Abbotts Ann Nursery
Who to contact
Where to go
War Memorial Hall
- SP11 7AZ
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Opening Times
Opening Times Day Opening Time Closing Time Monday
Visit & Outings
Messy Play Area
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 14/05/2019 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- 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
- Has Provision
- Contact Telephone
- 07818 418328
- 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?
Each family and their child has a dedicated Key Person who is responsible for the child’s learning and development and most importantly build a relationship with and knowing your child. Where we observe children on a weekly and individual basis we are quick to identify areas of needs. Furthermore, we use an online learning journal called Tapestry to record our children’s learning and development and are able to track progression and regression via this platform. If any areas are identified your Key Person will share this with our setting Senco and with yourselves. From here we will discuss, implement and monitor strategies that will support your child. We also, with your consent, liaise and work in partnership with our Area Inco who is able to offer a wealth of support. Where necessary we can make referrals to other agency’s who can further support you and your child, such as Speech and Language and Portage. In addition to the above, we offer a Parents Evening half way through each term and provide each family with an end of term report.
We actively promote working in partnership with our families and recognise our parents know their children best. If a family find they have a concern that we have not brought to their attention we strongly encourage them talking to their Key Person to make us aware so we can put the necessary steps in place to explore this concern.
- How will early years setting/school/college staff support my child/young person?
We are committed to building genuine relationships with all of our children; doing this enables us to embrace, celebrate and understand their beautifully unique qualities, traits and needs. Furthermore, we plan for each child on an individual basis and ensure their next steps work in harmony with their interests and abilities; we set goals that are challenging yet achievable. In order to plan efficently we observe, record and assess continually ensuring we are always up to date with our childrens development.
- How will the curriculum be matched to my child's/young person's needs?
We have an area of focus each week and within this, each child is planned for individually; ensuring their age, stage, ability and interests are all considered and met. Where a child has targets set out in a EHCP or other specific plan we incorporate these in to our daily activities to ensure our environment and practices remain inclusive.
- 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 use an online learning journal called Tapestry to document and track your child’s learning and development. Both you and I have access to this and we can both add to it. The journal tracks development and highlights an areas of concern. Through your engagement and additions to the journal, we are given a fuller picture of your child which supports them further within our setting. Observations made by you are linked to the EYFS and a suggested next step is provided should you wish to extend it at home. Furthermore, we provide weekly nursery rhymes with accompanying activity sheets for exploring at home.
- What support will there be for my child's/young person's overall well being?
We have access to a beautiful outside space and promote play between inside and outside whilst supporting children’s autonomy in being able to choose when and where they would like to play. Through our strong emphasis on talking through situations; promoting all feelings are ok and some actions are not; and through encouraging children to adopt some responsibilities, children are supported in becoming resilient and independent. In addition to this, children are supported in understanding we are all different with similarities and that we are all as important as each other. Through role-modelling from the adults, scaffolding and small group opportunities children learn the language associated with feelings and learn ways of expressing these in a way that is productive.
We promote good health and hygiene practices at every opportunity; children learning quickly how to handle equipment safely; they become au fait with the settings boundaries and understand the reasons for them individually; hand-washing is supported regularly and particularly after using the toilet/nappy change and before and after snack and lunch. We promote healthy eating by offering a selection of snack which encourages discussion and also through working in partnership with our families to ensure all children have a balanced lunch box. All children have the opportunity to help prepare snack which supports their knowledge and understanding of hygiene practises, different food groups and the benefits they hold and the safe use of equipment,
We have a Designated Safeguarding Lead and a Deputy Safeguarding Lead and these are our Manger and Deputy Manager; both of whom are Level 4 Safeguarding trained. All other staff hold level 2 and 3 Safeguarding qualifications. Moreover, we have a Safeguarding Champion within our setting’s committee who supports our DSL and who ensures all colleagues remain up to date with their training. The DSL attends regular briefings provided by Services for Young Children where they are kept up to date with the latest changes in legislation and practices in addition to current trends. All of this means we are well equipped and competent in identifying and managing causes for concern.
