Skip to main content
Family Information and Services Hub

Little Tots Nurseries Ltd

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

Little Tots is a Montessori setting offering full time day care Mon - Fri 8am -6pm. We are open for 51 weeks of the year, closing for a week between Christmas and the New Year.

We provide a warm stimulating learning environment, offering the Montessori ethos of "Teach me to teach myself", through guided support within the EYFS curriculum. We cater for 44 children 2-5 years and our baby room can cater for up to 9 babies aged 3 months to 2 years.

Our mature staff are committed to teaching and being a role model for children to look up to as a friend, mentor and supporter.

We accept 2 & 3/4 year funding as well as cater for children with additional needs.

Updated – August 2019

Who to contact

Contact Name
Naomi Brown
Contact Position
Nursery Manager
Telephone
01256 851393
E-mail
naomi@little-tots.co.uk

Where to go

Name
Little Tots Nurseries Ltd
Address
White Lion Court,
Holly Bush Farm
Stoney Heath
Tadley
Hampshire
Postcode
RG26 3ST
Accessibility
Accessible changing, Accessible toilets

Costs

Costs

Details
Please look at our website for up to date session costs.

Availability

Other notes

Little tots is a Montessori setting offering full time day care Mon - Fri 8am -6pm. We are open for 51 weeks of the year, closing for a week between Christmas and the New Year.

We provide a warm stimulating learning environment, offering the Montessori ethos of "Teach me to teach myself", through guided support within the EYFS curriculum. We cater for 44 children 2-5 years and our baby room can cater for up to 9 babies aged 3 months to 2 years.

Our mature staff are committed to teaching and being a role model for children to look up to  as a friend, mentor and supporter.

We accept 2 & 3 year funding as well as cater for children with additional needs.

Updated – August 2019

Local Offer

Local Offer
Description

Little Tots is a Montessori setting offering full time day care Mon - Fri 8am -6pm. We are open for 51 weeks of the year, closing for a week between Christmas and the New Year.

We provide a warm stimulating learning environment, offering the Montessori ethos of "Teach me to teach myself", through guided support within the EYFS curriculum. We cater for 44 children 2-5 years and our baby room can cater for up to 9 babies aged 3 months to 2 years.

Our mature staff are committed to teaching and being a role model for children to look up to as a friend, mentor and supporter.

We accept 2 & 3/4 year funding as well as cater for children with additional needs.

Updated – August 2019

Contact Name
Julie Torrible (Director)
Contact Telephone
01256 851398
Contact Email
julie@little-tots.co.uk
Local Offer Age Bands
Early Years (0-4 years)
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 begin to build relationships with parents from the very first time we meet them. So if a family has concerns or identified special needs, we will work with the family from the onset, liaising with different agencies to ensure the best support for the child and family.

If our staff have any concerns that a child may have an additional need (that has not been raised by the parents) in the first instance, we observe the child through observations, tracking and reflecting on comments/progress made within their Early Learning journeys. This is especially important when the child is new to the setting or settling in. If at that stage we still have concerns regarding the child's development, we would initially discuss this with the parents to determine if they had any concerns themselves. This would be done on an informal basis.

If appropriate, at this point we would sign point them to seek professional input, their Health visitor being the first port of call. As a setting we have found the services of our Early Years Inclusion Team to be of great support in providing us with information/ advice as what/where to go next.

Or we may continue to work with the family (involving the Key person & SENCO) before advising them to seek further professional advice. We would initiate an IEP (individual education plan) setting simple steps to follow and achievements set, which would support the child and aid the needs noted.

The child will be continually monitored through of observations and the parents will be supported within the setting, keeping them updated weekly as to progress and support given via 1:1 meetings, informal regular updates with  parents and through i-connect on line system, which helps the setting and family to identify any ‘gaps’ or further input.

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

We begin to build relationships with parents from the very first time we meet them. So if a family has concerns or identified special needs, we will work with the family from the onset, liaising with different agencies to ensure the best support for the child and family.

If our staff have any concerns that a child may have an additional need (that has not been raised by the parents) in the first instance, we observe the child through observations, tracking and reflecting on comments/progress made within their Early Learning journeys. This is especially important when the child is new to the setting or settling in. If at that stage we still have concerns regarding the child's development, we would initially discuss this with the parents to determine if they had any concerns themselves. This would be done on an informal basis.

If appropriate, at this point we would sign point them to seek professional input, their Health visitor being the first port of call. As a setting we have found the services of our Early Years Inclusion Team to be of great support in providing us with information/ advice as what/where to go next.

Or we may continue to work with the family (involving the Key person & SENCO) before advising them to seek further professional advice. We would initiate an IEP (individual education plan) setting simple steps to follow and achievements set, which would support the child and aid the needs noted.

