recommend a couple of settling in sessions one with you present, the other where you leave the premises for an hour or 2. Once settled the management will establish a key person for your child, normally a member of staff that he/she has bonded with on their visits. Many schools run their own transition and settling in sessions for those children who will be joining them at the start of the academic year. However we support you and your child during this transition by writing to the school to provide them with a summary of your child’s learning and development alongside their likes, and dislikes, health, behaviour, and additional needs. It is common practice for the school to send your child’s teacher to our setting to see your child in an environment they are comfortable in. Most schools invite us to visit the school with your child too. Also most schools provide us with a child friendly booklet about the chosen school so we can look at it with your child and discuss any issues and so that your child will know what to expect when they arrive at their primary school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We are not currently in receipt of any funding, however if the need came up we could apply for the appropriate funding.
- How is the decision made about what type and how much support my child/young person will receive?
Observations will be carried out on your child prior to a meeting which the SENCO will evaluate to review what support is required for your child. You, the settings Special Educational Needs and Disabilities Co-ordinator and your child’s key person will have a meeting to decide on what are the next steps or strategies to take. During this meeting we will discuss what support could benefit your child in the setting as well as what support you would like to receive in your home. An Individual Education Plan is developed following the meeting and is monitored by the SENCO, and the key person. Further meetings will be held with you as your child’s needs change following regular reviews.
- How are parents involved in the setting/school/college? How can I be involved?
We as a setting encourage your involvement in all areas of the setting. We provide endless resources and guidance on local events, support and help that may be available to you. These can be found via our leaflet selection or our parent notice boards which display all relevant information. Our office is situated on the ground floor and a member of management is always visible for you to approach. You as parents are highly encouraged to participate in your child’s time with us. This can be in a variety of forms, whether you help us with maintenance, resources for the garden or role play boxes, visits from family with stories or talents to share. We always welcome ideas, feedback and advice from you whether that is in written form or verbal and we also have a website where you can view testimonials from current and previous families. It is with your feedback and advice as a customer of our service that we strive to always improve ourselves for the sake of the future generation.