Cygnets Day Nursery
Who to contact
- 01420 487000
Where to go
- GU35 0AU
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- 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 07:00 19:00 Tuesday 07:00 19:00 Wednesday 07:00 19:00 Thursday 07:00 19:00 Friday 07:00 19:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 24/05/2017 Re-inspection (Early Years Register) Good
- 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
- Sign supported English
- How will early years setting/school/college staff support my child/young person?
Cygnets have a wealth of experience in childcare and development. Our Senco (Special Educational Needs Co-ordinator) has training to support inclusion. She’s familiar with SEN Code of Practice and will monitor all children’s development and support Key Persons and Parent’s/Carers.
Your Key Person will plan your children’s individual needs with the support of our Senco and Area Inco and outside agencies if involved. Our Senco will meet with your child’s Key Person every 4 weeks to discuss any concerns. If any are raised, the Senco and Key Person together with your support, will write an IEP to help your child’s development with what support is needed to set your child’s next steps.
All records are shared with Parents/Carers. The Senco, when in need of support from the Area Inco (Inclusion Officer) regarding your child to undertake a process of referral a form “Child of Concern” would be completed and a meeting arranged for the Area Inco to attend the Nursery to observe your child depending on your child’s needs, support given to be tailored to fit around your child’s individual needs whether one-to-one or small group work to be arranged.
The Key Person will work with your child and implement next steps to aid their development. The Nursery will work closely with the area Inco and all outside agencies involved and support all where necessary.
All children have portfolios compiled by their Key Person, this gives a written, pictional record of their Learning Journey throughout their time at Cygnets.
- How will the curriculum be matched to my child's/young person's needs?
It depends on your child’s need. Firstly we take into consideration your child’s progress and plan for your child’s individual needs supporting them at their own pace. We use the EYFS (Early Years Foundation Stage) recording on our PLOD’s (Possible Lines of Development). Our Senco (Special Educational Needs Co-ordinator) will support additional needs which can include speech, language and communication needs, social and communication difficulties and toilet training. One to one support can be provided, with funding, if your child requires adult input or others safety.
Progress will be evidenced in your child’s learning journal, PP (Person Plan) and behaviour charts ABCC (Antecedent, Behaviour, Consequences, Communication) will be written if necessary, to support learning in the Nursery and at home. These are reviewed at regular intervals or when needed. Note: If a child has not made good progress, we would then consider requesting a Professional. A child between 0-2 can change quickly by support so the EHCP may not be necessary.
We will take relevant and purposeful action to identify, assess and meet the special educational needs of the child by:
Improving outcomes: High ASPIRATIONS and EXPECTATIONS for children with SEN
All children are entitled to an education that enables them to:
Achieve the best possible education and other OUTCOMES
Become confident young children with a growing ability to communicate their OWN VIEWS and ready to make the TRANSITION into compulsory education
- 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 have an open-door policy, any concerns whatsoever – ASK. There will be continuous information sharing and your child’s Key Person is available to speak whenever you need to. If at any time you are not happy, then the Senco (Special Educational Needs Co-ordinator) is available as well as Management. You are your child’s first education and we, at Cygnets, will encourage your involvement in your child’s learning and development.
To support your child, we would consider what he/she can do. In order to plan their next steps through the cycle of assess plan, do review by doing this will give us an insight into next skills to teach. Praise children when they achieve and important to provide children with positive feedback to celebrate their success.
Learning Journals holds each child’s observations and assessment, PLODs (Possible Lines of Development) and next steps. This will show where your child is at in their development. This will include PP (Person Plan), ABCC Behaviour Chart (Antecedent, Behaviour, Consequences, Communication) which will identify areas of learning and concern. SFYC (Services for Young Children) provide support, guidance and seminars. We have monthly Newsletters as well as Activities at Home Sheets also include your child’s next steps. These are to be returned with your involvement and input to be recorded. We have daily books to record your child’s daily events to share.
Also Parent’s Evenings which are 2-yearly which we encourage you to attend.
- What support will there be for my child's/young person's overall well being?
It’s the Key Persons responsibility to ensure all children’s needs are provided for and to ensure they are safe and secure.
Depending on your child/children’s needs, we will undertake formal progress checks and assessment of all children in accordance with the SEND Code of Practice, 2015.
We also have time lines; Makaton (Basics); sand timers, speak boxes and visual cards. Only Management can administer prescribed medication, relevant forms need to be signed. All staff are first aiders and many Epi-Pen trained.
All medications are stored where appropriate i.e. fridge, lockable draw. We have a medications Policy and Procedures. We have a Child Protection Policy in place for behaviour, special educational needs, disabilities and inclusions and safeguarding. Our Senco (Special Educational Needs Co-ordinator) will ensure support for all is given, working together with outside agencies. PATHS (Possible Alternative Thinking Strategies) are followed throughout our Pre-schools to support emotions, feelings and are discussed through circle time, letters and sounds activities.
