Tel No.: 01772 624 545 thenurseryleyland@btconnect.com

Local offer

What the setting provides

The Nursery is a limited Company. The Managing Director Gabrielle Leigh has had over 30 years? experience of working with families and young children she promotes an inclusive practice that offers spacious modern accommodation that is bright warm and inviting, creating a very friendly child environment. We value each child as an individual and believe children learn when able to investigate the world around them, we give the children time to explore, space to move and freedom to choose.?

The access to the building is on ground floor level with secure wide electronic doors that can accommodate wheel chairs and prams.

The Nursery opens Monday- Friday 8am-6pm fifty weeks a year.

The building consists of a baby room this represents a cosy homely atmosphere with access to a kitchen and nappy changing area. It also contains a messy area where the babies can get involved in malleable activities, sand, water, tactile and general messy play. It leads out to a covered soft pore outdoor area equipped with a large selection of toys and outdoor activities, promoting play in all weathers. It leads down to an Astra turf garden with decking and a wooden pergola which allows the babies to play in a shaded safe area throughout the summer

There are a variety of sensory and creative objects for the children to broaden their imaginations and open many possibilities for exploration. We are always changing and exploring with new ideas to keep the outdoors as natural and creative as possible. Display boards in the entrance area include a photo board which shows the children participating in different seasonal activities. A parent?s board gives parents useful information about nursery life and also displays useful tips and guidance. The main play area is open plan and provides a large space to accommodate children from 20 months to 3 years. The room accommodates areas of provisions that are equipped with resources and enhancements appropriate for their ages and development levels. It includes a carefully thought out plan that can accommodate wheel chairs and walking frames. There is a basic daily routine for guidance however the children enjoy a free flow play structure where they have opportunity to choose where they would like to play. Toys are easy for them to access and are displayed attractively. The room has open access to 2 toilets and sinks for the children to gain independence with a separate ?accessible? toileting area with 1 toilet and sink, potties and nappy changing area for the younger children. The Pre School room has been purpose built to provide the children with encouraging learning strategies in place. Although this area is a little more structured, the children still enjoy a free flow setting with immediate outdoor access that helps them prepare for the next stage in their education.

What the setting provides

The children in our setting have lots of opportunity to achieve and enjoy learning; children are given a variety of choices to promote their all-round developmental needs. Activities are led by their own interests enabling them to enjoy and progress at their own level and pace. Children are encouraged to develop their own play methods that allow them to experiment and make progress by their own self teachings. By observation and evaluation, we can monitor achievements and assess learning, expanding their knowledge and understanding. Children are encouraged to think for themselves about how things work and why. We have a large selection of toys to promote skills and interests.? Predicted topics allow the children to learn about the world. Seasons allow us to explore nature. We?? experiment with different activities highlighting sound, movement, texture. Providing a wide range of opportunity and?? experiences. Children are constantly being made aware of the world in which we live in. Provision areas can represent different cultures, diversity including disability, different ways of life, foods and different life process. We gain knowledge about different cultures by asking the children and families who attend the setting, we also celebrate festivals relating to the children and their families.

Staff build positive relationships with all the children, parents and colleagues the key persons role plays a major part in their learning environment and everyone concerned is aware of who is each child?s keyworker. The excellent relationships display a positive atmosphere that encourages friendships. Planned activities building on confidence and self-esteem encouraging the children to feel special, this also promotes respect for each other understanding differences, and developing empathy. The mixed age groups working together support our ethos about children learning from one another and quickly becoming aware or each other?s needs and promote caring and nurturing environment.

The children can select what they would like to play with, and they are encouraged to tidy away toys before they select a new one. Staffs often work as play partners giving support and encouragement in all learning and development areas We encourage lots of natural resources?? allowing children to develop and widen their own abilities, through exploratory play.

