Woodlands Day Nursery

Large purpose built nursery on one level on Greenham Business Park situated on the A339 between Kingsclere & Newbury.   Spacious private car park. We have a full time qualified Early Years teacher. We offer freshly prepared seasonal food which is cooked on the premises by our Nursery chef.    Fees include nappies, wipes and most makes of baby milk. Activities include Dance, Gymnastics,Gardening, Art & Craft club.   Regular sport  is offered throughout the nursery weekly to all age groups.    Spanish is included for the funded children.    The nursery enjoys a large open space divided into gardens for each age group - our vegetable garden and pond encourage creativity. Sibling discount and discount given to children of NHS parents & parents of children who work on Greenham Business Park on sliding scale. Closed between Christmas and New Year & Bank Holidays.

Who to contact

Telephone
01635 33626
Email
enquiries@woodlandschildcare.co.uk
Website
Woodlands Childcare 

Where to go

Name of venue
Woodlands Day Nursery
Venue address
Weber RoadGreenham Business Park
Greenham
THATCHAM
Postcode
RG19 6HW

Other details

Age Range
From 0 years 3 months to 5 years 0 months

Ofsted Information

Last Ofsted Inspection date
21/07/2015
Last Ofsted Inspection Grade
Good
Ofsted URN
EY349271

For Ofsted registration details relating to this provider, including the conditions and date of registration, and to see all Ofsted inspection reports and gradings, please click here for a direct link to the provider's page on the Ofsted website.

Availability

Opening Times
Monday : 08:00 - 18:00Tuesday : 08:00 - 18:00Wednesday : 08:00 - 18:00Thursday : 08:00 - 18:00Friday : 08:00 - 18:00
Further information
Closed Bank Holidays and the week between Christmas and New Year
When is childcare available?
51 weeks per year
Casual attendance
Part Time
Full Time
Closed between Christmas & New Year
Closed on bank holidays

Special provisions

Wheelchair access
Yes - Double opening front door and wide corridors
Cultural provisions
Yes
Special diets
Yes - Able to cater for most dietary requirements. Allergies catered for - Vegetarian menu offered everyday
Special needs access
Yes

Vacancy details

Immediate vacancies?
Yes
Nursey education funding provided?
Yes
Other information
Limited number of varied vacancies for the under 3's
Vacancy range(s)
From 3 months years to 18 months years (spaces available = 3)
From 18 months years to 27 months years (spaces available = 6)
From 28 months years to 40 months years (spaces available = 10)
From 40 months years to 60 months years (spaces available = 08)
Vacancy Information Last Updated Date
16/06/2017

Local Offer

Last Localoffer Updated
19/03/2016
Local Offer Description

Woodlands Day Nursery is a spacious purpose-build independent nursery, located in a woodland setting on the edge of Greenham Business Park on the A339.The Nursery is accessible via a slope leading up to a double front door, with no steps and wide corridors creating a wide and easily accessible setting.The Nursery is build on one level and consists of 5 Nursery rooms,  training room, large kitchen, staff room and an office area. It is set in spacious grounds with outside areas for each of the 5 Nursery rooms, promoting free flow across the age groups; one of these areas is set on an upper level accessible via outside steps and a ramp via the side gate. There is also a nature garden and vegetable/fruit garden on site, used to expand the children’s opportunities to explore nature and bring current indoor learning to the outside. The willow dens and ponds furthermore add to the endless opportunities for the children to stretch their imagination and encourage outdoor learning.

 The Nursery Manager is responsible the owner of the nursery with a further 2 Deputy Managers currently in place to support the running of the nursery. Within each room there is a Room Senior who is responsible for overseeing the day to day running of the rooms of which they work in.We currently have 30 adults working within the Nursery, 1 of which is a qualified teacher who works within the preschool room, 21 level 3 qualified staff members, 1 furthermore staff member who is training to achieve their level 3 qualifications, 3 level 2 qualified staff members and 1 level 2 qualified staff member. We also employ 3 further support staff, 1 of which is our chef who works with a kitchen aid member of staff and 1 of which is our housekeeper.  We are committed to ensuring that all members of staff are provided with a range of training opportunities that both meet the standard requirements and that seek to develop them as outstanding practitioners.

