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The Nest Neighbourhood Nursery

The Nest Nursery has a newly re-furnished nursery with rooms designed to meet the needs of all children.  Children are accepted from 2 years of age The rooms are joined together to be able to provide consistency for children but also to allow children to be able to spend time apart to do age appropriate activities.  Large outdoor area with a wide range of both outdoor and indoor activities available. We provide funded places for 2, 3 and 4 year olds including the 30 hour entitlement from September 2017.

Ofsted grade Outstanding at last inspection.  National Portage Association Stamp of Approval Award for delivering inclusive early years education based on Portage Principles - September 2019

Qualifications and Training: The manager has NNEB, Advanced Diploma in Childcare and Education, Level 3 Award  for SENCO in Early Years Settings and Level 5 Leadership and management.  1 member of staff has NVQ level 4, 5 members of staff have NVQ Level 3 .  1 member of staff is training for Level 4 Advanced Practitioner and 1 member of staff is training for Level 3 Early Years Educator. 

Who to contact

Contact Name
Patricia Hunter
Contact Position
Nursery Manager
Telephone
01803 882421
E-mail
patricia.hunter@torbay.gov.uk

Where to go

Name
The Nest Neighbourhood Nursery
Address
Higher Ranscombe Road
BRIXHAM
Devon
Postcode
TQ5 9HF
Notes

On bus route.

Wheelchair access.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£4.25 per hour
Details
£4.25 Per hour Additional charges for breakfast/snacks/lunch/tea

Availability

Other notes

Experience with children living with Autism, Epilepsy, Spinal Muscular Atrophy, Downs Syndrome and Communication and Language difficulties.

Staff trained in PEG feeding.

Staff trained in Portage, Makaton and Autism Awareness.

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
Please contact provider as there are various vacancies across all age ranges.
Date updated
08/02/2018

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
3 & 4 year old 30 Hour funding
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 0800 1730
Tuesday 0800 1730
Wednesday 0800 1730
Thursday 0800 1730
Friday 0800 1730
Facilities
Refreshments
Ride-ons
Meals cooked on premises
Role play dressing up
Sandpitsand play
Messy Play Area
PuzzlesJigsaws
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Kitchen
Quiet Room
Kitchen Facilities
Reading
Sensory Room
Disabled Access
Sleeping Area
Construction toys
Secure Access
Cookery
Music time
Sensory Play
Nappy changing facility
Full cooked lunch
Toys
Small world toys
Out-door Play
Soft Play area
Outdoor Playspace
Songs, Rhymes and Music
PC's & Game Consoles
Events parties
Healthy Eating
Arts & Crafts
Heuristic play
Visit & Outings
Private Changing Area
Home Corner
Walks to local park etc
Water play
Games
Garden
Treasure baskets
Picnics
Playroom

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
EY337691
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
22/01/2007CareOutstanding
16/05/2012Inspection (Early Years Register)Outstanding
29/10/2014Inspection (Early Years Register)Good
30/04/2019Inspection (Early Years Register)Outstanding

Local Offer

Description

Please see Local Offer - SEN information - September 2019

Contact Name
Patricia Hunter
Contact Telephone
01803 882421
Contact Email
patricia.hunter@torbay.gov.uk
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

We have a named SENCO in the setting.

  • National Portage Association Stamp of Approval for delivering inclusive early years education based upon Portage Principles
  • Disabled access to all areas including toilets and outside play areas
  • The staff have a wide range of training and experience of working with children living with a varied range of needs which include Autism, Physical Disabilities, Communication and Language Support (Makaton support, Visual timetables, PECS – picture exchange communication system, Specific Medical Conditions including epilepsy, asthma and/or eczema, Spinal Muscular Atrophy, PEG feeding, allergies requiring medical interventions, emotional difficulties (Well-being)
  • Once a child has been identified with having additional needs they are allocated a key person who will liaise closely with parents/carers, the setting SENCO and all appropriate outside agencies.
  • We follow the setting’s Equality and Special Educational Needs and Disability (SEND) Policy
  • We follow the Early Years Foundation Stage (EYFS) which is the national framework for learning, development and care for children from birth to the end of Reception year.
  • The identification of SEN is built into the overall approach to monitoring the progress and development of all children. If your child is falling behind or not making adequate progress, you should be told as soon as possible and involved in discussions about extra help or support needed.
  • Practitioners must consider the individual needs, interests and stage of development of each child in their care and must use this information to plan for them
  • If a child’s progress in any prime area (Personal, Social & Emotional Development), Communication and Language and Physical Development) gives cause for concern practitioners must discuss this with the child’s parents/and or carers and agree how to support the child.
  • Practitioners must consider whether a child may have a Special Educational Need or disability which requires specialist support.
  • They should link with and help families to access relevant services from other agencies as appropriate.
  • Practitioners may notice that some children often need more reassurance or sometimes need more time to process information. Practitioners should speak to the setting’s SENCO to carry out further assessment and speak to parents. More experiences practitioners will identify children with additional needs earlier than new members of staff as they know what they should be looking for in children’s development.
  • All early years and childcare providers have a responsibility to identify children with special educational needs (SEN) and make sure they put in place support as early as possible to help them learn and progress.

