We offer ‘30 hours childcare for working parents’ during term time, from 8.00am - 5.15pm.

We are a Children's Day Nursery offering high quality childcare. Learning is at the heart of what we do. Through our child centred approach and passion for early years, we strive to ensure that each and every child is provided with the best possible start in life. We offer high quality childcare.

We ensure that children and their families are offered a safe and stimulating environment in which children can have fun, be happy and flourish.

To find out more about help with childcare costs please visit www.durham.gov.uk/childcarecosts

When is it on?

Session information
Monday to Friday
8.00am - 5.15pm
38 weeks of the year
Term time only

Who to contact

Contact name
Jane Hunter
Contact position
Nursery Manager
0191 372 2891
07806 337 607

Where to go

Sherburn Village Primary School
Giant Steps Nursery
Park House Gardens
Sherburn Village
County Durham

Other details

Age range
From 2 years 11 months to 5 years


Childcare availability
Term time
Free 3/4 yr places
Free 2 yr places
Will be providing 30 hours

Vacancy details

Immediate vacancies?

Other details

School drop off/collection
Last Ofsted inspection grade
Ofsted report
Click here to view the latest Ofsted inspection report

Local Offer

Local Offer description

We welcome all children to their setting and recognises that the needs of children vary in terms of safeguarding, welfare and learning and development requirements.

Our aim is to identify special educational needs as early as possible and support children in partnership with parents, carers and external agencies in accordance with the Equality Act 2010, the Early Years Foundation Stage Framework and the Special Educational Needs and Disability Regulations 2014. 

We have qualified dedicated Special Educational Needs Co-ordinators (SENCOs) who specialise in identifying need, implementing and monitoring support strategies and communicating with the children, parents, carers and external professionals.

Support is also co-ordinated for children with medical conditions. 

Contact name
Jane Hunter
Contact telephone
0191 372 2891
Contact email

How does the early year's provision identify and assess children with special educational needs and disabilities?

How does the early year's provision identify and assess children with special educational needs and disabilities?

The early year’s provision is used on a daily basis to support practitioners in being able to identify children’s areas of need in regard to their development. We work in close partnership with the children, observing if they show difficulty in any way of accessing the environment and resources for any reason, difficulties in physical movement, visual difficulties and inability to use verbal responses in communicating.

Throughout their time with us, children are observed within a variety of areas every day by the practitioners. We document items they witness on the planning, which is evaluated each week in order to plan and provide a wider range of activities and experiences to facilitate and challenge each child within their learning and development. Children’s developments and skills are also documented on the medium term planning, which in turn is used every term to document and transfer data onto the assessment documents. This enables us to keep track of and monitor children’s developments across the age ranges and ensures that children who are below expected age level are provided with early intervention.

Any child found to be under achieving in any areas, findings are documented on Special Educational Needs (SEN) support plans which are shared with the parent. This documents how the setting is going to support the child over a specific time period and the outcomes expected. This can be through a wide variety of avenues, one-to-one sessions, group sessions, home learning, support from Health Visitor, speech enrichment/speech and language, other multi-agency support.

We have a wide level of experience in providing appropriate support through effective multi agency working. For example, our settings work in close partnership with Physiotherapists, Health Visitors, Educational Psychologists but to name a few, on a regular basis to ensure we are offering each child the best possible care available and supporting their development holistically.

Management use further resources available in accessing funding for specialised equipment we may need in order to support us further in meeting the child’s needs. This is sought through DCATCH funding and liaising with the Early Years Team and One Point; equipment and training for staff are accessed through these avenues of funding.

Throughout all daily practices, practitioners follow the ‘assess, plan, do and review’ process, in order to document what has been observed, plan for ways in which to take children’s learning and development forward and then to re-evaluate within timescales.

How will the curriculum be matched to meet children's developmental needs?

How will the curriculum be matched to meet children's developmental needs?