All staff are DBS-checked (Disclosure Barring Service). We operate a nut-free zone, all dietary needs are provided for in our on-site kitchen with chef in place which consists of breakfast, morning snack, 2-course lunch, afternoon snack and tea. Water is provided throughout the day. We ask the Parents/Carers to measure out formula and the water for babies bottles.. Consideration of all dietary needs are monitored.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have a wealth of experience to support all children at our Nursery. All staff are a Level 3 or above and a qualified Teacher who supports our education plan throughout the Nursery. The Senco (Special Educational Needs Co-ordinator) has attended courses available and attends Network Meetings which contains important changes, legislation, new ideas and resources to support children with SEN. All rooms have visual timetables to support children’s understanding, sign and symbols displayed to support children’s communication.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Staff have attended basic training in Makaton. All have had training on safeguarding training, some to Level 4 and updated when necessary. Training is undertaken by staff with the necessary knowledge as the need arises to support a particular child if necessary.
- How will my child/young person be included in activities outside this classroom including school trips?
>All outings that are arranged include all children within the local area. We have a 1-2 ratio. Parents/Carers are encouraged to help if needed. If 1-1 was needed this would be arranged. Parents/Carers need to sign to acquire consent prior to the outing even though a consent form for walks are given when filling in their Child Entry Form before the child enters Nursery. Depending on the child’s needs, this will be planned prior to ensure they are involved. It will be explained to all children what the event of the day will be to ensure they all feel comfortable at all times when out of the Nursery. Prior visits would take place by Management and Risk Assessed to ensure safety.
- How accessible is the setting/school/college environment?
Cygnets Nursery is wheelchair and buggy accessible. We also have an accessible toilet in our full daycare. Where language barriers are concerned, we would deal with accordingly, looking for support from EMTAS (Ethnic Minority and Traveller Achievement Service). We also display posters and signs with diversity of other languages.
Support is also given by our Inco (Inclusion Officer), Portage (which is a home visiting educational service for pre-school children with additional support needs and their families who may also give support in the Nursery), SALTA (Speech and Language Therapy Assistant).
Guidance from Specialists would need to be sought if specialist equipment is required depend on requirements.
We have a large outside space with many resources at the front and back of the Nursery and also disabled parking bays.
- 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?
At Cygnets, we offer introductions of 2x2 hours to settle your child/children as well as yourselves into the Nursery. The first is for you to stay, ask questions or have a coffee with staff to share information. The second is for you to leave your child/children to settle with the Key Person and other staff and children in the room. If it is that your child/children or yourself have not settled, we encourage another day to help fully settle.
For children moving from one room to another, again information is shared; Parents/ Carers are introduced as well to the Key Person and children visit until they are settled.
For children attending school, transitions are supported in the same way. Primary School Teachers come and visit them at the Nursery and most schools invite us to visit them with the children, sharing information. We encourage children to come in with their uniform on to show others. Review Meetings arranged with Senco (Special Educational Needs Co-ordinator), Key Person, school and other professionals involved in your child’s/children’s care, and from this, decisions could be made to support children’s transition to specialist schools if required, effective assessment of the need for early help.
For children requiring extra support to access their local school, an Inclusion Partnership Agreement (IPA) is set up in collaboration with the Nursery, the school and yourself 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?
All children received up to 570 hours per funded years education the term following their 3 birthday. Some children are in receipt of 2-year old funding which is accessible to families depending on their circumstances. Additional funding can be claimed for children with SEN (Special Educational Needs). Funding is allocated to support the individual child’s needs where necessary. One-to-one, support, equipment, appropriate toys to aid development. This is decided upon consultation with all involved to benefit the child.
Also some Over 3’s are entitled to the EYPP to support learning for the child or adult.
- How is the decision made about what type and how much support my child/young person will receive?
If your child has been observed by their Keyworker who has identified a concern through observations carried out and shared with Senco (Special Educational Needs Co-ordinator). This will be shared with you straight away and discussed to how we can support you and your child. Signed permission will be asked to contact Area Inco (Inclusion Officer) by the Management, who will then come to the Nursery to observe and report their findings to you. If necessary, your child would then be assessed and receive a report and if necessary, your child could be referred depending on their need or level of support. A PP (Person Plan) would then be written for your child with Parental input. This will be received over the term and will show what impact the support has had on your child and what should be put in place next.
- How are parents involved in the setting/school/college? How can I be involved?
We at Cygnets, work in partnership with Parents/Carers and encourage them to be involved in their child’s development. 0-3 year olds children have daily diaries and are shared with Parents/Carers on collection. 3-5 information is recorded and shared with Parents/Carers on collection.
We share information on a child’s development with the permission from Parents/Carers between two settings to support the child/children’s learning.
Regular Newsletters and contact daily in person or by email.
Display boards and notices.
Parents/Carers and Key Persons work closely together on their child’s learning and development with monthly Activities at Home Sheets which also includes your child’s next steps.
We encourage sharing skills – newsletters / asking for Parents/Carers to come in to share skills in festivals or talents etc e.g. play instruments/new baby show/cultural.
Both review the child’s progress throughout the month, discuss and record development. Every room has an Achievement Tree so input of development can be recorded by Parents and share which includes language and communications. PLODs (Possible Lines of Development), PP (Person Plan) and ABCC (Antecedent, Behaviour, Consequences, Communication) done at regular intervals to support learning and shared.
Questionnaires are distributed to Parents/Carers when children are moving onto a new home, setting or moving to school, giving you the opportunity to evaluate and comment on our Nursery performance.
2 Parents Evenings a year to further discussion and share development.