The child will be continually monitored through of observations and the parents will be supported within the setting, keeping them updated weekly as to progress and support given via 1:1 meetings, informal regular updates with  parents and through i-connect on line system, which helps the setting and family to identify any ‘gaps’ or further input.

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

Our Montessori philosophy of "following the child", ensures that we are able to cater for the different needs of children, via a stimulating environment, that is focused on the Montessori saying of " Help me to help myself" teaching Independence skills at an early age. If we have a child with identified additional needs, then we are able to take this further.   In particular, if a child is more responsive to outdoor learning, then we would be able to incorporate further trips to Forest School/outdoor learning to ensure that their current needs are being met.

We currently support children with additional needs, and as a part of good practice (and if appropriate to their level of development) we will ensure that their needs continue to be met, which may involve them working with relevant Montessori exercises, which will stimulate their emotional and physical development.   We will ensure that children have access to "quiet time" away from the other children. For children with more complex needs, we will draw up a more tailored routine for them, and if required, use a dark den, which would offer them a quiet space to rest, or have quiet time. as necessary.

In these specific instances, we seek advice for our outside agencies working with the children for support and suggested activities that they see relevant to the child's needs. These activities are put into the child’s IEP/planning of sessions. Our SENCO helps supports the choice in activities and cascades the information to the child’s keyworker, and other members of staff working with this child, and also aids in monitoring the needs, progress and learning outcomes for that child.

We feel that it is important to involve all staff members and that they are made aware of each child's needs. Planning is accessible to all staff members who may come into contact with the child. Parents are always kept up to date with our planned activities for their child and we encourage their input through regular meetings, so that we can ensure, we are working together for the best outcome for the child.

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 visual timetables to support children within the setting. These are placed where all children can see them. We also use beginning to use Makaton sign language with our children as part of our routine - We do have some children with English as an additional language children and find that this signing, really aids language and communication as a whole.

We would consult with outside agencies, if we required additional equipment in the setting, to promote the child's developmental needs.

We use IEP’s (Individual Education plans)and monitor the progress of the child regularly both in discussion with parents and outside agencies. We will continue to draw on the advice of outside agencies to help us support the child and the family

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

How will the setting monitor my child's progress and how will I be involved in this?

We meet Parents of children with additional needs, on a regular basis. This way we ensure that when planning I.E.P's and observing and assessing the child, parents are kept fully up to date/aware of how their child is being supported in the setting. We have an open door policy for all parents and are always willing to listen to any concerns parents may have, or support them in ensuring the needs of their child are being met, through careful curriculum planning, which caters for their needs.

We have outlined in the above questions how we monitor the child's progress within the setting, with regards to setting I.E.P's and curriculum planning.

At Little Tots we use "  we follow each child's interests and take them into consideration when planning. If they are able to say/contribute to what they would like to do , then we would do so. For example if a group of children were showing an interest in Minibeasts, we would find resources to support their growing knowledge. We have found by planning around each child's interest it stimulates conversations, gains the interest of others and teaches each child's Independence in learning for themselves.

For children with more complex/severe needs, we respond to how they react to the environment and adjust their activities accordingly - for example they may have particular sensory needs and we can cater for this by giving a wide range/variety of sensory experiences.

With each child that attends another setting we would make contact with that setting (with parent’s approval) to share planning, I.E.P's and experiences that the child may have whilst with us.

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

We involve outside agencies and other professionals to guide us when supporting children with additional needs. We recognise that the children have varying needs and whilst some children may receive 1:1 support, others may require small group times or some specific planned activities, with their keyperson.

We ensure that we sigh post families to the relevant agencies when applicable. We currently access the following services, Hampshire Inclusion Team, Hampshire Outreach Team,  Portage,  Speech and Language therapy.

The advice given by professionals is used to support I.E.P planning and for individual planning for the child. We would feed back information/suggestions given by the outside professionals in a staff meeting to keep the staff aware of changes to support if needed and advice given to support this. We would also have meetings with the parents which would involve the Parents, Keyperson, SENCO & 1:1 support worker (if working with a child) At that stage we would ask for their input so that we can all plan together to ensure the needs of the child are met.

 

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

Our SENCO - Katerina Smith is supported in her role as SENCO, by Julie Torrible (who has over 15 years SENCO experience. 

We use an on-line training system.  We have identified courses that are specific to working with children with additional needs, and through regular staff supervision, we have asked staff to complete the training, particularly those who are working directly with children with additional needs. 

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

How will the setting monitor my child's progress and how will I be involved in this?

