Little Tots Nursery

"THIS PROVIDER HAS NOT UPDATED THEIR SERVICE LISTING; THEREFORE WE CANNOT GUARANTEE THE ACCURACY OF THE INFORMATION PROVIDED - NOVEMBER 2016"

We are a Forest School Nursery taking children 3 and above on daily trips to our Forest School Site and allotment using our own minibus.

Who to contact

Telephone
01189591371
Email
julie@little-tots.co.uk
Website
Little Tots Burghfield 

Where to go

Name of venue
St Mary's Parish Centre
Venue address
Reading
Berkshire
Postcode
RG30 3TG

Other details

Cost(s)
£5.50 Per Hour Full Time
Other Costs
£5.50 Per Hour Full Time
Age Range
From 2 years 0 months to 5 years 0 months

Ofsted Information

Last Ofsted Inspection date
08/07/2015
Last Ofsted Inspection Grade
Outstanding
Ofsted URN
EY429870

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 : 09:00 - 13:00Tuesday : 09:00 - 15:00Wednesday : 09:00 - 15:00Thursday : 09:00 - 15:00Friday : 09:00 - 13:00
When is childcare available?
School Term Only
Weekday All Day
4 Hours Or More Per Day
5 Days Or More Per Week

Special provisions

Wheelchair access
Yes
Cultural provisions
Yes
Special diets
No
Special needs access
Yes

Vacancy details

Immediate vacancies?
No
Other information
We have very limited spaces, details on application.
Vacancy range(s)
From 2 years to 2 years (spaces available = 0)
From 3 years to 4 years (spaces available = 0)
Vacancy Information Last Updated Date
27/01/2014

Local Offer

Last Localoffer Updated
12/10/2015
Local Offer Description

Little Tots Nursery is based in the parish Centre of St Marys Church on the edge of Burghfield.  It caters for up to 60 children from the local community.    Little Tots Nursery is a Montessori Nursery, and the ethos is to follow the child.  We are also a Forest School Setting, and offer all funded children the opportunity to go out to Forest School each week

Age Bands
1 to 4
1: How does the setting identify children with additional needs or SEND?
 

We begin to build relationships with parents from the very first time we meet them.  So if a family has concerns or identified special need we will work with the family from the outset, liaising with different agencies to ensure the best support for the child and family.

If we have concerns that a child may have an additional need (that have not been raised by the parents) in the first instance we observe the child through observations, tracking, and their Early Learning Journeys, this is especially important when the child is new to the setting/settling in.   If at that stage we still had concerns regarding the child’s development, we would initially discuss this with parents to determine if they had any concerns themselves, this would be done on an informal basis. 

 If appropriate at this point we would sign point them to seek professional input, their health visitor being the first port of call.  As a setting we have found the services of Pre-School Teacher Counsellor Service to be of great value to us, in providing advice/where to go next.  

Or we may continue to work with the family (involving key person/SENCO/Room Manager and other staff members) before advising them to seek further professional advice, and we would do this by continuing to monitor the child though observations etc., with the parent’s consent and their continued input we may put in place an SAPP whilst we continue to monitor the child’s development.


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

We meet regularly with parents of children with additional needs, this support would come through SENCO/ Key Person/ One to One Support Assistants (if the child has a specific need that have been identified, and they already receive additional support in the setting).    SAPP's would be put in place and the targets are monitored regularly so that parents and staff can remain aware of whether the targets remain appropriate to the child’s development.    This would all be co-ordinated by the SENCO and is her role to ensure that any outside agencies involved are brought together, and any suggestions made by outside professionals are incorporated into the child’s curriculum/SAPP to ensure that their meets are being met.