 The Nursery is committed to providing high quality care and education to all our children, striving to ensure we provide a stimulating environment based upon the needs and interests of the children.Each room is provided with resources to meet each area of the curriculum, with areas within the rooms used to support these, such as a maths area and a creative area. Staff are also encouraged to ensure each area is used across the curriculum, including maths opportunities outside through our nature cards which seek to encourage number, shape and measuring as well as creative/imaginative skills being encouraged within various areas such as the role play area, mark making area and through adult led learning opportunities. We aim to take our inside learning outside as well as bringing our outdoor learning inside, encouraging children to explore, investigate and make links in their learning.

 We strive to ensure children are provided with real life experiences, with role play areas frequently expanding the children’s understanding of experiences such as hospitals, shopping and travel as well as providing the older children with the opportunity to take part in a field trip, last year of which was to a farm. Knowledge of their experience to the farm was then used back in the nursery to support them with using what they had observed as well as developing their understanding of aspects such as where their food comes from.

The diversity of our children and our society is recognised at all times, with many festivals being celebrated; supported by a range of resources. Children are provided with opportunities to share their personal experiences of different cultures as well as being encouraged to explore these within the nursery. The diversity of languages is encouraged throughout the nursery with parents asked to provide details of any additional languages their child may speak, these are then used to support the children within their setting, working closely with the parents to see if the use of additional languages are needed to support their child with key vocabulary. 

Contact Name
Louise Burcher
Contact Telephone
01635 33626
Contact Email
enquiries@woodlandschildcare.co.uk
Age Bands
0 to 1,
1 to 4
1: How does the setting identify children with additional needs or SEND?
 

We have an onsite qualified SENCO is available to offer advice and provide opportunities to support children who are not meeting the expected level for their age and who are struggling to achieve their next steps, for these children our SENCO will observe them and work with their key person to put support in place that meets their specific needs as well as discuss the possible need for an Individual Education Plan. These initial concerns are then recorded on a 'initial expression of concern' form where the appropiate adult will identify where these concerns lie and discuss with the SENCO and the child's parents. An 'individual education plan' can then be set up to outline targets for the individual child and will be used alongside an 'intervantion timetable'. These targets are then monitored according to the child's individual needs and used alongside outside proffessional support. Parents are consistantly involved in setting these targets and work alongside the Nursery to establish next steps.

All staff members are support by a senior member of staff in ensuring that each child’s individual learning plan is used to support them in tracking their children’s development, using an ages and stages tracker to monitor and record each individual child’s progress. We are constantly striving to ensure we provide opportunities that meet all the children’s needs and this year have had a focus upon developing this, with the SENCO frequently visiting outside professionals within their own setting to gain ideas and discuss further provisions that we may need to meet the child’s requirements. These professionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may needs to develop. For example we have worked closely with the Dingley Centre, visiting the centre itself as well as members of staff from the Dingley Centre visiting us to discuss provisions for individual children.


2: How will I be informed / consulted about the ways in which my child is being supported?
 

Parents are consulted throughout initial observations and expressions of concern and are informed about any targets that are set through parents meetings.

The SENCO is responsible for the overseeing the child's needs within the setting and supports the relevant members of staff in ensuring that the targets for each individual child are meet. 

On the individual education plans and the provision timetable the relevant adults are identified and it is clearly outlined the frequency of support that will be provided. This provision is frequently reviewed to ensure that the needs of the child are being met and any changes are made.


