South Wonston Day Nursery
We provide high quality inclusive early years education for 2-4yr olds. The nursery offers day care to 26 children, in a happy stimulating environment where children are encouraged to develop
Who to contact
Where to go
- South Wonston Day Nursery
- SO21 3EP
- Secure environment, Accessible toilets, Disabled parking
- Table of costs
Table of costs Amount Cost Type £50.00 per day £26.00 per session
- 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?
As children enter the setting, we liaise with you about your child to find out as much information as possible. During the first half term we observe your child at play to determine their motivations and identify any potential areas which may be in need of extra support. ‘Two Year Old Progress Checks’ (for those 24-36 months) and termly progress checks are also conducted, helping to identify any area of need, such as speech and language, personal and social skills and physical difficulties. We will liaise with you about our findings and suggest the possibility of gaining outside support from different agencies, the first being the Area Inclusion Co-ordinator (Area INCo). With your signed consent, the Area INCo is able to offer advice to the Special Needs Co-ordinator (SENCo) of strategies that can be used within the setting to best aid your child’s learning and development. The Area INCo may come to the setting to observe your child at play to understand where the difficulties lie. We advise you when this will be, inviting you to come in and meet the Area INCo if you would like to. Once a report has been written, new strategies are advised and further outside agencies may be sign posted to your family such as Speech and Language Therapist (SALT), Educational Psychologist (EP), Family Outreach Worker, Portage and/or your local Children’s Centre. If you feel your child needs extra help and support, please speak to your child’s Key Person or the nursery SENCo.
- How will early years setting/school/college staff support my child/young person?
Once an area of need has been identified, the nursery SENCo devises an Individual Educational Plan (IEP), guided by outside agency reports, if they are involved. The IEP details targets to follow to support the development of your child. The IEP is shared with you before it is implemented within the setting and then shared with all staff members. All IEP’s are reviewed every half term or termly. Small group sessions known as a Language group take place daily to work on your child’s targets. Language Group consists of one adult, 1 key child (your child) and 3 others if appropriate. All children benefit from these sessions as they are learning vital skills such as sharing, turn taking and listening to others. Games are played in conjunction with the targets set by outside agencies, all whilst making them fun and exciting! If any Outside Agencies visit the setting to see your child, reports are photocopied so you can have a copy for your own records. If your child has Special Educational Needs and Disabilities (SEND), we arrange a meeting with you every 6 weeks to discuss your child’s progress at home and at nursery. Any issues/concerns you may have are also discussed, offering advice where needed. Together we also come up with next steps to support your child’s learning. A summary of the meeting is then given to you for your own records.
- How will the curriculum be matched to my child's/young person's needs?
We follow the Early Years Foundation Stage Curriculum (EYFS). Our plans are based on the children’s motivations and interests, letting them guide us in the activities we prepare. To determine what these are, we observe individuals and groups of children at play, noting what we see and hear and then linking them to all areas of the curriculum. We then assess the observations made and make plans based on the interests seen. Activities are then planned, differentiating provision dependant on the age and stage of the child/children. This ensures that all children can access and are included in the learning, irrespective of needs and abilities. We use an online learning journal called ‘Tapestry’ which is personalised to your child. We add paintings/drawings and photos of your child learning, linking them to the curriculum so you are able to see how your child is progressing in their learning and development. Every term, your child’s Key Person assesses which age and stage of development your child is currently working towards. This is then shared with you and you have the option to add comments if you would like to. Together we devise next steps for your child to help progress them in their learning and development. Next steps are then summarised and shared with the whole staff team so they are aware, when planning, what each individual child is working towards. This ensures that the curriculum is differentiated for every 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 encourage you to have an active role in your child’s Tapestry Journal, adding photos of your holidays etc, sharing them with your child’s Key Person upon return. The journal is accessible online via a password protected account so you can keep updated about what your child has been doing at nursery. Termly Individual Summaries are completed, summarising your child’s age and stage of development within each area of the EYFS. This is to ensure children are developing continually and to raise potential delays in learning. These summaries are shared with you and contributions are welcomed. We have Parents Evening twice a year (Autumn and Summer Term). This is a chance to meet with your child’s Key Person to discuss your child’s learning and development. We encourage you to think about next steps in learning for your child too. We actively talk to all families throughout the week about what their children have been up to, any concerns that need to be raised and to celebrate achievements too. Those children who have additional needs, a 6 weekly meeting is held to discuss your child’s progress at home and at nursery. They will also have an IEP as previously discussed so specific targets can be worked on.
- What support will there be for my child's/young person's overall well being?
Staff are checked by the Disclosure Barring Service (DBS) to ensure their suitability of working with children. Mandatory training (Child Protection, First Aid, Health & Safety and Food Hygiene) are attended by staff. The Child Protection Officer attends meetings to ensure up to date knowledge of safeguarding policies. Your child’s Key Person builds a strong relationship to ensure they can attach themselves to somebody whilst at nursery so their overall well-being is cared for. If your child requires specialist medication, we seek training from medical professionals before they start with us. Medication is signed into our ‘Medical Records’, requiring a signature from you to allow us to administer it. Staff note the time/dose given to your child. If your child requires on-going medication and/or has a medical diagnosis, we ask you to complete a ‘Health Plan’ enabling all staff working with your child to understand their additional needs. For children with behaviour difficulties, ‘Antecedents, Behaviour, Consequences and Communication’ (ABCC) charts are completed when an unwanted behaviour occurs. These charts help to understand what the behaviour is trying to communicate. Once analysed, the SENCo is able to start to put support in place. The SENCo will include the Area INCo, with your signed consent, to discuss possible strategies to put in place. Children’s views are sought by observing children at play as part of our Observation, Assessment and Planning Process as well as conversing with the children. We encourage children to express their thoughts and feelings as much as possible.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have access to a range of professionals as and when they are needed for the children attending the setting. These professionals currently include Speech and Language Therapist, Area Inclusion Co-ordinator, Family Outreach Worker, Educational Physiologist and our local children’s centre. If further expertise are needed, we will make contact with the relevant professionals.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Members of staff have been on an array of training to support children with additional needs. The training is then cascaded to the staff team. Training includes: SENCo induction and SENCo induction plus, Makaton for Beginners, Language Group, Portage Initial Training, The Hampshire outline for meeting the needs of the under-5s on the Autistic Spectrum (THOMAS), Positive Approaches to Challenging Behaviour. The setting is therefore trained to support children with speech and language difficulties, Autism and challenging behaviour. If any other needs arise, training is sought so we can best meet the needs of your child. The SENCo also attends termly Support Groups to keep up to date with key information and legislation updates.
