Skip to main content
Family Information and Services Hub

Finkley East Anton Nursery and Pre-school 2630068

Coronavirus status:

Who to contact

Contact Name
Danielle Wall
Contact Position
SENCO / Deputy Manager
Telephone
01264 594000
E-mail
info@finkleyeastantonnursery.co.uk
Website
Finkley East Anton Nursery & Pre School
Facebook
https://www.facebook.com/FinkleyEastAntonNursery
Notes

If you have an enquiry about a space at Finkley East Anton Nursery and Pre School then please email or phone the nursery to discuss further. An enquiry form can also be filled our via the website.  Thank you 

Where to go

Name
Finkley East Anton Nursery & Preschool
Address
Finkley East Anton Nursery
East Anton Farm Road
Andover
Hampshire
Postcode
SP11 6RD
Notes

Finkley East Anton is the third nursery to join the Finkley Family. This nursery opened in April 2021. Housed next to the Augusta Park Community centre it is a modern purpose-built nursery and pre school. The location gives the children access to fields and large open spaces whilst still being close enough to Finkley Down Farm for visits. It combines excellent purpose-built facilities with the Award-winning Finkley Down Farm.

We provide a safe, secure and stimulating environment for children aged 2-5 years to learn and discover through play. We also accept government funding and are open five days a week 8-6 51 weeks a year. 

Time / Date Details

When is it on
Open Monday to Friday 8am-6pm
Session Information
We offer a variety of sessions including 8-6, 8-1, 1-6.
We offer a limited amount of school hour sessions including 8-3:30 and 8:30-4.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£50 Registration fee
£100 Deposit
£58 per day
Details
For children using funded hours a cost of £8 is charged per day to cover sundries.

Availability

Age Ranges
0 to 5 years
Other notes

We are an inclusive setting and the nursery have SENCO and deputy SENCO who work closely with parents and outside agency to ensure the best possible support is given to all children. As a nursery we will ensure that all children have access to a range of learning and developmental opportunities. 

Local Offer

Local Offer
Description

At Finkley East Anton Nursery & Pre-School, we understand that there are several different kinds of special educational needs. We understand that some needs are present early on, and other needs may emerge or become evident later on. We understand that all children are unique and individual. We are a fully inclusive setting aiming to support children and their families from the first point of contact all the way through to school. All prospective families are invited to visit the nursery and parents are encouraged to ask questions or share any areas of concern. It is important to discuss any Special Educational Needs or Disability (SEND) to determine our ability to meet and support those needs. When a child starts they are allocated a key person who will work closely with the child and parents to share any concerns and ensure regular feedback is given. Development is observed using the observation, assessment and planning cycle in line with the Early Years Foundation Stage (EYFS). At any point if concerns are observed the key person and SENCO will work in partnership with parents to establish what support is needed.

As a setting we work closely with parents observing learning and development and discuss how we can offer consistent support at home and at nursery. 

We recognise that future progress, improved outcomes and life skills are dependant on early, timely and consistent action. We recognise the importance of having an open, honest and respectful relationship with all of our parents and families. Each child is allocated a key person who will record and monitor progress. Where there is a concern, this is evidenced and shared with the SENCO and parents. Depending on the concern the child will discuss support strategies and if a targeted plan is needed. The child's key person and SENCO will work closely with parents to signpost or gain permission from parents to contact outside agencies such as INCO, Speech and Language, Portage etc.

The curriculum provided is in line with the EYFS, focusing on the three prime areas and four specific areas. This provides an array of opportunities for learning in an indoor and outdoor environment. We have a variety or resources which reflect the EYFS and the areas of learning, whilst also providing daily opportunities to visit the farm. The curriculum is delivered through a combination of both child initiated and adult led activities. The setting offers a stimulating and enabling environment with resources matching the developmental needs of the children in order to facilitate the highest level of learning specific to each child. All practitioners have sound knowledge of the EYFS and a buddy system, where a practitioner can work closely along side another member of staff. 

We have an open door policy, parents and families are always welcome to speak to their key person, SENCO or management and discuss any queries or concerns they may have. Parents are provided with daily verbal feedback from their key person, and an online learning journal of progress is recorded which is emailed straight to parents, this allows parents to comment and add their own observations. At the end of the each day the nursery completes an online daily activity tracker for parents of the setting to log in and see what the children have done that day with a variety of photographs of the activities on offer.

We have a parents evening twice a year where parents are invited to attend to discuss progress with the child's key person. We encourage parents to share any areas of learning or next steps they are working on at home, so we can support this in nursery. We have Christmas nativities and party's where we invite parents to come along and spend time in the setting, aswell as parent social evenings throughout the year.