Our setting promotes equality and diversity at all times. Each provision area has resources that reflect this. When children are enrolled into our setting, we start to build good relationships with parents/cares. The key persons talk to the parents on a daily basis giving any relevant reports of events that have happened during the day. Tracking children?s progress is an ongoing priority We introduced I connect tracking system. This gives the key worker the opportunity to track the children?s on-going progress letting them observe and monitor progress on a regular basis. This is shared with parents through an app that can be down loaded to phones, iPad?s etc.? We evaluate progress by using a cohort tracking system every term. This system high lights any delayed development or behaviour problems. . We can then refer to the relevant agency for further support and guidance for individual children if required. We work alongside professionals to encourage children?s aims and targets.

STARTING NURSERY

Nursery Information Booklet:?The booklet provides extensive information about the nursery, including Policy summaries, session times and fees. The information provides parents with a good basic knowledge of the settings day to day operation.

Enrolment Form and Child Profile:?The enrolment form and child profile provides valuable information regarding the child?s family structure, family support, likes, dislikes, previous nursery experience and any special requirements that we need to prepare and cater for.

Pre-start Visits:?Parents are encouraged to visit the nursery with their child prior to them starting. These visits are arranged when convenient to the parent and they have no set time, allowing the parent and child to spend as much time as they like to familiarise themselves with the nursery staff and the environment. During these visits a practitioner will discuss the information provided on the enrolment form and child profile, ensuring it is correct and up to date and also providing points for discussion with the parent.

Short Stay Sessions:?For some children starting nursery can be a difficult time. They do not always understand that their parents will be coming back for them and this often causes distress. For children who experience such difficulties the nursery encourages shorter sessions to begin with and these are arranged on an individual basis taking into consideration the needs of the child, their previous nursery experiences and separation from parents. MOVING THROUGH NURSERY ROOMS

Transitional Report:?A Transitional Report is completed for each child as they move into the next room. This provides staff with important information on which they can use to help the child settle into their new environment.

Short Stay Sessions:?In addition to the report children spend regular periods of time during their session visiting the next room. The length of these visits depends on the child and what they are comfortable with and these start during the month before the child is due to move into their new room.

Keyperson Support:?Some children may need a little extra support, in this case the child?s keyperson will remain with them during their visit to their new room.

Learning Journal:?All children have a Learning Journal throughout their time at nursery. These Journals provide evidence and map the child?s learning through various media such as paintings, drawings, photographs and observations. The Journals are given to parents and encouraged to take them to show the reception class teacher.

Transitional Report:?A Transitional Report is completed for each child as they leave nursery to start school. A copy of the report is contained in the child?s Learning Journal with an additional copy being sent to the child?s reception class teacher. The information will assist the teacher in familiarising themselves with the child and their developmental level and it also feeds into the schools EYFS Profile of the child.

Teacher Visits:?Reception class teachers are welcomed into our nursery to observe and interact with the children who will be attending their class in September. It is therefore important that parents share information with them about their child?s nursery and when they attend. With parental consent we will contact the reception class teacher to discuss the possibility of a visit to our setting.

SEN.?Children with additional needs will require a transitional meeting that will help to provide a clear pathway for the next part of their educational journey. A meeting will be held with the School, Nursery, and all relevant professionals. a plan will be implemented to support the child and their transition into school

We have 3 named SENCO?S in the setting. The manager has had many years? experience of working with children with additional needs. The Deputy Manager has had relevant training to adhere to this role and the Room Leader has recently had Speech and Language and Makaton training. All our team have had wellcomm training. (A speech and language tool that helps develop speech and language in the setting by introducing activities specifically designed to promote communication.)

. Staff supervisions are carried out termly. This helps to identify strengths and weakness and through peer observations we can look at training needs for each individual member of our team. Our team all hold a relevant childcare qualification and are encouraged to further their knowledge and development in all area of childcare. Some of the staff have had Speech and language training along with Makaton signing, and a number have also attended training for children with ASD. Working with Send children can be challenging but rewarding and our team are always eager to explore new strategies with each individual child.? We work closely with Broad Oakes development centre and the area SENCO.?

If you require further information please contact Gabrielle Leigh or Carol Ainsworth. We will be happy to discuss any additional information. You can contact us by phone or email. Or come and see us at a convenient time of your choice. Please try to avoid lunch time between 11-45-1.30