- How will my child/young person be included in activities outside this classroom including school trips?
>When possible, we go on walks to the local farmer fields, to see the horses and observe our local village. When leaving the nursery, our ratio decreases to one adult to every four children. All routes have been previously risk assessed to ensure our routes are safe for all involved. If your child has additional needs, we will ask for their mode of transport to be left at the setting so they can be included in all aspects of nursery. On some occasions, parental help is also sought to allow as many children as possible to be involved. If you would prefer your child to not take part in walks around the village, then please do let us know.
- How accessible is the setting/school/college environment?
The nursery is on one level with all children aged from two years to four years old in the same room. The environment is easily adaptable and is currently divided into different areas including ‘Sand and Water Area’, ‘Book Corner’ and ‘Home Corner’. Although there is not a specific disabled toilet, there are four toilets, all of child’s height. Staff are continually learning new Makaton words, a visual support system used with children when communicating, to ensure an accessible language environment for all. Photographs are displayed all around so children can visually see where to find different equipment and the order of nursery routines for example. Support and advice is sought from outside agencies including ‘Ethnic Minority and Travellers Achievement Service’ (EMTAS) for families with English as an additional language. Our outdoor environment is on one level, although in some areas there are a very slight increase/decrease. The path leading to the nursery grounds is uneven in parts. For those children with specific Special Educational Needs and Disabilities, funding can be applied for to use in the nursery. These funds are then used to purchase specific and relevant equipment and facilities to support your child. The nursery is open to any changes that may need to occur, working in conjunction with outside agencies, to better suit children with specific needs.
- 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?
Your child is invited to attend two stay and play sessions lasting an hour. The first one we ask you to stay with your child so they can get used to the setting with someone familiar nearby. The second one we suggest you stay for approximately ten minutes and come back within the hour. We also like for your child’s Key Person, to visit you in the home. Simply letting them into your home, interacting with your child, helps to build a relationship. We find these visits to be hugely beneficial as your child has someone to attach too during their early days. Our transition to school begins in June. We have strong links with South Wonston Primary School and interact regularly with the teachers. We take the prospective children to play for an hour and photos are taken to make a book about their time at ‘Big School’, giving children access to it at their leisure. We take children for walks to school, following the same route as our Before and After School Club. The teachers arrange to see the children and staff so they have all the information possible about the children going into school. We add school uniforms into our dressing up area. For those with additional needs, a Transition Meeting or Inclusion Partnership Agreement meeting may take place. A transition report is prepared and the professionals involved, talk about what targets they have been working on.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The nursery resources reflect the age and stage of development, supporting all areas of the Early Years Foundation Stage. For those children with specific Special Educational Needs and Disabilities, funding can be applied for to use in the nursery. These funds are then used to purchase specific and relevant equipment and facilities to support your child.
- How is the decision made about what type and how much support my child/young person will receive?
After the nursery SENCo has identified an area of need and gained your written consent to include the Area INCo, together they will liaise with each other and she will advise referrals to other agencies if needed. At all times you are included in the process and invited to meetings if you wish to attend. Once all relevant agencies are involved (Speech and Language, Outreach, EP, Paediatrician) and reports have been received, an IEP is made. The IEP details specific targets to follow in order to support the development of your child within the nursery. The IEP is then shared with you before it is implemented within the setting. Once returned, the IEP is then shared with all staff members. All IEP’s are continually monitored and then reviewed every half term to termly. By this time new reports have been received and new targets are advised therefore a new IEP is written and shared with you.
- How are parents involved in the setting/school/college? How can I be involved?
We talk to parents on a daily basis when dropping off and collecting their child. We encourage you to play an active role in their child’s learning and development journey by contributing to the Tapestry Journal. All parents are invited to Parent’s Evening to celebrate achievements and discuss and needs and concerns you may have. We distribute termly newsletters so you are always aware of what is upcoming in the term ahead. To maintain quality, annual questionnaires are sent to you, asking opinions of all aspects of the nursery. In addition, new families are given questionnaires to make sure their settling in process was a positive experience. All data is collated and acted upon, if there is area for improvement. Annual social events include a Christmas Carol Concert with all children taking part, singing Christmas songs that they have learnt. We also hold a Christmas Party at the end of the Autumn Term, dressing up in fancy dress and dancing to Christmas songs as well as supporting ‘Christmas Jumper Day’ in aid of charity. In the Summer Term we take part in the Barnado’s Big Toddle, another charity event to help disadvantaged children. We also hold a Teddy Bears Picnic to say farewell to our school leavers and to also welcome our new September intake. These occasions are well attended as it is a time to celebrate and join in with nursery life as well as reminisce about your child’s journey with us.