All staff have responsibility for a child's wellbeing, however it will primarily be your child's key person. All of our staff work closely together and in partnership with parents to ensure effective communication. A child needing regular medication will have a care plan and staff will be trained and competent to administer medication. Parents will be required to complete an authorisation form and sign each day that medication has been administered. Where a specialist input has been identified, staff will work closely with any outside agencies to support a child's individual needs. At the setting, our trained safeguarding officer will work with the key person and SENCO to support vulnerable children and their parents. Finkley Down Farm Nursery & Pre-School have a comprehensive set of policies outlining general medication administration, safeguarding, infection control, children with allergies etc.

High quality teaching is delivered by experienced and enthusiastic practitioners, 11 members of staff have a level 3 qualification or above, with three members of staff with a level 2 qualification or currently undertaking an apprenticeship. All members of staff are paired with another practitioner, as a buddy system is in place to support all staff. The setting has a SENCO and a training deputy SENCO, who will have completed the SENCO induction and other relevant courses. All staff hold a valid paediatric first aid qualification and at least level 2 safeguarding, with four members of staff holding a DSL qualification. 

The setting has a SENCO and we are currently training a deputy SENCO who will have completed relevant training and SENCO induction. These members of staff are experienced at liaising with outside agencies to ensure the child and families needs are being supported. Staff meetings are held monthly, where an update will take place and feedback of any children who are on an individual care plan and any outside agency support being received. In house training is done regularly through training days or staff meetings, where necessary we may ask the parent to provide training for individual needs.

We encourage all children to make the most of the outside environment and facilities at Finkley Down Farm, through regular trips to the farm. The farm is all on one level with ramps to any raised areas, and is accessible to wheelchair users although there is some uneven terrain.

We work closely with parents for the duration of your child's time at nursery, we have the online learning journals and daily verbal handover which ensures parents are constantly receiving feedback from the setting. We aim to help each child achieve and reach their full potential by offering them a unique learning experience, with daily visits to the farm. We do termly baseline assessments to track children's progress and identify any areas needing additional support. We aim to provide all children with the building blocks to a secure start in life, providing them with an enabling environment and stimulating learning experiences.

We work alongside parents and outside agencies to ensure that we meet the needs of all children. Where unable to meet the needs of a child from our Early Years Education Funding, application will be made to the Area Inco for help.

The SENCO, key person and management will discuss the needs of a child with SEND. Together we will decide how support will be delivered and consistent and what actions need to be put in place eg. individual education plan. The communication with parents and outside agencies will be consistent and ongoing. Support is regularly reviewed and amended to reflecting the changing needs of individual children.

When a child is offered a place at our setting who already has an identified are of SEND, the SENCO and child’s new key worker will work closely with the parents. We will ensure that we have all the relevant information to provide the child with the best possible start. We work closely with any professional involved to ensure that the child’s needs are being met. We will also ensure that any specialist equipment needed is ordered and any risk assessments needed are carried out before the child starts with us.

Staff work closely with outside agencies such as Speech and Language therapist to ensure our training and knowledge is up to date. For example, the SENCO will receive training from SALT on things such as PECs to ensure that we are carrying this out correctly with the children. Children who need extra support also take part in Language box and Basket time (Attention Autism). Children are also provided with resources which can support their individual sensory needs. Such as ear defenders, weighted teddies, fidget, and sensory toys.

When a child is eligible for extra funding such as DAF and SEN IF funding the nursery SENCO will apply for these to ensure the child has the best possible support. In the run up to school EHCP’s will also be completed for the relevant children. Children who don’t need an EHCP but require a more detailed handover to the school will have a TPA before they start. Parents permission is given before any funding is applied for or meetings are taken place. Parents are involved in the process for all of the above.

Parents and families are always welcome, we have an open door policy in place to ensure effective communication and support is always available. The online learning journal means that parents can comment and add to their child's learning journal. We have parent social events throughout the year to encourage parent engagement and interaction and various events for parents to spend time in the setting.

Contact Name
Danielle Wall
Contact Telephone
01264 594000
Contact Email
info@finkleyeastantonnursery.co.uk
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?

At Finkley East Anton Nursery & Pre-School, we understand that there are several different kinds of special educational needs. We understand that some needs are present early on, and other needs may emerge or become evident later on. We understand that all children are unique and individual. We are a fully inclusive setting aiming to support children and their families from the first point of contact all the way through to school. All prospective families are invited to visit the nursery and parents are encouraged to ask questions or share any areas of concern. It is important to discuss any Special Educational Needs or Disability (SEND) to determine our ability to meet and support those needs. When a child starts they are allocated a key person who will work closely with the child and parents to share any concerns and ensure regular feedback is given. Development is observed using the observation, assessment and planning cycle in line with the Early Years Foundation Stage (EYFS). At any point if concerns are observed the key person and SENCO will work in partnership with parents to establish what support is needed.

