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Finchampstead Day Nursery and Preschool

Formerly named Blue Bird Nursery Centre, it was set up in 2003 to establish a private nursery in the grounds of Nine Mile Ride School catering for children aged 3 months to 5 years and is now part of the Complete Childcare Group of nurseries.

The setting is open for 51 weeks a year from 8am to 6pm and offers places on a full time or part time basis as well as term time sessions.

The nursery operates from a large single story modular building in the grounds of Nine Mile Ride School. The nursery has two large rooms. The Sunshine Room is for up to 18 children aged 3 months to 3 years and the Rainbow Room for is for up to 36 children aged 3 years and upwards. Both have access to individual outdoor play areas. The room transition normally takes place around the age of 36 months although this is flexible.

We aim to work together with children and their families to -

  • Ensure each child in our care is encouraged to grow in confidence, self-esteem and knowledge by providing them with a solid foundation for the years ahead. .
  • Provide a caring, stimulating environment both indoors and out where children can feel happy, secure and confident to explore, discover and learn with the support of highly qualified staff.
  • Offer a broad balanced and challenging curriculum to enable children to achieve all aspects of the Early Learning Goals for The Early Years Foundation Stage.
Website:
Blue Bird Nursery - Finchampstead
Provider:
Complete Childcare Nurseries
Vacancies Information

All nursery places are by application only, subject to availability, and are administered in accordance with our admissions policy.  Please contact the nursery for full details and availability.

Who to contact

Contact Name
Finchampstead Day Nursery & Pre-School
Telephone
0118 2076 644
Email
finchampstead@completechildcare.co.uk

Where to go

Name
Finchampstead Day Nursery & Pre-School
Address
430 Finchampstead Road
Finchampstead
Wokingham
Berkshire
Postcode
RG40 3RB

When is it On/Open ?

Date & Time Information

51 weeks a year

Full day: Monday - Friday, 8am - 6pm

Morning: Monday - Friday, 8am - 12:45pm

Afternoon: Monday - Friday, 12:45pm - 6pm

Visit the website to find out more about session times

Availability
Part Time
Lunch Club
Summer Holidays
Term time only option

Costs and Fee Information

Do you accept childcare vouchers?
Yes
Contact provider for costs?
Yes
Cost Concessions
Sibling
Registered to offer
3 & 4 year old funding
2 year old funding
Intending to provide 30 hours
Yes
Registered to provide 30 hours
Yes
Funding Notes

We deliver both the Universal Entitlement & Extended Entitlement each day within the hours of 9:30am to 4:00pm. 

How is the service funded
Other

Accessing this service

Age Ranges
3 months - 5 years

Provision For

Supporting people with
Children with Additional Needs
Wheelchair Accessible
Religious and cultural needs

Compliments, complaints and comments

Website
Compliments & Complaints

Provision For (Childcare Specific)

Wheelchair Access

Has Provision
Yes

Special Diet

Has Provision
Yes

Ofsted

Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
07/11/2005IntegratedOutstanding
29/09/2008Inspection (Early Years Register)Outstanding
14/12/2015Inspection (Early Years Register)Outstanding
Ofsted URN
EY290273
Ofsted report
Click here to view the latest Ofsted Inspection Report 

Local Offer - Support available for children and young people with additional needs

Local Offer logo
Description

We invite parents who are interested in sending their child to the nursery for a visit to view the nursery and talk about how we meet the care learning and development needs of children. This includes talking about how we meet any additional/specific identified needs. Once a child is registered with us we offer a home visit and stay and play sessions at the nursery. Our aim is to get to know each child from their parents/carers and learn about each child’s individual needs, interests, stage of development and personal care. Each child is allocated a Key Person who will work in partnership with parents/carers to support their child’s developmental journey both at home and in nursery. All Key Persons are trained in child development and use this knowledge to reflect with parents/carers about their child’s individual progress. To support this process we compile ongoing observational assessments of all children. These are kept in each child’s individual learning record. Observations are analysed and linked to the Development Matters ages and stages of development in the Early Years Foundation Stage. This information is used to create an individual care, learning and development plan for each child. In addition we use the following assessment systems, in partnership with parents, to monitor children’s progress and identify any delays or additional needs – The Progress Check at Two, Every Child A Talker (ECAT) Speech and Language Tracker, Early Support Developmental Journal. Our named Special Educational Needs Co-ordinator known as the SENCo works closely with parents, staff and outside professionals to co-ordinate the individual education programme for children identified with additional educational needs and disabilities.

 

 

Contact Name
Jo Wilson
Contact Telephone
0118 2076 603
Contact Email
jo.wilson@completechildcare.co.uk
Local Offer Description
1: How does the setting identify children with additional needs or SEND ?