Robust policies and procedures are in place to ensure the health, safety and well-being of all our children at all times; some of which include: Safeguarding children, young people and vulnerable adults; First aid; Administering of medicines; Managing children who are sick, infectious or with allergies; Food and drink; Food hygiene; Promoting positive behaviour; and Health and Safety.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We work closely with Services for Young Children, who have a wealth of expertise, to ensure we are supporting our children and their families in the ways that are best for them. We run small groups called ‘Chatterbox’ which primarily supports children’s speech and language; however they also prove invaluable for children who may need support with their personal, social and emotional development. It is important to note all children are invited to take part by means of taking turns so that that group is truly inclusive. We are committed to supporting all children with their development and work in partnership with professionals already supporting families to ensure their best possible outcomes are met.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENco has attended SfYC’s SENco induction training, as has our manager and deputy manager. Further to this our manager has attended basic Makaton training and our SENco is currently undertaking this course in addition to the Level 3 Supporting Children and Young Peoples Speech, Language and Communication qualification. Our manager has also attended training for promoting positive behaviour, communication and language boxes. All training is cascaded to all staff to ensure it is implemented consistently.
- How will my child/young person be included in activities outside this classroom including school trips?
All activities that take place outside of our setting are thoroughly risk assessed and communicated with parents in the form of a permissions letter. Within our risk assessments any child with a specific need is detailed and accommodated. We sometimes go for local walks and permission for these is obtained upon starting at our setting. Each time we go for a walk we fill in a risk assessment which details how many staff, how many children, where we are going and which includes a checklist to ensure we have all contact numbers and medicines.
Outside activities that are available within the settings grounds are made accessible to all. We adapt and modify activities discreetly ensuring all children are included in a way that supports their well-being.
- How accessible is the setting/school/college environment?
The setting runs across ground level, the door ways are wide enabling access for wheel chairs and there are toilet facilities accessible to people with disabilities. The hall has high ceilings, as such we absorb noise using soft furnishings. We have a velcro daily routine which enables children remove it as per the time of day which supports them in knowing what’s happening. In addition to this we use ‘Now and Next Boards’ and within our continuous provision use resources which support all abilities. We would work with all families alongside other agencies to ensure our environment is accessible to all as far as practicable.
- 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?
Our settling in process encompasses the many different needs of children and families. After you have decided we are the setting for your child and you we arrange stay and play sessions in the time preceding your start date. The sessions are for both of you and are usually 45 mins to an hour in duration. They are a wonderful opportunity for your child to become familiar with their new environment and the faces within it, and for us to begin to know you and your child. If after these sessions you and we feel your child is ready to start independently on their start date, you will be supported in settling your child in then leaving. If your child (or you) need some extra time to settle in we have a 6 week plan which promotes a gradual immersion in to nursery through the use of a settling in diary which seeks to reflect on each session and set achievable targets for the following one. We work with our families every step of they way to ensure a successful and peaceful transition in to our setting.
If a child moves on to a different setting we seek permission from the family to support the new setting in their preparations for receiving them by; passing on ownership of the child’s online learning journal, providing them with a report detailing the stages the child is at in addition to their interests, likes and dislikes. We would encourage families to share pictures and names of the new setting so we can talk about them with their child supporting them with their transition.
When children are due to move to school we encourage visits from the school teachers to see their new children at nursery, during this time we also share information about your child with the teacher. Further to this some schools invite settings to meet with them to share information pertaining to their new children; all the information shared supports your child in their school transition. We share all the children’s development reports with the school in addition to records pertaining to SEN and safeguarding where applicable. If the child is receiving support from other professionals we will attend a meeting to ensure the new school has all the information needed to best support your child.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Within our continuous provision we have a variety of different resources which the children are enabled and encouraged to access as and when they choose to. Through close observation and individual planning we are able to plan the room and it’s resources to meet the needs of all our children. We ensure all activities are accessible to all and make discreet adaptations if and when needed.
We fundraise for new equipment and choose this equipment after collaboration between staff and the committee; we would welcome and encourage suggestions from our families too. Where we receive additional funding from HCC for pupil premium or SEN funding we liaise with our families and the child’s key person to ascertain how this money would be best used to support the child.
- How is the decision made about what type and how much support my child/young person will receive?
The type and amount of support each child may need will differ from child to child. By working in partnership with you and in close collaboration with other professionals where appropriate we will collectively be able to decided how to best support your child. All plans will be documented and signed by all parties; and each plan will detail areas of strengths, areas of support needed, how this support will be implemented, by who and by when. Regular reviews will be held to ensure the right levels of support and the right interventions are in place at all times.
- How are parents involved in the setting/school/college? How can I be involved?
Our committee is made up of parents who volunteer their time to ensure the nursery is able to keep running. They organise a number of events throughout the year which are aimed at our families and children. We have a closed Facebook Page for our current parents and carers which is used for keeping in contact and providing important and nice information. We encourage our families to use Tapestry to really enhance home/school learning and thoroughly enjoy seeing our children’s worlds outside of nursery. We would welcome involvement from parents, carers, grandparents and our wider community to read with our children, play and share experiences.