We meet Parents of children with additional needs, on a regular basis. This way we ensure that when planning I.E.P's and observing and assessing the child, parents are kept fully up to date/aware of how their child is being supported in the setting. We have an open door policy for all parents and are always willing to listen to any concerns parents may have, or support them in ensuring the needs of their child are being met, through careful curriculum planning, which caters for their needs.

We have outlined in the above questions how we monitor the child's progress within the setting, with regards to setting I.E.P's and curriculum planning.

At Little Tots we use "  we follow each child's interests and take them into consideration when planning. If they are able to say/contribute to what they would like to do , then we would do so. For example if a group of children were showing an interest in Minibeasts, we would find resources to support their growing knowledge. We have found by planning around each child's interest it stimulates conversations, gains the interest of others and teaches each child's Independence in learning for themselves.

For children with more complex/severe needs, we respond to how they react to the environment and adjust their activities accordingly - for example they may have particular sensory needs and we can cater for this by giving a wide range/variety of sensory experiences.

With each child that attends another setting we would make contact with that setting (with parent’s approval) to share planning, I.E.P's and experiences that the child may have whilst with us.

How accessible is the setting/school/college environment?

The Nursery is all on one level and is fully accessible via the main entrance. 

To ensure that all children gain the most from our environment, we would make sure that the curriculum planning incorporates all activities/ resources that the children access throughout the building and are made available inside and out.

We have a disabled toilet/ changing area. We beginning to use Makaton sign language.  We use visual timetables to support all children's learning.

We support families and children going through the process of being diagnosed with additional needs and are able to adjust the curriculum accordingly as we "follow the children" within our Montessori setting. We are willing to gain more knowledge/undergo further training if needed to support an individual child. We are flexible and always willing and keen to incorporate new ideas into our daily routines/activities.

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?

Prior to entry at our setting, if a child has been identified with specific additional needs, staff would have a meeting with parents and all agencies involved, to ensure that all staff are aware of the child's individual needs. We would liaise with parents, asking them to complete an "All about me" which gives us as much information about routines, likes / dislikes/ abilities /needs. All children and their carers are invited to come into the Nursery for 2 introductory sessions to settle the child into Nursery life and gives the Nursery/parents chance for questions, ensure that we are able to cater for all needs required.

If a child has specific needs, our transition period can be extended to allow the child and his/her family to feel fully supported and until such time, that the child feels safe to be left within the nursery.

Where possible we liaise with outside agencies prior to the child's start date, to enable us to best support the child, as this will assist us in ensuring that we are able to offer the child the right support/curriculum to meet their needs at the earliest opportunity.

On transition into school, we will support the child and parents, and ensure the involvement of any outside agencies involved.  This process may include an Education, Health and Care Plan, which is a legal document when describes the child’s special educational needs, the support they need, and the outcomes they would like to achieve. If a child is going through the EHC process we will support the family, child, and work with all outside agencies involved to ensure the smoothest transition into school as possible.

Or we may have an extended transition into school, giving the child more opportunities to settle in a new school environment.  We would liaise with the school, ensuring that they were aware of the child/s needs, and how best to support them in their new environment

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

We work with children and families on an individual basis, and would work with outside agencies, and parents to gain the best knowledge as to what the child may require to make best progress.    We will also work with parents to make sure that the family is working in collaboration with the setting, so using familiar things/toys motivating objects both at home and within the setting.  For instance if we are working with a child, who uses objects of reference, we would liaise with the family to ensure that the same equipment is being used in both places.  We would also continue this with another setting, if the child was also placed within another nursery of with a childminder. 

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

We involve outside agencies and other professionals to guide us when supporting children with additional needs. We recognise that the children have varying needs and whilst some children may receive 1:1 support, others may require small group times or some specific planned activities, with their keyperson.

We ensure that we sigh post families to the relevant agencies when applicable. We currently access the following services, Hampshire Inclusion Team, Hampshire Outreach Team,  Portage,  Speech and Language therapy.

The advice given by professionals is used to support I.E.P planning and for individual planning for the child. We would feed back information/suggestions given by the outside professionals in a staff meeting to keep the staff aware of changes to support if needed and advice given to support this. We would also have meetings with the parents which would involve the Parents, Keyperson, SENCO & 1:1 support worker (if working with a child) At that stage we would ask for their input so that we can all plan together to ensure the needs of the child are met.

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

We have regular staff meetings, where we discuss the overall effectiveness of our SEND provision and how we are meeting the needs of individual children.

We regularly update our development plan, to ensure good practice. We send our questionnaires to all of our parents to evaluate how we are doing, as a provision and how we could improve.

We have a suggestion box in our hallway for those parents that may feel that they cannot contact us directly. we always have an open door policy and welcome feedback/suggestions from parents.

We have regular staff meetings, where we discuss the overall effectiveness of our SEND provision and how we are meeting the needs of individual children.

Back to top