3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
 

All children are supported by an assigned key person, with the older children being provided with an additional teacher who overseas their educational development. These members of staff use feedback from parents, open observations and planned observations of each individual child, as well as transition information as the child moves between the rooms of the nursery to set up an Individual Learning Plan for them Within this learning plan strengths across each area of the curriculum are established as well as setting next steps for the children. These next steps are then recorded on our ‘Next steps tracker’, which is used on a weekly basis to direct our weekly planning, ensuring that the children’s next steps are being met within the planned provision. The key person is then responsible for planning opportunities for the child to achieve these next steps, raising any issues that occur with the relevant member of staff and using their observations to plan for the child’s next learning plan. 

If a child requires an individual education plan this is set up with the support from our SENCO, the child's key person and their parents. This individual education plan then forms the basis for our planning, ensuring that each individual child's needs are met through activities that are differentiated. These activities are then observed with these observations then forming a fundimental part of our assessment and future planning. 


4: What teaching strategies does the setting use for children with additional needs or learning difficulties?
 

The Nursery is consistantly striving to ensure we adapt our teaching strategies to meet the needs of each individual child. When additional needs or learning difficulties are identified the nursery ensures that they seek advice and support from both the SENCO and external agencies to develop resources for the individual child. the nursery currently uses Makaton software to support visual prompts, talioring the signs and symbols that we use to support the individual child and ensure that they are age appropiate. Once a child has been identifed as having addtional needs the relevat members of staff are provided with training to support them in carrying out their role. For example, staff ahve recently been trained in Makaton.


5: What additional support does the setting provide for children with additional needs or SEND?
 

The SENCO frequently visits outside professionals within their own setting to gain ideas and discuss further provisions that we may need to meet the child’s requirements. These professionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may needs to develop. The nursery accesses support from a range of external agencies. We have worked closely with the Dingley Centre, visiting the centre itself as well as members of staff from the Dingley Centre visiting us to discuss provisions for individual children. We furthermore have accessed suppoprt from The Early Years Team within West Berkshire with regards to advice and execptional needs funding, Portage worker from within Hampshire, Speech and Language specialists and Pre-School Teacher Counsellors. The nursery ensures that they respond to any advice given and communicate regularly with all Proffessionals that are involved with each individual child. 

The advice we receive from external agencies and our own observations are then used to plan the provsion that we provide. This provision is delivered in a variety of ways including small group activities anad one to one intervention sessions, depending on the needs of the child and what is appropiate for their age and level of additional needs. 

The nursery ensures that we support children with a range of difficulties, using social stories to support those with difficulties around their social skills, visual prompts and Makaton to support those with communication difficulties and an age appropiate behaviour strategy such as abehaviuor ladder to support those that struggle with managing their feelings and behaviour. Specialist resources that are sent by external agencies are also used to support each child and enable them to meet their individual targets. 

Meetings are regualrly set up to ensure parents are involved with the setting up of their child's individual education plans with the nursery communicating advice that has been provided through the external agencies. It is paramount that the parents, the nursery and external agencies work together to set achievable targets and seek to establish the most apropiate provision for the individual child. 


6: How will the setting monitor my child’s progress and how will I be involved in this?
 

Each child’s individual learning plan is used to support them in tracking their development, using an ages and stages tracker to monitor and record each individual child’s progress. The Two Year progress check is also used to monitor and track each individual child's progress. These tracking systems are then used to support the relevent members of staff in developing the indivdual education plans abd provision timetables, which are the reviewed according to the advice from external agencies and the needs of the individul child. These review meetings which are attended by the parents, SENCO and relevent staff members can be brought forward if it is felt more immediate review and actions are required. 

When external agencies visit our setting, we seek to ensure that the child is introduced to them and is aware of what they wil be doing during the interntion session. Then during interventions provided by the nursery staff the individual child is made aware of the purpose of the activity and are encouraged to take ownership over resources that are used throughout the sessions. 

The nursery encourages parents to inform them if their child attends another setting and will seek to ensure that any relevent information is shared accordlingly. For example a book may be set up to share a childs work and observations that have been made. 


