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Denmead Day Care Nursery And Preschool EY499009

Day nursery

Nursery and preschool for children aged 6 months to 4 years (school leaver). 

Who to contact



Where to go

Ashling Pavilion
Southwick Road

Located in King George's Field, Denmead. 

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
Meals cooked on premises
Role play dressing up
Kitchen Facilities
Music time
Messy Play Area
Nappy changing facility
Sensory Play
Nature Exploration
Outdoor Playspace
Songs, Rhymes and Music
Sleeping Area
Outdoor Play
Small world toys
Full cooked lunch
Baby Facilities
Private Changing Area
Visit & Outings
Walks to local park etc
Baby toys
Home Corner
Arts & Crafts
Healthy Eating
Quiet Area
Quiet Room
Car Parking
Water play

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
13/10/2022Inspection (Early Years Register)Good

Inclusion Information

Wheelchair Access

Has Provision

Special Needs

Has Provision
Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties

Dietary Needs

Has Provision

Cultural Provisions

Has Provision
Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness



Age group - 0 - 5: 7.5 per hour, 45 per session, 63 per day, 300 per week

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

Local Offer

Local Offer
Contact Name
Amanda Seal or Robyn Feaver
Contact Telephone
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?

We would encourage all families to come in for a visit to meet staff and talk about any concerns or issues before starting nursery. As soon as the key person is allocated, a bond can begin. During their play, observations will be taken to chart the child’s progress through the EYFS (Early Years Foundation Stage). As close as possible to their 2nd birthday, we will complete a two-year-old check. All staff are trained to monitor each child and understand that every child is an individual and therefore progress at differing rates. We work closely with outside agencies and can call on these agencies when we need extra support in a certain area, whether it involves an Inclusion setting support Officer ( ISSO), Speech and Language (SALT), Portage, Specialist Advisory Teachers, Educational Psychologists, Occupational Therapist et

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

If, after settling in, we believe that the child may benefit from additional support, the SENCo (Special Educational Needs Co-ordinator) will become involved. This, in turn, could lead to the SENCo liaising with the Inclusion Setting Support Officer (Services for Young children) who will provide advice and support regarding actions required to meet the child’s needs and signposting to outside agencies. Thus, assisting the child, parents, and staff to work together towards progression. Individual Education Plans (IEP’s) or a behavioural plan will be drawn up with consultation of those involved. These will set the next targets that we want the child to achieve, how they will be achieved, and the outcome. These will be dated, have a review date, and be signed by SENCo or senior management and parents/carers. All children are eligible for funding, from the term after their 3rd birthday. Some children receive funding from age 2, depending on certain criteria. If necessary, we can apply for SEND Inclusion funding if a child has additional needs. If the child does not meet the criteria for SEND Inclusion funding, then we will look to see if we can support a child with the available resources that we have

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

We use the child’s interest to help plan activities which would encourage the child to be involved. Regular observations are taken by your child’s key person, as your child plays, which helps to see where your child is at developmentally. This will enable them to access the curriculum, to expand their learning, whilst still ensuring safety as they investigate and explore. Children can make choices as to which activity they would like to participate in.

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 use an online Learning Journal which you can access via an app on your phone. Parent Zone is part of this app where daily observations and moments are published. We do termly RDS (Record of Development Forms) that tells you how your child is progressing and where parents discuss how they feel their child is progressing and between the keyworker and the parent you discuss the child’s next step. We send home regular Newsletters, and have a Notice Board outside the front door, with upcoming events, topics, and dates to remember. We have some “reading” bags available with activities to take part in at home. This has proven to be popular building a strong link between nursery life and home life. The children can also take home "Patches" our nursery teddy bear and look after him for the weekend. There is a book to write what they have been up to during their time at home which is read at circle time with the other children.

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

When the children first start, they will be allocated a key person, who parents can talk to regarding any issues. All staff are responsible for the safety and wellbeing for the children whilst in our care. Each member of staff is DBS checked and holds a first-aid certificate, which is updated every three years with refresher training in between. If a child presents with a need, we will endeavour to train staff to be able to assist them if necessary, e.g. EpiPen user, a child with diabetes or epilepsy. We ensure that if we need to give the medication the dosage is recorded and dated in our medication book. All medications are kept in a locked cupboard on a high shelf and are labelled accordingly. All policies and procedures are always available to view. If a child has a medical need that could be life-threatening or may need extra help from a professional, we will place all the information in an easily accessible place so we can call for assistance quickly.