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

Our Montessori philosophy of following the child ensure that we are able to cater for the different needs of children, our curriculum in many ways is already geared to following the individual child.   If we have a child with identified additional needs then we are able to take this further.  In particular, if a child is more responsive to outdoor learning, then we would be able to incorporate further trips to our Forest School Site to ensure that their current needs are being met.   We currently support more than one child with severe disabilities, and as a part of good practice to ensure that their needs continue to be met, we will give them relevant different experiences which are very necessary to their emotional and physical  development for instance we would ensure that they have ‘quiet time’ away from other children, a range of sensory experiences that are relevant to their needs,  that their physical needs are being met,  which may include time out to bounce on a trampoline for instance.   In these very specific instances we would ask the advice of outside agencies when planning these activities, and these would be incorporated into the SAPP’s/ Planning.  This would be done with the support of the SENCO, working together with One to One Support Assistants (if supported) key person, room manager and other members of staff.  We feel it is important that all staff members are aware of the needs of children with additional needs, and their SAPP/Curriculum Planning is accessible to all staff members who may come into contact with them.   Parents are always kept up to date with our planned activities for their child, and we encourage their input through regular meetings to ensure we are all working together for the best outcomes for the child.


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

We use visual timetables to support children in the setting, these are placed where all the children can see them.   We use Makaton Sign Language as part of our daily curriculum and involve all children, for instance at circle time we may incorporate songs with Makaton Signing.  We use PEC’s (Picture Exchange Communication System) and work alongside Speech and Language Therapists to ensure that we are helping to meet the communication needs of the children we are supporting.  We would consult with outside agencies if we needed specialist equipment in the setting, to ensure that the child is being fully supported.  We use SAPP's and monitor the progress of the child regularly both in discussion with parents/staff and outside professionals.  We continue to draw on the advice of outside agencies to help us support the child and family.


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

We involve outside agencies and other professionals to guide us when supporting children with additional needs, we recognise that the children have varying needs and whilst some children may receive one to one support, others may require small group time or some specific planned activities with their key worker, (for example to ask the SENCO to assist in planning for a child).  We ensure that we sign post families to the relevant outside agencies when applicable.  We currently access the following services, Pre-school Teacher Counsellor Service, Educational Psychology Service, Speech and Language Therapy, and Occupational Health, and the Local Children’s Centre.  The advice given by these professionals is used to support SAPP Planning and for individual planning for the child.  We would feedback information/suggestions given by outside professionals in a meeting with parents which would involve the SENCO/Key Person/One to One Support Assistants, and at that stage ask for their input so that we can all plan together to ensure the needs of the child are met.


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

By meeting on a regular basis with parents to ensure that when planning SAPP’s and observing and assessing the child, that parents are kept fully up to date/aware of how their child is being supported in the setting.  We have an open door policy for all parents and are always willing to listen to any concerns parents may have, or support them in ensuring the needs of their child are being met by careful curriculum planning to cater for their needs.

We have outlined in the above questions how we monitor the child’s progress within the setting, with regards to setting SAPP’s and curriculum planning.

When planning for children we will take their interests into consideration and if they are able to say/contribute to what they would like to do, then we would do this.  For example when we are planning mini projects with the children, we talk to them about different ideas we may have (which have come directly from topics that children have shown an interest in) and they can vote on what they would like to do – we use buttons that they put into a jar with a visual clue on it, for example mini beasts may have a picture of a ladybird/butterfly on it.  Or we may be talking about holidays and the seaside, again the children can decide.  For children with more complex/severe needs, we respond to how they react to the environment and adjust their activities accordingly, for instances they may have particular sensory needs, and we can cater for this by giving them a wide range of sensory experiences. 

With children that attend another setting, we would make contact with them (with parental approval), and if appropriate arrange to go and see the child in that setting.  We would also invite the other setting to come and visit us, by sharing ideas we can best support the child.


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

As a Forest School Setting all children are included in trips to our Forest School Site, (once they are funded), and younger children (2 and over) have the opportunity to go on other trips which include our allotment, library, local parks etc.   
We have our own Mini bus, which is used every day, and as such are very used to planning trips.  All children have the opportunity to go out, and in particular we have found that children with additional needs can be very receptive in this type of environment, and if appropriate will offer more than one trip a week to children with additional needs (this is discussed and agreed with parents prior arranging to obtain their consent, and to ensure that they too feel that additional time in an outdoor setting would be beneficial to their child).

As a Forest School Setting we have a set of robust risk assessments for off site visits including the Forest School Site (which is located approximately 4 miles from the setting) our allotment, local park etc., whilst out on trips we are constantly vigilant and continually risk assess our sites, to ensure that the children are safe at all times, whilst also ensure that   they are getting the maximum out of the trips.