We have an open door policy, parents and families are always welcome to speak to their key person, SENCO or management and discuss any queries or concerns they may have. Parents are provided with daily verbal feedback from their key person, and an online learning journal of progress is recorded which is emailed straight to parents, this allows parents to comment and add their own observations. At the end of the each day the nursery completes an online daily activity tracker for parents of the setting to log in and see what the children have done that day with a variety of photographs of the activities on offer.

We have a parents evening twice a year where parents are invited to attend to discuss progress with the child's key person. We encourage parents to share any areas of learning or next steps they are working on at home, so we can support this in nursery. We have Christmas nativities and party's where we invite parents to come along and spend time in the setting, aswell as parent social evenings throughout the year.

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

The curriculum provided is in line with the EYFS, focusing on the three prime areas and four specific areas. This provides an array of opportunities for learning in an indoor and outdoor environment. We have a variety or resources which reflect the EYFS and the areas of learning, whilst also providing daily opportunities to visit the farm. The curriculum is delivered through a combination of both child initiated and adult led activities. The setting offers a stimulating and enabling environment with resources matching the developmental needs of the children in order to facilitate the highest level of learning specific to each child. 

The SENCO, key person and management will discuss the needs of a child with SEND. Together we will decide how support will be delivered and consistent and what actions need to be put in place eg. individual education plan. The communication with parents and outside agencies will be consistent and ongoing. Support is regularly reviewed and amended to reflecting the changing needs of individual children.

When a child is offered a place at our setting who already has an identified are of SEND, the SENCO and child’s new key worker will work closely with the parents. We will ensure that we have all the relevant information to provide the child with the best possible start. We work closely with any professional involved to ensure that the child’s needs are being met. We will also ensure that any specialist equipment needed is ordered and any risk assessments needed are carried out before the child starts with us.

Staff work closely with outside agencies such as Speech and Language therapist to ensure our training and knowledge is up to date. For example, the SENCO will receive training from SALT on things such as PECs to ensure that we are carrying this out correctly with the children. Children who need extra support also take part in Language box and Basket time (Attention Autism). Children are also provided with resources which can support their individual sensory needs. Such as ear defenders, weighted teddies, fidget, and sensory toys.

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

The curriculum provided is in line with the EYFS, focusing on the three prime areas and four specific areas. This provides an array of opportunities for learning in an indoor and outdoor environment. We have a variety or resources which reflect the EYFS and the areas of learning, whilst also providing daily opportunities to visit the farm. The curriculum is delivered through a combination of both child initiated and adult led activities. The setting offers a stimulating and enabling environment with resources matching the developmental needs of the children in order to facilitate the highest level of learning specific to each child. All practitioners have sound knowledge of the EYFS and a buddy system, where a practitioner can work closely along side another member of staff. All children have access to a range of activities within the nursery. Activities and learning opportunities are adapted to meet the needs of all the children. 

Staff work in partnership with outside agencies to ensure that the best possible support is given. We work closely with Speech and Language therapists to ensure we know how to meet each child's target appropriately. Where possible we will order resources needed to meet a child's sensory needs such as ear defenders 

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?

All children are given a key worker who will track their progress on Tapestry which is our online learning journal. The key worker will also plan termly next steps inline with the EYFS. Children with additional needs or who need extra support will be on an Individual Education plan. The targets stated in this will be decided with a parent, key worker and the SENCO. The individual education plan will reflect any targets given from an outside agency including speech and language therapists, occupational therapists and Paediatricians. These are reviewed and changed accordingly every 6 weeks. Parents will be informed of any changes and will also give their input. We have parents evening twice a year however parents are able to have more regular meetings to discuss their child's development and any support they feel they may need. 

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

All staff have responsibility for a child's wellbeing, however it will primarily be your child's key person. All of our staff work closely together and in partnership with parents to ensure effective communication. A child needing regular medication will have a care plan and staff will be trained and competent to administer medication. Parents will be required to complete an authorisation form and sign each day that medication has been administered. Where a specialist input has been identified, staff will work closely with any outside agencies to support a child's individual needs. At the setting, our trained safeguarding officer will work with the key person and SENCO to support vulnerable children and their parents. Finkley Down Farm Nursery & Pre-School have a comprehensive set of policies outlining general medication administration, safeguarding, infection control, children with allergies etc.

