Cherrywood Community Childcare
We have very good links with Cherrywood Community Primary School on site and can provide a smooth transiition from childcare / pre-school to school.
Who to contact
Where to go
Cherrywood Community Primary School
- GU14 8FH
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing 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
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 16/02/2017 Inspection (Early Years Register) Good
- 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
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - 0 - 5: 5.12 per hour, 11.5 per session, 48.2 per day, 231 per week. Age group - 5 - 8: 5.12 per hour, 11.5 per session, 48.2 per day, 231 per week
- 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
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
We have a named person who is Special Needs Co-ordinator and Behaviour Co-ordinator who will liaise with the key person, overseeing all support needed for any child, writing Individual Education Plans and sharing these with parents and carers. The SENCO will meet with the key person at regular intervals to ensure that these IEP’s are followed and progress is being made and documented. The SENCO will also liaise with other agencies such as Area Inclusion Officer, Speech & Language, Portage, Educational Psychologist and Paediatricians. It is the duty of the co-ordinator to meet weekly with the manager to report on all special educational needs and disabilities, progress made and any additional support/resources needed. In monthly committee meetings any concerns will be raised discussed and acted upon appropriately.
- How will the curriculum be matched to my child's/young person's needs?
Every child is different. We take into consideration your child’s progress and plan and support the child at their own pace. We use the Early Years Foundation Stage Curriculum as a guide for a child’s development .The nursery’s Special Educational Needs Co-ordinator (SENCo) and Behaviour Coordinator (BeCo) helps children who need extra support. The setting uses IEPs and behavioural plans to inform all those involved with your child, this plan will help with physical, social and cognitive development. Regular observations and record keeping is carried out by your child’s Key Person and recorded in a learning journey. One-to-one support is provided if your child requires adult input to ensure their own or others safety. Observations are taken on your child and an assessment is made, which will highlight areas of development that may need to be focused on. Planning will be addressed within these areas of learning. The key person or Senco will work on a one to one basis with your child with the input of outside agencies to guide and support our Senco if needed. The planning for each session is ‘child led’, so that the curriculum is built around the children’s interests; with guidance from your child’s key Person as to their individual next steps. The setting allows them to explore and investigate, in a rich environment with adult support.
- 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?
Cherrywood staff will complete a baseline assessment for each of their key children shortly after they have started, to assist them in identifying “next steps”. Each child will have a “Learning Journal” which is in the form of an online system called “Tapestry”. This includes comments, observations and photographs of your child taking part in activities and is used alongside the Early Years Foundation Stage. Tapestry includes “Next steps” or “Milestones” which are updated regularly and available for parents to view at any time in the home by way of logging onto the system. Parent’s evenings are held and informal chats encouraged at any time which allows a one to one conversation with the key person to discuss children’s progress and answer any questions. We believe in a complete open door policy where parents can speak with us on a regular basis to discuss any concerns, ask for advice or just pass on “snippets” of information that they wish to share about their child. Where a child has a Special Educational Need we will take immediate steps to support that child including writing an IEP which is shared with parents/carers and reviewed and updated on a half-termly basis. The IEP will include a contribution from parents and ideas on how parents can support at home.
- What support will there be for my child's/young person's overall well being?
We ask parents to complete a “Care Plan”, with the help of staff, if medical care or administration of medication is required. This form will be shared with all day-care staff and named persons will be responsible for administering and recording all care and medicines given. If it is difficult for a child to access certain activities and resources, then strategies and plans are put into place to ensure the child can gain access and take part in all aspects of the setting and curriculum. We follow an extensive Behaviour Management Policy with all children. Where there is a consistency of negative behaviour, our Behaviour Co-ordinator (BeCO) will work with the key person and the parent/carer to ensure consistency and put a “Behaviour Plan” into place. This will include strategies on how to handle negative behaviour and rewards for the positive behaviour. The child will be monitored and the plan reviewed and updated on a regular basis. If further assistance is required we can contact the Area Inclusion Officer, with permission from the parent/carer, who will come in and give help advice and support and signpost to other agencies if further needs are identified. We have a strict Safeguarding policy and procedures and checks in place, which are followed daily, ensuring the safety of all children attending Cherrywood Community Childcare. We encourage children to participate in planned activities and “circle times” on various topics such as safety giving them the opportunity to talk about their views and feelings.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The majority of our childcare staff holds a minimum level 3 Childcare qualification. Our management team and SENco / BEco have all attended SEN training and Behaviour Management training. We have links with lots of specialist services and agencies who we can call on for advice and support when needed. We have, in the past, worked with various agencies including Speech & Language, Portage, Educational Psychologist and Paediatricians to support individual children and we maintain good working relations with these agencies. If we need to use any different or new agencies or need any further advice on how we can best support individual children we contact our local Inclusion Officer. We have an Early Language Lead Practitioner who has attended intensive training on (ECAT) Every Child A Talker and (KOT) Keep on Talking to focus on strengthening children’s early language development and to identify children at risk of language and communication delay to enable us to support this as early as possible. Within the project it highlights the importance of parent partnership.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff at Cherrywood Community Childcare is required to undergo training in Health & Safety, Paediatric First Aid, Food Hygiene and Safeguarding. All staff that is named officers has to attend the relevant training for that post such as Special Needs courses for the SENco. This is supported by attending regular SEN Support Group meetings, where, regulations and training is kept up to date. In house training takes place on a regular basis to keep other staff up to date with any necessary training. If a child attending Cherrywood has a specific need then we may need to seek to support that child by contacting the Area Inclusion Officer in the first instance, gaining information on where and how we can access support and any necessary training and resources and obtaining these at the very first opportunity.
