Egg Day Nursery
Egg Day Nursery in Sutton Scotney is a setting based over 3 floors in a converted chapel. The nursery provides childcare for child ages 3 months to 5 years split between 4 base rooms.
Who to contact
Where to go
- SO21 3JW
- 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 07:40 18:20 Tuesday 07:40 18:20 Wednesday 07:40 18:20 Thursday 07:40 18:20 Friday 07:40 18:20
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 02/03/2020 Inspection (Early Years Register) Outstanding
- Has Provision
- Has Provision
- Has Provision
- Age group - 0 - 5: 47 per day
- Age Ranges
- 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
For children already attending our nursery your first point of contact would be your child’s Key Person to discuss any concerns you may have.
You can also arrange to speak to Nursery Manager and/or Deputy Manager either asking whilst you are in the nursery, calling us on 01962 760125
It is always a good idea to speak to your Health Visitor or we can offer you support through our local children’s centre that we are developing close links with.
You can find the local authorities Local Offer by following this link http://www.hantslocaloffer.info/en/Main_Page
If you are considering whether your child should join the nursery please contact the nursery on the above phone number and we will happily show you around the nursery and discuss how the we can meet your child’s needs.
- Contact Name
- Zoe O'Carroll-Dismore or Vicky Rayner
- Contact Telephone
- 01962 760125
- 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?
In order to determine whether your child needs any extra support the nursery’s Special Educational Needs Co-ordinator (SENCo) and/or Behaviour Co-ordinator (BECo) will observe them in the nursery and look at their developmental milestones to see whether we feel that they are performing at the expected levels for their age. We would usually do this in response to a parent or Key Person raising concerns.
The Key person’s role is to get to know the child, ensure they are happy and settled within the nursery and plan and track the child’s developmental progress. The Key Person will be the member of staff who has the closest bond with your child. We will ensure that we speak to you to determine whether you have any concerns regarding your child’s development.
If your child has attended another setting we will also contact them to speak to them about any concerns and any other settings your child may attend such as preschools or/ childminders, etc. Once we have collected all of this information we will look into liaising with outside agencies to help us to determine how best to support your child such as the Portage, Speech and Language Therapists (SALT), Occupational Therapists (OT’s), Lanterns Outreach or Educational Psychologists (EP’s). We may suggest speaking to your health visitor or your GP about e.g. getting a hearing test or paediatrician referral started.
If you have any concerns regarding your child please speak to your child’s Key Person, a member of the management team or come directly to one of the nursery SENCo’s as we want to give your child as much support as possible and we will be able to give them better support if you are voicing your concerns.
- How will early years setting/school/college staff support my child/young person?
Our nursery SENCos will plan and oversee all support needed for any child needing extra support within the nursery. Your child’s Key Person will work with your child to ensure that progress is being made and following an Individual Education Plan (IEP) which will have been devised by parents, the SENCo and Key Person;- possibly the BECo if their involvement would be beneficial. This will then be carried through within language groups and small group work with your child throughout the week and will be completed as often as your child’s needs determine.
We will also liaise closely with any outside agencies such as SALT, Portage, OT’s, EP’s etc to ensure we are all working together on the same targets to give as much support to your child as possible.
We have regular meetings with parents of children with additional needs at least once every 6-8 weeks to discuss their progress and next steps. Parents are also invited in at any time an outside agency comes in to work with their child to ensure they get to see them to discuss progress and/or concerns. We pride ourselves in our openness with parents and they feel that we are always available to speak to when they need it.
The SENCo’s reports to the manager with children’s progress and requirements. The manager then reports to the Group Manager in weekly management meetings to inform them of the children with special educational needs and disabilities their progress and any additional support/ resources they may need.
- How will the curriculum be matched to my child's/young person's needs?
Throughout the nursery we use the Statutory Framework for the Early Years and Foundation Stage. For more information on the EYFS please go to https://www.gov.uk/government/collections/early-years-foundation-stage
When we plan activities for the children we plan for each individual child to ensure we are using their interests to support areas of their development. For whole group activities we ensure that all activities will be differentiated to suit each child’s needs and that all children will be able to access it and it will suit their stage of development.
The level of supervision and support will also be differentiated based on the activity and the children involved and their needs.
All of this ensures that every child is included and able to learn at their own level.
- 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 are completely open to support all parents with their children’s needs and development and are available for you to come in to discuss anything you may need and offer support or practical advice. We understand the pressures of work commitments and while we like to have frequent meetings, if telephone or email conversations work best please inform us.
Every child has an online Learning Journey though the company Tapestry. On this we will write activities from each week along with photographs, next steps and link your child’s achievements to their EYFS milestones to track their overall development. We will also write suggested activities for you carry out at home to support the children’s development. The learning journals can be accessed from any computer or smart phone using the tapestry app. We actively encourage you to contribute to it to ensure we have a holistic view of your child’s development both at home and at nursery.
Tracking is completed every 3 months by the core team working in your child’s room. Together they discuss your children’s development including achievements over the last 3 months and areas of development for the next 3 months. The key person takes the lead and incorporates feedback from the team when making a final judgement if your child has ‘met’ their developmental milestones expected by for their age. Any areas ‘Not Met’ will be discussed with the SENCO and Nursery Manager, with a support plan being put into place if needed. Any concerns will then be discussed with the parents if progress in the areas of concern are not evident.
If your child has additional needs and they have an IEP (Individual Education Plan) this will have targets on it to support your child’s development. We will have meetings with you every 6-8 weeks to discuss progress made and the next steps we want to put onto the IEP.
