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Tiny Town Kindergarten

Day nursery

Coronavirus status: OPEN

Who to contact

01189 814325

Where to go

RG26 4JH
Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
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
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
21/02/2017Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Experience with
Physical impairment
Medical Needs
Visual impairment
Challenging Behaviour
Social development impairment
Hearing Difficulties
Caters for children with special needs.



Age group - Under 2's: 5 per hour. Age group - Costs age 3 - 5: 4.45 per hour


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

A Keyperson is the first point of contact for any parent/carer. All information gathered by the key person and the parent/carers combined is overseen by the manager of the setting who is also the settings Special Educational Needs Co-Ordinator (SenCo) and Behavioural Co-Ordinator (BeCo). The SenCo has support from the area Inclusion Co-Ordinator (InCo). The InCo will visit the setting as well as meeting with parents, the Keyperson and SenCo. The Area InCo can help with accesses services such as Speech and Language, Paediatricians, Nutritionists and Occupational Therapists. Parent/carers are invited to attend meetings with key professionals and are given written report feedback. The parent/carer voice throughout is paramount to aid continued learning and development. Ongoing observation, assessment and record keeping in conjunction with target setting and an Independent Education Plan informs all parties about the overall needs and expectations. Information is collated and learning opportunities offered taking into consideration; age/stage of development, family cultures and religions, special needs within the family including the child, child own interests, areas of strength and difficulty, home language and plans in place from external agencies etc. This information is reviewed to ensure the child and family needs are being met, learning and development is taking place, milestones are being achieved and plans are implemented effectively. Special Educational needs policies are reviewed and updates are distributed to enable staff to conform to new policies and legislation. All of the children in the setting are within Early Years ratios.

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

Tiny Town recognises every family and each child has different expectations and requirements of a setting. During the induction process we establish family needs and how to support them. Each child reaches age/stages of development at different times and in a different order so we accommodate this within activities by monitoring, observing and assessing progress. The Early Years Foundation Stage is the curriculum guidance for our setting and within the document it allows for differentiation by overlapping the age bands. Activities are provided which can be broken down according to each child’s needs. Some activities are presented in achievable stages for success whilst at the same time the activity can also be extended to encourage challenge. The Key Person information for their key child informs them about the learning and development needs to be presented within activities to meet the children’s needs. Evidence of learning and development, targets set/met and age bands children are operating within can all be found and evidenced within child folders. Parent/carers can access these at all times. Areas which highlight where a child is operating below or above actual age will be identified as target areas. Focus activities will be provided and shared with parent/carers so continuing progress can be made. Parents have access to the PRAMS assessments. These show all areas of development and the age band the child is operating within in each one. This gives a visual overview and each can be compared to the next to show progress.

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 has a learning journal. This journal has evidence such as written/pictorial/conversational/artistic observations detailing the learning and the learning style. The learning journal shows the play your child chooses to gain most interaction and knowledge from and use this knowledge to influence learning and development opportunities offered.. The Learning Journal reflects the key person’s knowledge, the child voice and the parent voice. The Learning Journal has within it assessments detailing progress made to date, target sheets and ongoing observation and assessments. Targets are written to meet the learning needs of individual children for the stage of development they have achieved as well as planning to challenge. Parent/carers are included in the target setting so they can help their child achieve a particular skill. The parent/carer section within the folder includes information we feel is relevant and important to parents. In addition to this information we send out termly newsletters to parent/carers. Parent/carer meetings are held twice yearly and parent/carers can inform staff members prior to the meeting if you would like a specific topic to be addressed. There are diaries that are used to share important information between home and nursery. Our Facebook page gives important updates and general nursery information. Our website has information about the EYFS, policies and procedures and parent/carer information. We have an open door policy from the time of first contact. Staff are on hand to talk at the beginning and end of the day, on the phone or by email.

