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Casa dei Bambini Day Nursery

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

01962 856201 - Office - ring and ask for Vicky Othen for funding queries

Who to contact

01962 855412

Where to go

St. Johns Hall
St. Johns Street
SO23 0HF
Sensory area, Wheelchair access, Soft play

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 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
07/02/2018Inspection (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
How will early years setting/school/college staff support my child/young person?

During the settling-in sessions, your child’s Room Leader will ask you to fill in an ‘All About Me’ book, which provides the basis of our knowledge of your child, their development so far, interests and routines. Your child’s Key Person is responsible for updating your child’s Learning Journey. We use the ‘My Montessori Child’ online learning journal, which Key People update regularly (each week observations are added). Next steps are then set by the Key Person for themselves and other staff members to work towards with your child. Teachers take it in turns to be the presenter – engaging with your child with an activity, the observer – writing observations on your child or protecting – maintaining the ground rules and grace and courtesy of the classroom. We have a nominated, trained Special Educational Needs Coordinator, who monitors and observes children with any needs. If necessary an Individual Educational Plan is made together with the parents to work towards progress in specific areas of development and reviewed on a regular basis.

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

We follow the Montessori Philosophy with a wide variety of materials in each of the 7 areas of learning alongside the Early Years Foundation Stage. Topics are based on children’s interests and certain small group activities are planned according to children’s next steps. Children also have a large choice of activities around the classroom, which they can chose to engage with. Each child is treated with respect and as an individual and has their own Individual Learning Plan that their Key Person has prepared. Activities that children engage in are recorded in the Learning Journal and then next steps are created. If a child shows interest in a particular activity, teachers support and expand on this interest.

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?

During introductory visits we ask for Parents/Carer to complete an ‘All About Me’ booklet to give us some information about interests, likes and routines of your child. At the start of a session we ask how your child has been and get an update from you and at the end of the session give you feedback on your child’s session. We have communication books that go between Nursery and home that we write regular updates in and are for you to write in as well, to let us know about things that have happened outside of nursery. We email out monthly newsletters to let parents know about topics, events or open sessions as well as an activity idea for home. We hold regular open events that parents/carers are invited to attend. Once a term we hold a parent/teacher evening so parents can chat to their child’s key person to discuss progress and development. We offer a parent learning evening about the Montessori method twice a year. We have an online learning journal for each child that you can access to see activities and interests that your child has had at nursery, as well as ideas for home. We complete a two year old check for each child as close after their 2nd birthday as we can.

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

Each member of staff is Criminal Record Beureau checked and completes an induction process, when they start. Each member of staff is trained or is training or has experience in childcare. Staff are also first aid trained and certain members of staff take on extra roles: Health and Safety Co ordinator, Behaviour Co ordinator, Special Educational Needs Coordinator. Health and Safety Checklists are carried out daily throughout the building. When needed, children have individual Health Care Plans that are reviewed regularly and medicines are administered by qualified staff and recorded in the medicine book, which parents then sign at pick up. Behaviour is supported through regular contact with parents and Ground Rules and Grace and Courtesy, which provides the barriers for make the environment a safe and happy place for everyone. We hold monthly staff meetings to enable the team to get together to discuss policies and procedures, development and progress, safeguarding and progress and development of the children. Allergies and food preferences are catered for by our chef. We have an Allergies and Preference list that is displayed in the Kitchen and in each of the rooms.

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

Bebe Wilson-Goodwin is the designated Special Educational Needs Coordinator. She attends termly Special Education Needs termly meetings to receive updates and training. Hannah Sillence is the designated Behaviour Coordinator and also attends termly training. We have good links with children’s centres in our area as well as a good working relationship with our Area Inclusion Officer, and our Early Years Teaching Advisor. We work alongside other specialists such as Speech Therapists and share information and updates with them to achieve common goals.

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

Our Special Education Needs Coordinator and our Behaviour Coordinator have both been on training relating to their roles. Some of the staff have completed the beginners Makaton session. Staff are willing to do more training in specialist areas if needed.

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

>Activities are provided in our outdoor space that are age appropriate for children of different ages and stages. Parents are made aware of any plans or up coming trips and have the option to assist on these trips. If necessary a child will have one-to-one ratio with an adult if they need support. Health Care Plans are filled in and are taken on trips as well as any risk assessments completed and any other relevant information taken on the trip. We also organise a summer fun event that parents are invited to as well as weekly forest school trips that parents can join in with if they would like.

How accessible is the setting/school/college environment?

The building is wheelchair accessible through the wide, side entrance, which is accessed by a sloping path and two wide gates. Once inside two wide doors lead into the downstairs rooms. There is a disabled toilet facility once inside the side entrance. The baby room is up stairs, up a large flight of stairs. The Baby room has low ceilings with beams and the floor is half carpet, half laminate. Downstairs the rooms have high ceilings, hard floor and clear windows. We have Makaton symbols displayed in the environment as well as time lines and routines. There is a large step up into the kitchen/garden. Our outside space has a soft, even, rubber tarmac surface.

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?

If any of our children attend other settings we call the other setting on a termly basis to share information and gain a wider understanding of development and progress. We invite reception teachers in to visit the nursery and your child during the term before they transition to school and we also send a copy of the child’s last parents evening report to the school. To help prepare the children we have a topic on school and books about school in the book corner. When a child leave their parent is given the child’s Personal Learning Journey.

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

The resources are shared between the rooms and according to curriculum areas. A budget is set each term for resourcing materials and any needs are added to a wish list. Larger items/materials are incorporated into the development plan. The rooms can be adapted or changed if needed.

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

Your child’s Key person, room leader and the Nursery manager work together to monitor and observe the children. If needed an Individual Education Plan is made, together with the child’s parents. This plan is monitored and reviewed on a 6 weekly basis, working towards achievable and measureable targets. If needed the Area inclusion Coordinator is asked for support and guidance.

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

Parents can give written feedback at Parent/Teacher meetings to support the child’s next steps at nursery, as well as give ideas for topics. Parents are asked for feedback at open sessions as well as through written surveys and questionnaires. Parents are invited to open sessions through emails and posters are displayed of all our upcoming events and are also asked to help with trips. We like parents to be as involved as possible!

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