 

 

What criteria must be satisfied before children and young people can access this provision/service?

All children are welcome at the Nest regardless of their individual needs.  We are an inclusive provider and consider placements for any child between the ages of 2-5 during term time and up to age 11 during school holidays for any child whose parents wish them to access our provision.  We will take steps to ensure we are able to meet the needs of any child by working in partnership with parents/carers and outside agencies.

We follow guidance from the 2010 Equalities Act.  We support children and families through the Education, Health Care Plan process and have regard to the SEND Code of Practice: 0-25 years

We have an admissions policy to follow before any child can access the provision.  Once children start we follow our settling in policy and ensure every individual need has been addressed before children start their sessions.

The education programme will be planned by either the setting SENCO or another professional involved with the family, e.g. Portage worker.  All children are allocated a key person to work with the child on Individual Learning and Development Plans (ILDP)

  • We support parents as their children’s first educators and involve parents in the life of the nursery and their children’s education.
  • We are committed to ongoing dialogue with parents to improve our knowledge of the needs of the children and to support their families
  • We signpost parents to relevant services and have regular discussions with them about their child
  • We explain the referral/review processes and share all documents with parents
  • We ask parents for their views and aspirations for their child
  • Setting staff work in partnership with parents at all times and make time to discuss their child’s progress

Parents are always invited to meetings where a group discussion will be held about outcomes for the child, what interventions and support will be put in place and how we expect that to impact on progress

How do we identify the particular special educational needs of a child or young person?

When the application form is received we will gather information from parents/carers, previous settings and other professionals. Before the child sessions start we ask the parents/carers to stay with their child for a settling in session where they fill out an All About Me form with the key person.  This helps identify any additional needs.

Children in nursery are continually assessed and observed and the findings recorded.  

If the key person has concerns about a child’s development they will liaise with the SENCO and seek advice from the Advisory Teacher for Inclusion.  Any concerns would be discussed with the parents/carers before we initiate appropriate interventions or approach other specialists or agencies to offer best support the child.

  • We follow the setting’s Equality and Special Educational Needs and Disability (SEND) Policy
    • The children benefit from attending a setting where the value of inclusion supports the rights of all children to be treated equally regardless of abilities to participate in activities based on their individual needs.
    • We have regard to the SEND Code of Practice: 0-25 years
  • We promote equality of access and opportunity
  • We provide a broad and balanced curriculum for all children with additional needs
  • We follow the graduated approach to children with special educational needs as recommended in the SEN Code of practice

How do we consult with parents and/or children and young people about their needs?

After initial contact we invite families to look around the setting and the specific room the child will be using.  They are introduced to staff.  We have a settling in procedure to help the child settle.  We use an All about Me form for the parents/carers to complete with the key person and if necessary the SENCO.  If the child is familiar to other professionals we will make contact with them and set up a meeting to ensure continuity of care.

The key person greets the family on arrival at the setting and ensures that they are given a detailed description of what the child has done during their session.  We hold open sessions each term where we invite the parents to share the child’s learning journey with their key person.  The key person or SENCO will set up additional meetings with the parents to share information if necessary. 

We observe the children on a daily basis and use photographic evidence to put in their learning diaries ensuring their time with us is a happy one.

    • We can refer children to the Early Years Advisory Teacher for guidance and specialist support following a discussion with parents/carers if we have observed a child may have a specific need.
    • The SENCO links with the Speech and Language Therapists for children with communication difficulties.
  • The Early Years Advisory service give guidance on working with children’s communication and we use a monitoring system to ensure all children are meeting their developmental milestones.
  • We work in partnership with Portage, Early Years Advisory Teachers, Speech and Language Therapists, Occupational and Physio Therapists, Medical Intervention Teams, The child development centre and Educational Phycologists

 

We plan, implement, monitor, evaluate and review Individual Learning and Development Plans

What is our approach to teaching children and young people with special educational needs?

We have an Equal Opportunities/Inclusion/Special Educational Needs Policy which is implemented daily.