This is in addition to a full parents evening where all parents are invited to meet with their key person once a year to discuss their progress and developmental needs. This normally takes place in March. We also carry out a 2 year progress check in line with early years regulations which are completed within 2 months of your child turning 2. If a child joins us after they have turned two and a 2 year progress check has not been carried out at another setting, then we will review their development milestones on their baseline assessment when they start and discuss can concerns that arise with parents.
- What support will there be for my child's/young person's overall well being?
The Nursery Manager, Deputy Manager and Senior Room Leaders are responsible for administering all medicines. If a child needs support that we were not trained to give we would ensure training is attended the appropriate courses with the appropriate staff.
During your induction to the nursery, a care plan will be completed which details all of your child’s medical needs including any medication and emergency treatment they might need. This is then reviewed with the parents any 3 months and share with the staff in your child’s room.
The nursery has a policy for administering medicines which can be viewed when visiting the nursery.
Senior staff will regularly update the rest of the team in weekly senior meetings regarding any medical conditions to ensure everyone is aware of them and how to best manage any situation.
We will ensure all staff working with the nursery receive relevant up to date first aid training along with all staff receiving safeguarding training. Our safeguarding officer will also run in house training to update staff on any changes to the safeguarding policy discovered on the safeguarding cluster meetings attended.
Our BeCo works with staff and parents in supporting children with behavioural needs. We will put strategies in place to support them and the other children in the nursery including them in all activities in an appropriate way. Children may be given a behaviour plan to outline the support we will be giving them and we will discuss and review this along with parents.
The children within our nursery have their own opinions and can contribute to their learning and development. To do this we observe them showing their opinions through their behaviour and actions. As children get older and are more able to verbalise we ensure we take their opinions into account when planning activities and completing IEPs or behaviour plans.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have links with lots of different specialist services due to our current children receiving support. If we do not currently have links with a service your child needs to access we would ensure we develop links with outside agencies or specialists your child needed to ensure they are receiving as much support as possible. We currently work with SALT, EP’s, TOP’s programme, Physio, Lanterns Outreach, and the Early Year’s Advisory Team.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our nursery SENCos has completed their SENCo induction training. We have a designated Behaviour Co-ordinator who has completed positive approaches training along with one of the SENCos. Our staff have also received training from the local authority on One of the SENCos has completed Thomas programme which is a course designed to support parents and practitioners in supporting children on the Autistic Spectrum.
We provide regular training to staff working with children who have additional needs via our in-house training programme. This are adapted depending on the needs of the children at the setting following feedback from both staff and parents.
We also have a Group Manager who oversees our setting, she has a large array of SEN experience and training. She used this knowledge to provide on the job training to staff when support children with who have additional needed.
- How will my child/young person be included in activities outside this classroom including school trips?
All of our activities are adapted to ensure that all of the children will be able to access them in their own way. When going out of the nursery we lower the ratio to ensure we have enough staff to adequately supervise the children and we base this ratio on individual children’s needs to ensure they have enough support to take part in the outing.
A risk assessment is carried out prior to any nursery trips to ensure everyone’s health & safety will not be compromised and that we have the correct number of staff to adequately supervise the children
- How accessible is the setting/school/college environment?
The nursery building is across three levels. The ground floor is for the older children aged two to five years old. There are two rooms both with access directly into the garden allowing the continuous provisions of free-flow. The first floor is for the babies and toddlers children aged 3 months to two years. We have stair gates to ensure that the children can only access the outdoor area when supervised with an adult from this floor. The top floor is the staff room and office and is not accessible to the children unless accompanied by a member of staff. There is also a disabled toilet and a shower cubical. We have nappy changing facilities in all of the rooms and appropriate level toilets for the children in three of the rooms.
We are very open to adapting our environment to suit any and all children’s/parents needs where possible.
- 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 encourage all children to visit their school before starting, We try to work closely with the school/new setting and invite them to come in to see the children in the nursery as well as visiting the children at home with their parents. For children with SEND we would encourage the school to arrange more visits for the child to the new school to ensure the transition is as smooth as possible.
We begin to do school based role play, tell stories, use social stories and do lots of activities to promote the transition to school. We also try to set up transition books for each child going to school showing them photographs of their new school and the people that will be caring for them.
We will speak to the new school/ provision to give them as much information about your child as possible as well as sending a transition letter and a tapestry tracking document.
If your child has SEND we may arrange an IPA or Transition meeting to get all of the professionals working with your child together to ensure the school or new provision knows how best to support them and what they may need to put into place before your child starts with them.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We have four rooms within the nursery and the children are arranged into these rooms based on their ages. Each room is set up with the correct resources for the age/ stage of development. If a child needed additional resources we would ensure these resources were in the room for them to access freely.
We ensure that all children with SENDs needs are met to the best of our ability with the funds available.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s key person, SENCo a member of the management team, parents and any other outside agencies will discuss what support would be appropriate for your child’s needs. All children will need different types and levels of support so this will be based solely on your child’s needs. We will monitor how well the support we have put into place is helping your child and the progress they are making through regular observations, reviewing targets on IEPs and looking at how they are achieving on their development tracking. We have regular meetings with parents to discuss children’s progress. We may take away the additional support if we feel that your child has made significant progress and is no longer in need of the support.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved in the nursery as they can be. There are lots of ways they can be involved such as contributing to the child’s learning journey, coming in to help us with specific activities including people who help us week or celebrating certain festivals. We hold lots of social occasions and evenings that parents are encouraged to attend such as Mother’s and Father’s day teas, Sports day, Christmas and leavers plays; and we hold regular meet the team evening where parents are encouraged to come and meet with the team to discuss who their child is settling or transitioning. We formally survey all parents once a year to find out their views on all aspects of the nursery and send our regular mini surveys through the year.
We are always striving to work in partnership with our parents and it is something we are continuously trying to develop and encourage.