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

All staff are trained to NVQ3 or equivalent, and all attend regular training in various areas, during the year. The SENCo has attended induction and advanced SENCo training, the SENCo also attends termly SENCo support groups to keep up to date with current training and advice for when supporting children who have SEND. All staff have attended behavioural training and attend specific training with a child in mind as is necessary. All staff hold a current First aid certificate. We liaise closely with Portage, Children's services, Inclusion Setting support officer, Specialist advisor Teacher, OT, SALT and Educational Psychologist, Community Nurses, and any other outside agencies we feel will be supportive. If your child needs any other support, we can liaise with whoever it is necessary to support them during their time with us. If English is not your first language, we can contact EMTAS (Ethnic Minorities and Travellers Achievement Service). They can translate, and/or communicate information as appropriate. With one child recently we asked the parents to write down some key phrases and the staff made visual boards for the children.

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

The SENCo is currently undertaking the ‘Early Years SENCo Award ‘training to obtain an ‘NCFE Cache Level 3 Award for Special Educational Needs Coordinator in Early Years.

The SENCo has been trained to complete behavioural plans, make referrals. The SENCo is there to help support the keyworkers to also understand and complete relevant forms. All staff are given the training to help with their understanding of promoting positive behaviour and using calming and self-regulation techniques. All staff are trained to use Makaton to support communication, this is included in the induction period of new staff starting and is ongoing.

If a child has a severe medical condition, we engage with the Community Nurse or Doctor to request training and support on how to use specific equipment and or administer medication.

We will also be happy to receive training from the parents who would have a better understanding of their child.

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

All children will be encouraged to participate in outside activities regardless of their abilities. A risk assessment would be put into place for all members of staff to adhere to. We would ask for parents to participate or ask for other members of staff to come in and help with any planned activities. We would ensure that appropriate equipment would be taken on the trip, including the child’s seating, buggies, visual resources, medical equipment. We have taken children to Care homes, parks, beaches, fruit picking. If a child requires small group activities, then the keyworker would risk assess and plan a smaller group trip, with another member of staff or two so that none of the children miss out

How accessible is the setting/school/college environment?

The setting is wheelchair friendly and it does have a designated disable car spot by the building. The main carpark has a path that leads straight to the building again wheelchair accessible. The building is on one level and we have access to toilets and a shower room if a child with SEND requires it.

We are based in a park, so we have large grounds to ensure safe play.

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 settling in sessions, a parent is invited to join in on these and will talk to the keyworker about their child. Depending on the nature of your child’s needs depends on whether your child would require a long or short period of settling in. Parents are given an ‘All About Me’ form to fill out to see what their child’s likes and dislikes are. The settling in sessions is lessened the more confident everyone is with your child (there is no rush).

If a child has a medical need then we will do settling sessions but will only allow the child to join once training has been received and all parties are happy that we are competent in training and the care of the child.

We will go and see the child in their home environment which helps to break down a lot of barriers when it comes to seeing discussing your child’s needs and to understand who your child really is.

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

Resources are matched to children depending if we have the resources or not. We may need to provide or hire specialist equipment, create visual cues, adapt rooms to ensure safe movability around the setting. We may need to have to provide one to one care for your child to enable them to participate and access the full curriculum to reach their full potential.

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

The decision will be made based on the environment, resources, funding, staffing, parents, training, and finances. If the environment cannot be adapted to suit your child’s needs because the specialist equipment is too big to fit in and around the other children. It maybe we cannot find another staff member to provide one to one support. We might not be able to have funding to provide the resources we need to help support your child.

As parents, you may feel that our environment and skills are not enough to look after your child. If funding is declined, we may not be able to provide extra staff to support your child. Lack of specialist training sometimes it may be impractical for staff to receive the required training. It may be due to cost, circumstances or finding staff to do the training.

However, we will endeavour to include your child and we have the full support from Hampshire’s ‘Services for Young Children’ team to do so.

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

We welcome parents to be involved in the setting. We have asked for parent volunteers to help in school trips if we need extra support within the setting. If we need resources, we ask parents if they can provide any. Any parties we may hold we ask the parents if they can help support. By providing parental surveys we can hear your voices about how you feel about the setting.

We have an open-door policy for parents to chat with us during pick up and drop off times. If you require a longer discussion, then we are happy to make an appointment at another time during the day or week.

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