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

Policies and procedures in place for medicine, personal care, behaviour, working in partnership with parent/carers, Health and Safety, Child Protection and Special Educational Needs. Continuity of care is key so children can experience the same care here as at home. Building and activity risk assessments are ongoing both recorded and non-recorded physical and verbal checks are carried out. Children self-manage risks under staff supervision. Fire drills are monthly. Children with specific needs have a clear written care plan. This is reviewed and updated regularly. Professionals visit the setting to give advice on the environment, resources and personal care. The setting has areas for privacy and treatments. Parent/carers sign giving permission to transfer children to hospital. There is a double signatory system in place for safeguarding children requiring medicine. Parent/carers sign daily to inform us of medicines have been given at home, what is due throughout the day and what has been given at nursery. The Behaviour Manager, SENCO and staff members have worked alongside many external agencies with success helping children with behaviour, social and emotional difficulties. We identify patterns of behaviour, triggers and causes. Behaviour management strategies are in place for example; reward charts, certificates for behaviour, reward box, redirection of play and buddy play systems. The nursery has calm and quiet areas. Children have opportunities to offer their own thoughts and ideas. Communication can be represented in music, art, dance, personal selections, independence and body language. Picture representations and Makaton is used when language is not developed.

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

Tiny Town can access health Visitors, community Nursery Nurse and Speech and Language. Via a referral with the support of the Area InCo and with evidence Tiny Town can access other professionals such as Paediatrician, Occupational Therapist, Portage, Out Reach Worker, Children’s Centre training and support and specialist training. We can also help you access courses and additional support for your child and family through the Children's centre. We have successfully liaised with all off the above specialists with positive outcomes when helping to support children in our care. We have an observation, record, review, monitor system in place so we can identify a child's particular needs. We look for patterns of behaviours and events to prioritise and plan for continued learning and development.

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

Tiny Town has two managers. One manager has a Foundation Degree in Childhood Studies and is office based and the other manager is Level 4 qualified and is senior 3-5 year old Keyperson. The other 3-5 year old Keyperson is also a level 3 qualified Nursery Nurse. The 2-3 years old senior staff member is a level 3 qualified Nursery nurse and is supported by an experienced Level 2 qualified Nursery Nurse. The baby room Senior staff member is qualified to a level 3 standard and the supporting member is a level 2 training to a level 3 standard. We also have a level 2 training apprentice. Each staff member has completed basic training requirements which are; First Aid, Level 3 Safeguarding, Fire Safety, Food Hygiene and Health and Safety. Each staff member has a DBS check which qualifies them to work with children. Senior staff members have had Epi-Pen training. The two managers and the senior staff members have been involved in the care of children with difficulties and needs such as; -Autism - ADHD - Hearing impairments - Down Syndrome - Speech, Language and communication difficulties - Sight impairment - Hyper mobility - Cerebral palsy - Hip dysplasia - Allergies - dietary and skin - Diabetes - Behaviour management - Childhood Leukaemia - sleep apnoea

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

>Tiny Town organizes local trips and a summer outing. Risk assessments are carried out prior to going on a trip to assess suitability and safety for all the children. We look specifically at accessibility, parking, suitability to age and suitability to the needs of the group and individuals. Consent for local trips is given at the point of registration. Outings further afield are discussed with parent/carers. Local trips are for staff and children during a nursery day for example the library, shops, post office and the park. Some outings are open to parent/carers, extended family and friends. These are at locations such as Legoland, Paultons Park, Bird World and Longleaf and have specific risk assessments. Lower ratios are in place when on an outing and separate arrangements for a trip can be made if the parent/carers feel this is a requirement for the child to access the day successfully. Children are involved in the process of choosing the staff member who will look after them for the day and the friend that will be with them as well as who they sit next to on the coach. We talk through the day, make resources, look on the internet, relive child own experiences and use role play to familiarize the children with the location and expectations of the day.

How accessible is the setting/school/college environment?