With both parents and practitioners working in close partnership daily, discussing children’s individual needs and interests; practitioners then use this information to ensure that the provisions and environment we offer is enriched with a multitude of opportunities that will support each child in their development. Practitioners are continuously observing children within their play and document through observations and group times, what children’s interests are as well as the progress they are showing in their development. This evidence and information is collated within weekly planning meetings, where practitioners discuss the best ways in which to take the children’s learning and development forward. This could be through on the spot enhancements, providing experiences and activities, providing group or one-to-one activities and experiences for individual or a small number of children. Practitioners will often reflect on the layout of the room and where needed will change areas to best suit the needs of the children. Additional areas may be added or taken away depending on the children’s needs and interests. Staff continuously reflect on the environment, practice and resources they provide the children each day and will tailor the environment and/or resources to accommodate developments. Practitioners are supportive of children’s interests and schematic behaviours and will ensure all children are included in every avenue of the setting and environment. Practitioners use the EYFS guidance and framework to support them in ensuring they are offering the children within our care the best possible learning environment we have to offer, which will enable them to thrive within their environment.

What specialist services and expertise are available at or accessed by the early years setting?

What specialist services and expertise are available at or accessed by the early years setting?

As we work in close collaboration with local Children Centres (some of which our settings are located within, we have the benefit of being surrounded by a multitude of professionals from a wide range of backgrounds; Health Visitors, School Nurses, Education Development Advisors, Health Professionals, Midwives and Family Workers.  On transition induction, parent's complete paperwork that gives permission to liaise with these multiagency professionals if we need further advice in which to support their child’s learning.  We as a setting often liaise with these multiagency professionals in order to ensure we are up to date with information we may use within training sessions and in order to keep our records up to date in relation to safeguarding (criminal record checks - DBS).  Having these strong partnership links with the multiagency professionals enables us to share information in regard to spaces and funding, both we as a setting can access and our parents are also entitled to access, in order to help them support their child and family.  Professionals such as Family Workers, Health Visitors and Education Development Advisors will often recommend our services to families they are supporting through their own working roles.

What training have the staff supporting children with SEND had, or are having?

What training have the staff supporting children with SEND had, or are having?

Manager on site is the appointed SENCO and attends SENCO business meeting and training in relation to SEND.  This information is then filtered down to the staff team within in house training sessions.  This ensures that the training can be tailored to suit both the staff team and each individual team member as all staff learn in different ways.  Practitioners are continuously supported in using new pieces of evidence and documentation in relation of how to identify and support individual needs of the children.

How accessible is the early years setting environment? (indoors/outdoors)

How accessible is the early years setting environment? (indoors/outdoors)

All Giant Steps settings are easily accessible for all.  Buildings are one level units and all doors and accesses are wide enough to accommodate wheelchairs and wide pushchairs.  All settings have disabled access throughout covering all changing and toileting facilities.  We provide open door access into the outdoor area, which the children move through freely and can access independently at their leisure.

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

Children and families are fully supported within their transition into their next educational establishments.  Parents and children are invited to attend a transitional review meeting to discuss ways in which the child will be supported throughout the transition. This opportunity gives the staff time to spend with the parents/carers and child(ren), ensuring a smooth transition. Visits to the next educational establishment are then arranged to ensure that all parties are able to become familiar with each other and the new environment. Teachers/ Practitioners are also invited to come into our settings on a number of occasions to meet with the children in order for them to spend quality time getting to know them prior to their settling in sessions commencing at their new setting. We will also talk to and discuss the children individually, in order to share their progress, development and all other relevant pieces of information pertaining to each child.  There are a number of reasons as to why a child may not settle or adjust to the change of environment and routine; this could be due to attachment difficulties, Autism or Asperger's for example.  We therefore continuously work in close partnership with children, parents/carers and schools/settings ensure the transition process is as seamless as possible. 


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Address: Giant Steps Nursery  Park House Gardens  Sherburn Village  Durham  County Durham

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