From the very first visit to our nursery, parents are aware that outdoor activities are a big part of what we do, we obtain signed permission for going off site before the child enters the nursery for our regular trips such as Forest School, Allotment etc.  If we were to plan a special trip (say to a Zoo) separate permissions would be obtained and staff would visit prior to the trip for risk assessment purposes, and planning.   This is particularly relevant when we are taking children with additional needs.
We actively encourage parents to volunteer to come along to Forest School trips, however we do not expect parents to attend trips to offer support for their children.


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

The ground floor of the building is fully accessible via a ramp for wheel chair use.    However the upstairs hall is not currently accessible for wheelchair users, although there are continuing conversations taking place to determine whether a chair lift be put into the building.    To ensure that children gain the most from our environment we would make sure that curriculum planning incorporates all the activities/resources that the children access throughout the building, and they are made available in the downstairs hall.  We have both disabled changing and toilet facilities. 

We use Makaton Sign Language, PECs, and Visual Timetables to support our children.  In the past whilst supporting children with hearing impairments, several members of staff undertook introductory courses in British Sign Language.  We support several children with diagnosed additional needs, and are able to adjust our curriculum to support them. We would be very willing as a setting to undertake any further training or evaluation of the setting to ensure that we could support the needs of the individual child, whatever their needs may be.   We are flexible and always keen to incorporate new ideas into our planning.


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

Prior to entry if a child has been identified with specific additional needs, staff would have a meeting to ensure that all staff are aware of the child’s individual needs.  We would liaise with parents, asking them to complete a questionnaire ‘All About Me’ prior to entry; we would then meet with parents to see how we can determine best how to support their child.   All children are invited to come into nursery prior to entry for short visits.  However with a child with identified special needs we would work closely with the parents on a number of visits to ensure the transition into the setting was at the right pace for the child and family as a whole.

Were possible we would liaise with outside agencies prior to the child joining the nursery to enable us to best support the child, as this will assist us in ensuring that we are able to offer the child the child the right support/curriculum to meet their needs at the earliest opportunity.

With the parent’s consent, for a child in dual settings, we would expect to work closely with the other setting to ensure consistent care for the child, and so that similar routines can be established within both settings (and to incorporate those routines that are already established within the home environment, that are transferrable to the setting where possible).

 When a child with identified additional needs is getting ready and preparing for school.  We would instigate a transition programme.  In the first instance we would contact the school, and liaise with the SENCO, we then would arrange for representatives from the school to visit the nursery   to see the child in their familiar setting, we would invite along parents, SENCO, key person, or One To One Support Assistant (if applicable) at that stage we draw up a transition plan for the child.  This may include several visits to the school by the child in addition to the normal pre-arranged visits.    The SENCO would also visit the school (if appropriate) to discuss with the school the transition plan, and how we can all work together to ensure the best transition for the child.


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

We have regular staff meetings, where we can discuss the overall effectiveness of our SEND provision and how we are meeting the needs of individual children.    We regularly manually update our SEF to ensure good practice.  We send out questionnaires to parents to evaluate how we are doing as a provision and how we can improve.  We have a suggestions box for parents if they don’t wish to approach us directly.  We have an open door policy and welcome feedback/comments/suggestions from parents.


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

Karen Wynn and Colette Asher, - Nursery Managers   07931 807021 (during session times)

Lisa Harrison Evans : Administration Manger – deals with admissions (H office 0118 9591317)

To register your child, please contact us to arrange a visit.  You can access our prospectus, registration forms and terms and conditions on our website :  www.littletotsnurseries.com  or alternatively please contact us and we can put a registration pack in the post to you.


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

Karen Wynn – Manager and Early Years Teacher  

Colette Asher – Manager and SENCO

Both above can be reached during session times on 07931 807021. 

Heather Schofield - Director/Co-Owner can be reached at our Head Office on O118 9591371

Parent Testimonies are posted on our website (with their permission)

Our complaints procedure is kept with other policies and procedures in our entrance lobby, and can be copied upon request.