7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
 

The nursery is dedicated to ensuring that all children are included and thier provision os planned for on an individual basis. We seek to develop the provsion we provide through the training of our staff and any reasonable adjustments they we may need to make to the learning environments. We ensure that we gather advice from external agencies and when needed we apply for execptional needs funding to ensure that chnages can be made to meet the needs of the individual child. As a team we ensure that all children are able to participate in the activities that we plan, ensuring that any risk assessments are carried out where necessary and parents are informed of any additional activitie ssuch as trips or special vistitors to ensure that they are aware of how their child will be supported during these times. if the nursery feels it is necessary external agencies are contacted for advice on adjustments that maybe needed. 

Training is provided to all relevnet staff members with additional resources and software purchased by the nursery to ensure teaching stratagies and the resources provided seek to support the child's additional needs. 


8: How accessible is the building for children with mobility difficulties / wheelchair users?
 

The Nursery is build on one level and is accessible via a slope leading up to a double front door, with no steps and wide corridors creating a wide and easily accessible setting.It is set in spacious grounds with outside areas for each of the 5 Nursery rooms, promoting free flow across the age groups; one of these areas is set on an upper level accessible via outside steps and a ramp via the side gate.

We also have a designated disabled toliet facility with changing facilities within four of the nursery rooms.

The nursry has recently bought Makaton software and relevent staff members have attended Makaton training, the resources made through this software is then used in the relevent rooms to support specific children. For those children with english as a additional language, vocabularly and visual clues are used to suuport them in developing their language and in communicating effectively with others.


9: How will you support my child’s transition to a new setting or school?
 

When a child with special educational needs is due to attend our setting our SENCO seeks to ensure that they visit external proffessional within their own setting to gain ideas, information and additional provisions that we may need to meet the child's requirements. These proffessionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may need to develop to ensure our setting is suitable in meeting the needs of the individual child. Throughout this process the parents are regsualrly consulted and meetings are set up to discuss their child's transition into our setting. We seek to ensure any addional resources, training or support arrangments are in place prior to the child starting or immediately after. 

We are consistently striving to ensure that the nursery works closely with parents, outside agencies and settings to ensure that relevant information is passed between us, adhering rigorously to our confidentially policy. 

During the last year we have put in place new systems for transition for our older children between our setting and schools, consistently striving to ensure these lead to a smooth transition for the child supporting them emotionally with this change. Once the children have been allocated their school place our teacher within Squirrels makes contact with each of these schools, contacting them via a letter to invite them in and discuss the child/children moving to them. At these meetings the school is provided with the opportunity to firstly have a discussion with the teacher about each individual child, looking through their learning journal and education file, discussing their strengths, next steps and looking at their Early learning goals tracker. The school is them invited to meet with the child if both sides feel that this would be appropriate at this time. Our nursery teacher furthermore contacts each of the schools and makes a visit to their setting to familiarise themselves with where our children are going to so that they are able to discuss them with the relevant children. During these visits our teacher also takes photos of key areas within the school such as the child’s classroom, the playground and the school hall to then share in a large transition book, which is shared with all the children during group times. This transition book enables children to become familiar with where they are going to, sharing their new school with their friends and enabling them to become more emotionally prepared.

 During all of our transition stages we strive to communicate frequently with the parents and carer, ensuring that they are aware of what is happening and support them as well as their child in these transitions. During the older children’s summer term we furthermore invite the parents in for parent meetings with the teacher to discuss transition, share their learning journal, education file and to share in the achievements that their child has made as well as discuss next steps.


10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
 

We are a team that are constantly striving to improve the provision that we provide for every child within our care, striving to develop an inspirational setting for their early development and working together as a team to achieve the best for the individual child.  Our qualified teacher works closely with all members of staff across the rooms and with management to develop the overall effectiveness of the nursery, through this we have been able to make changes to our practice including introducing a more consistent and thorough approach to tracking the children’s development and using this to plan for both their interests and to meet their specific needs.