The children benefit from attending a setting where the value of inclusion supports the rights of all children to be treated equally regardless of abilities to participate in activities based on their individual needs.

Key persons work with the parents, SENCO and other professionals to create Individual Learning & Development Plans (ILDP) for children with additional needs; this identifies specific activities and development/learning objectives.  We support families through the Educational Health Care Plan process to ensure that all children have the right to education with additional support where necessary.

  • We have regard to Well-Being and Mindfulness when planning activities for children with special educational needs.
  • The SENCO will discuss the child with parents/carers before a plan is put into place as we value the importance of working in partnership with parents. All children feel a sense of belonging and have opportunities to learn from and share experiences with each other.
  • We have a behaviour management policy and believe in using positive reinforcement.

The enthusiasm and engagement of the setting with well-being and mindfulness has clearly had an impact on the positive and supportive relationships between staff and children. Staff are very good at modelling interactions for the children and key persons are in-tune with their children and form strong attachments.

How can we adapt our curriculum for children and young people with special educational needs?

Key persons follow a child’s ILDP and adapt activities to meet individual needs where necessary.

We follow the Early Years Foundation Stage Curriculum (EYFS) to check children’s progress.

  • Named SENCO in setting.
  • National Portage Association Stamp of Approval for delivering inclusive early years education based upon Portage Principles
  • Disabled access to all areas including toilets and outside play areas
  • The staff have a wide range of training and experience of working with children living with a varied range of needs which include Autism, Physical Disabilities, Communication and Language Support (Makaton support, Visual timetables, PECS – picture exchange communication system, Specific Medical Conditions including epilepsy, asthma and/or eczema, Spinal Muscular Atrophy, PEG feeding, allergies requiring medical interventions, emotional difficulties (Well-being)
  • Once a child has been identified with having additional needs they are allocated a key person who will liaise closely with parents/carers, the setting SENCO and all appropriate outside agencies.

How will we ensure we get the services, provision and equipment that children and young people need?

    • The SENCO attends SEND and Vulnerable Children forums termly and cascades updates to staff at team meetings.
    • The Manager attends safeguarding training and Early Years Managers Forums to ensure she is up to date with good practices regarding children with additional needs.
    • Staff have attended Makaton and Portage Training.
  • When a child starts at the nursery where specialist medical training is needed we liaise with medical professionals to ensure this takes place in a timely manner.

 

Staff training is relevant and up to date

How is this provision funded?

    • The children benefit from attending a setting where the value of inclusion supports the rights of all children to be treated equally regardless of abilities to participate in activities based on their individual needs.
    • We have regard to the SEND Code of Practice: 0-25 years
  • We promote equality of access and opportunity
  • We provide a broad and balanced curriculum for all children with additional needs
    • We ask parents for their views and aspirations for their child
    • Setting staff work in partnership with parents at all times and make time to discuss their child’s progress
      • The children go on a lot of outings to the beach, local parks and the quay to see the boats.
      During the school holidays we provide a holiday club and cater for older children as well as under 5s. All activities are geared that every child is able to participate regardless of individual needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

Wheelchair access to all inside and outside areas of the nursery.

Disabled toilet and changing facilities.

We will find out the parents/carers first language and make use of an interpreter if necessary.

All documents can be translated into different languages.

All equipment for all children in stored correctly and safely to ensure the safety of all users of the setting

How do we support and improve the emotional and social development of children and young people with special educational needs?

  • All children are welcome at the Nest regardless of their individual needs. We are an inclusive provider and consider placements for any child between the ages of 2-5 during term time and up to age 11 during school holidays for any child whose parents wish them to access our provision. We will take steps to ensure we are able to meet the needs of any child by working in partnership with parents/carers and outside agencies.
  • We follow guidance from the 2010 Equalities Act. We support children and families through the Education, Health Care Plan process and have regard to the SEND Code of Practice: 0-25 years

We have an admissions policy to follow before any child can access the provision. Once children start we follow our settling in policy and ensure every individual need has been addressed before children start their sessions.

All children have a key person who will work with them individually and talk to parents in review meetings and/or on a day to day basis.

  • When children are moving to a new setting we complete the Early Years Transition Form and send that to the setting.
  • The SENCO will co-ordinate transition meetings so that we can provide details on ILDPs and links to outside agencies. The key person is able to attend the settling in sessions at the new setting.
  • We welcome practitioners from other settings visiting the child within their familiar setting.
  • We support parents through all transitions and plan the best approach for the benefit of the child.
  • If appropriate we would work in partnership with other professionals to request an Education, Health and Care Plan, following the SEN Code of Practice guidelines.

