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Making Miracles Chandlers Ford

Day nursery

Coronavirus status: OPEN

Who to contact


Where to go

93 Bournemouth Road
Chandler's Ford
SO53 3AQ
Soft play, 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

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
12/12/2017Inspection (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

Local Offer

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

At Making Miracles we see children as individuals and they have a right to equal opportunities, therefore each child has their own keyworker. It is the keyworker’s responsibility to support the child by taking observations and extending their knowledge. The key worker also does weekly planning/reviewing (they will adapt/extend activities to suit the individual child according to their age) they give regular updates/feedbacks to ensure that you are aware of any changes and to make sure you are happy with everything we do, but in a confidential manner. If the keyworker feels that a child needs additional support then the Senco would be informed and relevant observations would be made and it may then be necessary to refer to another professional and information shared. At Making Miracles we use Tapestry as a means of recording observations and developmental progress. To help us support your child, resources/equipment are provided to ensure the best quality care is provided.

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

Within our planning the key worker sets targets and next steps according to the interests and needs of the child. These are all based on observations of the child and also to extend the child’s learning while supporting their individual needs. We cover all 7 areas of learning to help support all aspects of your child’s development. The E.Y.F.S practitioner guidance states: “You must plan for each child’s individual care and learning requirement. The focus should be on removing or helping to counter underachievement and overcoming barriers for children where they already exist. You should also identify and respond early to needs which could lead to the development of learning difficulties” (section 1.10).

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 Making Miracles we understand that parents/guardians are the child’s first teachers and can provide us with vital information to assist in their learning. During the settling in process we gather information from you about your family, your child’s interests and development so far, and this ensures we have a picture of your child as an individual. We encourage a good parent partnership from the onset. Parents are able to discuss what their child has been doing at nursery and also access their daily diary. You may also share any other information with our manager and SENDco. We offer six termly parents’ evenings where you can see your child’s learning journey and share it with their key person.

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

When your child starts Making Miracles we provide parents with an admissions pack. This details our policies and these show how we support the needs of the individual child. The Administration of Medication Policy advises our parents that only senior staff are allowed to administer medicine. We spend time with the parents and encourage them to provide as much information from home as possible in order that we can gain an insight into how we can best serve the needs of the child. The key person builds relationships with the child and family and they provide personal care respectfully to all the children under their care. We follow any care plans already in place for your child. We provide a flexible approach to routine. The staff act as good role models for positive behaviour and a continual positive approach to behaviour management is maintained. Our staff receive regular behaviour management training and are supported by senior staff and the SENDCo when encouraging positive behaviour.

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

All staff have regular child development training, both in-house and taught by other agencies for example a nurse. We can assist you and your child in accessing outside agencies such as physiotherapist, occupational therapist, speech and language, portage worker, Early Years Advisory Teacher (EYAT). The setting has good links with the local children’s centre and staff will assist parents with any help and support that they need. Within the setting there is a trained SENCo. With the permission of the parent s, advice can be sought from the Early Years Advisory Teacher. If the child’s needs are identified as a specific need, then the team with the expertise in this particular area will take up the support for the child and the setting in meeting the child’s needs, for example the physical sensory medical team. We have cluster meeting with outside agencies that support us in providing an inclusive setting.

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

The SENDco oin the setting has completed the SENDco training. The SENDco attends regular SENDco meetings to keep their knowledge and understanding up to date. The information at these meetings is then cascaded to other staff through room meetings. Further courses such as behaviour training, equality, diversity and inclusion training, communication and language, makaton training have been attended by other staff members.

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

>All activities will be planned around all children’s individual needs and abilities according to their observations and learning journals. Risk assessments are carried out beforehand to ensure it is accessible for all to access. Policies are shared with parents on admission to reassure them that we are inclusive.

How accessible is the setting/school/college environment?

Our building can be accessed by a wheelchair through our back entrance into the pre-school room. All policies and procedures are current and reviewed regularly (at least once a year). We provide multi-sensory experiences as part of our core provision and have use of a sensory room which all children are able to access.

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 use a variety of methods to ensure parents have enough information about their child’s learning such as home/setting books, parent evenings, daily conversations with the parents when they collect / bring their child to nursery, and newsletters. As a setting we can agree a comfortable form of communication with the parents including verbal, written, or email. We invite parents to share their knowledge with the staff about their child’s learning termly. This allows the children to share their achievements with their friends and develop a sense of self-esteem. The setting SENDco and key person will discuss with you how to support your child’s needs outside the setting and how they are supporting your child’s learning and development within the setting. If your child has particular identified needs the setting will work in partnership with the team supporting your child and explain to parents how they are acting on the advice from the support of the professionals. When your child is ready to go to school, your child’s key worker will arrange a transition meeting with your child’s new teacher to pass on any information. The teacher will visit your child within the nursery environment to see how they play and engage with others and a school transition form will be given this from is all about your child’s interests, needs and abilities.

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

Inclusion funding and Two year old funding can be applied for to support the child being included in the setting. Delegated budget will be used to provide additional resources or to adapt existing resources.

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

Decisions made about how much support a child will receive is monitored through observations made by the key person of the child in the setting and then discussed with parents, SENDco and Manager. Observational assessment linked to the EYFS and knowledge of child development will be used to identify what support is required. Extra support will be put in place if necessary with the aim of enabling the child to become independent within the environment. On-going partnership working with parents by the setting and other professionals involved with the child/family will support the decision making process. The SENDco will advise on the process of applying for extra support. The inclusion funding process will identify the level of need based on the evidence submitted to the panel from the setting and other professionals working with the child/family. Reports from health care professionals or others working with the child and family will be used to plan support within the setting. The area SENDco or the Early Years Advisory Teacher or other professionals working with the setting SENDco will support the decision making process linked to planned targets..

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

Parents are involved from the initial visits at nursery when they register their child at the setting. The child’s strengths, need, like and dislikes are discussed at this point with the completion of the unique child forms. Parents are encouraged to share information with members of staff from the start and on an ongoing basis about individual needs of their child and any agencies involved with the child/ family. Parent’s knowledge of their child is important as parents are the child’s first educators. Each child’s learning journey is accessible to parents on request. Planning is visibly displayed in each room for parents to view if they wish.

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