 Our SENCO works to ensure that any specific needs are identified as early as possible with steps put in place to support the individual child within our setting, as well as seeking additional advice and support from outside settings to ensure every child is able to achieve their full potential.

Though the use of our SEF we are committed to evaluating and developing our current practice, to ensure that we are consistently up to date with any changes to the EYFS that may occur and to ensure that are children are able to thrive within their environments. All members of staff are openly encouraged to reflect upon their practice through planning evaluations and personal reflection time, discussing anything that may arise with a senior member of staff to ensure that we are not only reflective but also proactive in putting changes into action. 

Parents/carers views and responses are sought on a daily basis through conversations with members of staff within the rooms and on a weekly basis through our pink home-nursery link books, where the parents are encouraged to share what their child has done at home as well as provide any information that they feel the staff may need about that child for the previous weekend. As operate an open door policy with parents able to raise any concerns they may have as well as any positive feedback on a daily basis, this not only enables us to gain further insight into our children but also allows us to reflect upon our practice and ensure that this is adapted to meet the needs of their child.

 Staff views are encouraged on a daily basis through both informal and formal discussions throughout the day as well as regular whole staff meetings and rooms meetings taking place throughout the year. All staff is provided with annual appraisals, which are documented and kept within the staff members individual CDP file, our trainees have 12 weekly reviews with their training manager and training provider. We furthermore openly encourage our staff to discuss their views with our senior management who operate an open door policy for the staff to discuss their feedback on a daily basis as well as being openly encouraged to add to our Self Evaluation Form which is placed within the staff room at all times, to enable us to update our SEF on a regular basis.

We are constantly eager to receive support from outside agencies to enable us to reflect and adapt our provision, seeking free support from outside to assist us with our families and making full use of the advice line from the Local Education Authority. Any recommendations from these professionals is recorded within the child’s learning journey as well as within the SEN file, with these recommendations and discussions being used to support us in ensuring the provisions are adequate and supportive of the individual child’s requirements, including using these to create an Individual Education Plan for that child.

 


11: Who should I contact if I am considering registering for a place at the setting?
 

The nursery is commited to regularly updating our website http://www.woodlandschildcare.co.uk/ which provides parents with information about our setting as well as contact details for any enquiries. Once a parent has enquired about a place at our setting a proepectus in sent out to them, they are then invited to come meet the staff and view the nursery, during this visit they are provided with further details about the services we provide as well as being given a parents handbook and registration form (detailing t&c's). Once they have registered with us and their depsoit has been paid, visits are set up for their child, during these visits a meeting takes place between the parent and the Room Senior to discuss in detail the needs of their child.


12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
 

The first point of contact within the nursery is our Nursery Manager, there is furthermore two Deputy Managers and a Training Manager, all of which can be contacted during nursery hours. Our designated SENCO is also onsite five days a week for parents to discuss any concerns regarding their child's individual needs. The parents are also provided with a direct email address for the nursery owner who they are able to contact as and when they need to. 

Our nursery notice board is used to provide parenst with information on useful voluntary agencies and support groups, we are also developing an additional page to our website where useful links to these agencies will be dispalyed .

Parents/carers views and responses are sought on a daily basis through conversations with members of staff within the rooms and on a weekly basis through our pink home-nursery link books, where the parents are encouraged to share what their child has done at home as well as provide any information that they feel the staff may need about that child for the previous weekend. As operate an open door policy with parents able to raise any concerns they may have as well as any positive feedback on a daily basis, this not only enables us to gain further insight into our children but also allows us to reflect upon our practice and ensure that this is adapted to meet the needs of their child.

A copy of our 'Complaints and compliments' policy is displayed within our reception area as well as an information poster outlining Ofsted's advice regarding feedback about the nursery.

We then seek to use feedback to develop and evaluate our SEN and overall provision. 


Last Updated
16/06/2017

Journey Planner

Address: Weber RoadGreenham Business Park  Greenham  THATCHAM 

Featured Images

  • Woodlands