We welcome practitioners from other settings visiting the child within their familiar setting

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

We have a strong transition process.  Children moving rooms are supported by their key person with settling in sessions.  Information is given to the new key person who will in the new room.

When children are moving to a new setting we complete the Early Years Transition Form and send that to the setting.  Where necessary the SENCO will co-ordinate a transition meeting so that we can provide details on ILDPs and links to outside agencies.  The key person is able to attend the settling in sessions at the new setting.

We welcome practitioners from other settings visiting the child within their familiar setting.

We always discuss transitions with parents and plan the best approach for the benefit of the child.

What other support is available for children and young people with special educational needs and how can they access it?

The Early Years Foundation Stage (EYFS) is the national framework for learning, development and care for children from birth to the end of Reception year. All registered early years and childcare providers (nurseries, pre-schools, childminders) must follow this framework. The identification of SEN is built into the overall approach to monitoring the progress and development of all children. If your child is falling behind or not making adequate progress, you should be told as soon as possible and involved in discussions about extra help or support needed.

  • Practitioners must consider the individual needs, interests and stage of development of each child in their care and must use this information to plan for them
  • If a child’s progress in any prime area (Personal, Social & Emotional Development), Communication and Language and Physical Development) gives cause for concern practitioners must discuss this with the child’s parents/and or carers and agree how to support the child.
  • Practitioners must consider whether a child may have a Special Educational Need or disability which requires specialist support.
  • They should link with and help families to access relevant services from other agencies as appropriate.

Practitioners may notice that some children often need more reassurance or sometimes need more time to process information. Practitioners should speak to the setting’s SENCO to carry out further assessment and speak to parents.  More experiences practitioners will identify children with additional needs earlier than new members of staff as they know what they should be looking for in children’s development.

Parents should be fully involved in the discussions about a child's needs, the support that is needed and regular reviews of their progress. This will take the form of a four-part cycle of assessing needs, planning support, putting the support in place and reviewing the outcomes. This is known as a graduated response.

What extra-curricular activities are available for children and young people with special educational needs?

  • We welcome the contributions of parents, in whatever form these may take.
  • Annual questionnaire to get feedback from parents on their views of the setting
  • All About Me forms completed with key person
  • Open days for opportunities for parents to meet with key person
  • Skill day where parents are able to share their skills with the children
  • Outings

 

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

We talk to parents on a daily basis when they drop off or collect their child.  Developmental progress is shared at parent’s evenings or scheduled meetings.  ILDPs have individual review dates and this is shared with SENCO, key person, relevant outside agencies and parents.

We carry out a termly audit of learning journals to ensure children are being offered the most positive opportunities to enable them to participate in all activities.

We attend multi agency review meetings to ensure we are working towards agreed outcomes and to support families through the Educational Health Care Plan process.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

We reflect on the quality of the provision and practice through monthly team meetings and staff observation.  We complete a Self-Evaluation form to identify areas for improvement and have an Action Plan in place which is developed by the team to ensure we are continually striving for improvement.

Staff have training opportunities to enhance their professional development.

The manager cascades training to the team at monthly meetings to ensure all staff are up to date with changes, research and new developments.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

The SENCO attends all possible training and cascades this to staff at team meetings.

The Manager attends safeguarding training and Early Years Managers Forums to ensure she is up to date with good practices regarding children with additional needs.

Staff have attended Makaton and Portage Training.

When a child starts at the nursery where specialist medical training is needed we liaise with medical professionals to ensure this takes place in a timely manner.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

We talk to parents on a daily basis when they drop off or collect their child.  Developmental progress is shared at parent’s evenings or scheduled meetings.  ILDPs have individual review dates and this is shared with SENCO, key person, relevant outside agencies and parents.

We attend multi agency review meetings to ensure we are working towards agreed outcomes and to support families through the Educational Health Care Plan process

How can parents, children and young people make a complaint about our provision?

By talking positively to parents we would always seek to resolve any issues before they got to the stage of a complaint.

We send annual questionnaires to parents and evaluate and analyse the findings.

We have a complaints procedure in place if parents felt they needed to do so.  There is a poster on the parent information board which gives the Ofsted telephone number if parents need to contact them.

Staff have built up good relationships with parents and communicate frequently; giving feedback to the Manager where necessary so that issues can be addressed early.

How can parents, children and young people get more information about the setting?

Parents can contact the nursery directly via phone or email.

We advertise the nursery on the Family Information Service (FIS) website and on daynurseries.co.uk.

We would always accommodate a visit from prospective parents outlining the provision we offer and how we would be able to meet individual needs.

Our Ofsted report is displayed in the foyer of the nursery and is available for parents to read on the Ofsted website.