The front door has wide access for those with physical disabilities including wheelchair access. The indoor rooms are accessible for a child wheelchair this enables children to participate in learning experiences throughout the setting. Staff are trained in Health and Safety and manual handling so we can lift and move a child when they need to access floor activities. We have experience of helping children in casts due to fractured bones and hip dysplasia. The top of the garden is accessible for all children, there are access issues with the lower part of the garden due to the slope. We have facilities to help children with toileting but no adult disabled toilet facilities. A keyperson is allocated to support their key child and family. Child information is shared during a Keyperson meeting and as a child learns, develops and grows we provide challenge through play and support. We ask families to provide a word list for key things such as drink, food, toilet, hurt, sleep etc when English is an additional language. Resources reflect differing cultures, religion, languages, abilities, disabilities and different family groupings. Children have access to learning about how all of us live our lives and shown how to be respectful and mindful of family traditions. Staff are trained to use Makaton as a signing tool to help communicate so all children can feel included and their voice valued. Senior staff members have Behaviour management training. Resources have picture cards, this aids all children in making personal choices.

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?

The keyperson meeting with parent/carers prior to a child starting ensures all important information is gathered and shared. This information is used to help settle a child into nursery making sure that everything required in in place. We take into consideration for example comforters, preferred play and resources, specialist equipment required, liaising with external professionals, parental/carers advice, meetings and/or reports from previous settings and SenCo, BeCo and InCo involvement. Visits to the setting 2 hours at a time both with and without parents are arranged prior to starting. If this is not deemed enough by any parties they will be extended and continued until the child is more settled. This is so the child and the family can build trust and a relationship with the setting. When transitioning to school we have parent/carer meetings to discuss requirements, issues or concerns. We also have meetings with the school to have personal discussions with regards to the requirements of the children entering Reception Class. We also write a report about the child, their personality, and characteristics, how they like to learn, favourite play and resources. We also send the school their personal learning journey with an overview of each area and the age/stage band they have achieved whilst in our setting. We support children whilst they make their initial school visits and feed back to parent/carers what thoughts feelings and emotions children are displaying and sharing with us about the move to school.

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

Special Educational Needs funding is applied for and allocated to a specific child with the support of parent/carers, key person, SenCo and external agencies. Decisions on how this funding is best utilized will be decided by the parent/carers, SenCo, external agencies and the child, taking into consideration the developmental and learning requirements of the child. The funding can be used to resource for specific requirements/resources/activities or to provide 1:1 staffing. Funding can also be used to access external learning and development opportunities such as specialist transport and activities. Decisions will always be made by those who are supporting the family and their needs and not by the setting alone. An audit of the impact on the child as a result of the funding given and how it was used will be made termly and those involved will receive copies of any updates.

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

Working together with Parent/carers, keyperson, the settings SenCo and external professionals helps inform us of decisions that needs to be made. We make decisions based on collaborating information from ongoing observation, assessment, record keeping, reviews and meetings, allowing us to continually monitor and adjust the learning and development opportunities offered. Individual Education Plans are put in place along with specific targets which are decided on collectively. Parent/carer input is key as they are supporting the child when not at nursery. The developmental targets must be achievable both at home and in the setting and take into consideration expectations from external agencies. The impact will be measured by success, progress, monitoring and reviewing.

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

There is a large white board in the hallway which informs parent/carers about the day’s activities. Parent/carers are also encouraged to leave messages for staff here. There is also a suggestions box in the hallway where messages about any aspect of nursery life, positive and negative, can be left. We also send out questionnaires to get feedback on varying subjects as well as a Facebook page for updates, requests and thoughts. Parent/carer meetings are held 3 times a year with an open door policy at all times. The keyperson and the parent/carers have discussions about the specific needs of a child and how the setting can help support the child whist in nursery. Parent/carers are key in informing the staff about their child’s experiences and learning and development at home. The parent/carer voice can be seen recorded within the child’s learning journal. There are verbal hand overs for sharing information at the beginning and end of every session so important information can be shared between parent/carers and staff. We organize an annual event to bring parents/carers, children and staff together socially.

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