- How will my child/young person be included in activities outside this classroom including school trips?
>All outings undertaken by the setting are within our local area. We invite parents and carers help as well as staff, with one adult to two children unless one to one is required. A risk assessment is carried out prior to visit to ensure everyone’s health and safety. We hold an outing book to log who leaves the building. A first aid kit and a mobile phone is taken in case of any emergencies. A visual aid is also available for any child that may need this. All areas visited are wheelchair / buggy accessible. The setting has a Christmas party and end of summer term celebrations to which all children are invited; dietary information is held and implemented as needed. The committee organise various events to fund raise throughout the year, these will be available through newsletter, sign posted on the notice board or posted on Facebook. These events are for all to attend.
- How accessible is the setting/school/college environment?
Cherrywood Community Childcare is fully wheelchair accessible with a disabled toilet and we have a large outdoor play area accessible to all. Each member of staff supports all their key children, flash cards, photos and books personal to the child are made and used to support where necessary. Visual signs and symbols placed around the setting inside and outside and dual language books support children with additional language. Whenever possible we will support families with English as additional language by contacting an interpreter to translate documents or to pass information on. We plan for the individual child and where it is difficult for a child to access an activity we would plan strategies and methods to allow the child to take part.
- 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?
Cherrywood Community Childcare invites new children and families to attend transition sessions before they start to support the child’s transition into setting. Transition days allow an opportunity for parents to meet their child’s key person and create a bond with their family, which in time will settle the child when the parents decide to leave them. Whenever possible the setting offers a visit to meet the family and child in the home environment which is our preferred method of meeting the parent/carer and child. However, this will be staffing permitted. For children attending infant school, transitions are supported in the same way. Infant school teachers come and visit your child at the setting. Each child will get the opportunity to visit their school on more than one occasion. Regular review meetings will be held during your child’s time at our pre-school, with the key person, SENCo, yourselves and all other professionals involved in your child’s care. From these meetings, decisions could be made to support children’s transition to specialist schools if needed for children requiring extra support to access their local main stream school. An Inclusion Partnership Agreement (IPA) can be set up with the pre-school, the feeder school and you to ensure the transition is as smooth as possible.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We have 3 rooms which provide for children from birth to 4 plus years. Ladybird Room is for babies and younger children and has a baby crawl area and a sleep / rest area. Butterfly Room is for children approximately 2 – 3 years of age and Bumblebee Room is our pre-school room which provides for children from approximately 3 years up. All rooms are resourced well with age appropriate toys and equipment and where necessary resources are swopped or shared between rooms. Age appropriate outdoor play areas are adequately resourced. Where children’s needs require new or additional resources we will do our utmost to meet the needs with the funds available.
- How is the decision made about what type and how much support my child/young person will receive?
If your child has already had a diagnosis then a TAC (team around the child meeting) will be held before he or she starts at the setting. Decisions are made through consultation with all parties involved with the child’s care; this includes you, specialists, as well as the setting’s SENCo and key staff. If your child has no diagnosis but you have expressed concerns or the key person has identified a problem then a meeting will be held with you to explore ways of supporting your child. Observations and behaviour records (ABCC) are carried out and shared with you on a regular basis. The SENCo draws up an Individual Education Plan (IEP) and together with yourself and the key person; this is reviewed each half term. At the review the impact of the support will be assessed and new targets can be set to suit the individual child where appropriate. Monitoring of progress is carried out half termly and recorded; to ensure that your child is making progress in all seven areas of the Early Years Foundation Stage. Your child’s key person will work with the SENco to observe and make a decision on whether your child will benefit from additional support. The key person will discuss this with the setting’s SENco and manager. The extra support is promptly put into place and supported by all team members.
- How are parents involved in the setting/school/college? How can I be involved?
The setting is overseen by a committee of parent and carers, members of which are nominated and seconded on a yearly basis at the Annual General Meeting, which is open to all. We are always pleased to welcome new members to the committee who contribute to the running of the setting. You are encouraged to share any specialist ability or interests with the setting such as nursing, playing a musical instrument or cooking skills which could benefit your children. We offer a chance for parents to volunteer in the setting to see first-hand the daily running of the pre-school and the nursery rooms. Questionnaires are distributed to all parents/carers annually, giving you the opportunity to evaluate and comment on our settings performance .Parents and the key person work together on the child’s learning and development. Parents’ evenings are held 3 times a year when parents can further discuss their child’s progress and ask any questions, however, we build on our relationships with our parents/carers and encourage continual discussion and communication. We share “WOW” moments with parents face to face and also on “Tapestry” and ask that parents share any “WOW” moments at home with staff so that they can be celebrated in the setting by sharing and praising. Children at Cherrywood Community Childcare enjoy the recognition of the WOW moments; this builds their self-esteem and confidence.