Staff will provide personal care for all children, we follow the lead of parents and children when toilet training children. We are also aware of how additional needs may impacting toileting. Therefore we will provide things like visual aids and social stories to support all children.  

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

High quality teaching is delivered by experienced and enthusiastic practitioners, 11 members of staff have a level 3 qualification or above, with three members of staff with a level 2 qualification or currently undertaking an apprenticeship. All members of staff are paired with another practitioner, as a buddy system is in place to support all staff. The setting has a SENCO and a training deputy SENCO, who will have completed the SENCO induction and other relevant courses. All staff hold a valid paediatric first aid qualification and at least level 2 safeguarding, with four members of staff holding a DSL qualification. We work in partnership with a variety of outside agencies including portage, speech and language therapists and occupational therapists. If staff and parents feel their child will benefit from support from an outside agency then the SENCO can refer them. (with parents permission)

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

Our Nursery SENCO has completed the SENO induction course and is currently ongoing an online SENCO level 4 course. All staff have access to our online training service 'Noodle Now'. They can access a variety of online SEN courses including 'Understanding Autism'. We are also undergoing monthly  SENCO workshops over a period of time that covers a variety of topics.

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

As a nursery we do regular trips out to the local park and our partner farm 'Finkley Down Farm'. All children if given permission for outings will travel with the nursery. We have a nursery van that we use to take the children out and about in. All children are given the opportunity to go on regular outings. We have a nursery pram that we use if a child finds it difficult to walk for a long period of time. We will work with parents on how best we can support children when out and about. 

How accessible is the setting/school/college environment?

If a child needs specialist equipment we will contact the department in which we can order it from. Such as an occupational therapist or physiotherapist. If a child receives DLA and we are eligible for DAF funding the SENCO will apply for this. If we receive the funding then it will be used to buy equipment to support that child. 

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?

When being offered a space, parents are required to inform the nursery of any SEND needs the child may have. The SENCO will then meet with the parent to discuss what needs the child has and how we can support them. We will ensure that we have all the relevant information to provide the child with the best possible start. We work closely with any professional involved to ensure that the child’s needs are being met. We will also ensure that any specialist equipment needed is ordered and any risk assessments needed are carried out before the child starts with us. 

We will have as many meetings as needed before the child has started to ensure a full handover is had. If the child is coming from another setting we will contact them and discuss how they have supported the child. We will ensure any support that is needed is ready for when the child starts such as visual aids and PECs. 

Children have two settling in sessions before they start where they come into the setting for a stay and play. If we feel a child needs more settling in session's then they will be provided with this. We can also stagger a child's start to help them settle in. 

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

N/A if a child receives DAF funding then this will be used to buy resources that will support that child and others in the setting. If a child receives SEN IF funding then this will be used to employ more staff to support that child. 

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

When a child is eligible for extra funding such as DAF and SEN IF funding the nursery SENCO will apply for these to ensure the child has the best possible support. In the run up to school EHCP’s will also be completed for the relevant children. Children who don’t need an EHCP but require a more detailed handover to the school will have a TPA before they start. Parents permission is given before any funding is applied for or meetings are taken place. Parents are involved in the process for all of the above.

Children on an Individual educational plan will be given the time and support to work on their targets. The SENCO and child's key worker will ensure they have time in the day to work on any targets given. Language box and Basket time and done everyday to ensure children have access to this. 

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

Before a child starts with us the parents will complete an all about me about the child. The includes the likes, dislikes and a developmental checklist. Parent partnership is very important to us and we will ensure that parents feel able to communicate with the key worker, SENCO and management. This can be done verbally, on the phone, via email or via Tapestry. Parents are involved in the creating of a child's next steps and Individual education plan to ensure the best outcome for all children. 

We also hold parents evenings and parent stay and plays where parents can come to the setting to spend time with their child and get to know the staff and other parents at the setting. 

When a child is eligible for extra funding such as DAF and SEN IF funding the nursery SENCO will apply for these to ensure the child has the best possible support. In the run up to school EHCP’s will also be completed for the relevant children. Children who don’t need an EHCP but require a more detailed handover to the school will have a TPA before they start. Parents permission is given before any funding is applied for or meetings are taken place. Parents are involved in the process for all of the above.

Parents and families are always welcome, we have an open door policy in place to ensure effective communication and support is always available. The online learning journal means that parents can comment and add to their child's learning journal. We have parent social events throughout the year to encourage parent engagement and interaction and various events for parents to spend time in the setting.

Back to top