We invite parents who are interested in sending their child to the nursery for a visit, to view the nursery and talk about how we meet the care, learning and development needs of children. This includes talking about how we meet any additional/specific identified needs. Once a child is registered with us we offer a home visit and stay and play sessions at the nursery. Our aim is to get to know each child from their parents/carers and learn about their individual needs, interests, stage of development and personal care. Each child is allocated a Key Person who will work in partnership with parents/carers to support their child’s developmental journey both at home and in nursery. All Key Persons are trained in child development and use this knowledge to reflect with parents/carers about their child’s individual progress. To support this process we compile ongoing observational assessments of all children. These are kept in their individual learning record. Observations are analysed and linked to the Development Matters ages and stages of development in the Early Years Foundation Stage. This information is used to create an individual care, learning and development plan for each child. In addition we use the following assessment systems, in partnership with parents, to monitor children’s progress and identify any delays or additional needs – The Progress Check at Two, Every Child A Talker (ECAT) Speech and Language Tracker, Early Support Developmental Journal. Our named Special Educational Needs Co-ordinator known as the SENCo works closely with parents, staff and outside professionals to co-ordinate the individual education programme for children identified with additional educational

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

We work closely with parents to create and maintain a positive partnership based on trust and mutual respect. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. Key Persons have daily discussions with parents or use the ‘Home Nursery Diary’, as well as email, phone, and termly parent consultation meetings. We involve parents/carers in discussions with the SENCo and outside professionals, sharing any relevant paperwork such as reports, observations, assessments and Individual Learning Plans.

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

Practitioners understand child development and use Development Matters and the Statutory Framework for the EYFS to plan activities and resource the nursery to meet the needs of all the children, starting with what each child can do. We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Learning Plans (ILPs) for children with additional needs and SEND, reflecting their individual interests and learning styles.

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

Here are a few examples of strategies we use to support children –
We encourage children to make their own choices and communicate by using visual aids/props including objects, photos, symbols, gestures
A pictorial daily routine to support children in understanding what is happening next
Makaton (signing)
Conflict resolution strategies – to support children to resolve problems and conflicts
We use the child’s words/actions and repeat back to the child, adding additional words/actions to extend their learning.
Ensure the child in the best place in relation to the speaker e.g. opposite if child reads lips or needs eye contact to maintain attention

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

We have access to local authority advice and support, including being able to apply for additional funding for targeted support and resources. We liaise closely with involved professionals and/ or settings in consultation with parents. The SENCo attends termly network meetings to keep their knowledge and skills up to date; this information is then shared with other staff at team meetings. Further courses such as behaviour training, equality, diversity and inclusion training, communication and language training have been attended by other staff members. Some staff members have attended training linked to specific needs of children who attend the nursery.

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

There will be regular discussions with the Key Person/SENCo/other professionals using shared observations of the child’s progress both at home and within the nursery. Observations and assessments are located in the child’s individual learning record which is available to look at and take home at any time. Once a term a summary of learning and development grid is completed with parents/carers. This maps the child’s chronological age to a developmental stage within the areas of learning and development of the EYFS. We will also use the Early Support Journal which breaks down the developmental stages into smaller specific steps. The Speech and Language Tracker based on the ECAT (Every Child a Talker) programme is used to plot children’s progress in all aspects of their speech and language development. The Progress Check at Two details a child’s progress specifically in the following areas: Personal, Social and Emotional Development, Physical Development and Communication and Language. It also outlines how children learn using the Characteristics of Effective Learning which are part of the EYFS. This report is compiled with parents and shared with the Health Visitor in conjunction with the Two-year-old Health Check. Our observations and monitoring systems enable us to plan with parents/carers for their child’s future care, learning and development.

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

Activities are planned around children’s interests and allow for all children to achieve and engage. We assess the benefits and risks in discussion with parents to agree a suitable plan for other activities including trips. We consult with children about planned activities and include them in the risk assessment process. Staff undertake a pre-visit trip in order to complete a detailed written risk assessment.

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

There is a public car park adjacent to the building with a paved ramped area that leads to the double door entrance with a small threshold ridge of approximately 2cm. The internal area is open plan. There are shallow steps that lead to the outdoor area in the Sunshine Room. A nappy changing unit is available in both the Rainbow Room and the Sunshine Room. There is an accessible toilet in the lobby and internal doors from there to both classrooms.

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

A transition plan will be drawn up at a meeting with parents/carers, the Key Person, SENCo, the new setting and as appropriate any outside professionals who are involved. All children in the nursery are invited to the new setting/school to support the transition. Additional visits to the new setting/school and to meet the new teacher will be arranged for children with additional needs and SEND with their support worker if required. Staff from the new setting are invited to visit the child in the nursery. To support children in the transition process, links will be made with other children in the setting making the same transition. Photos of the new setting will be taken and shared with the child and their parents on a regular basis before the move. Role play, puppets and doll play are used to explore and aid the children’s understanding of the transition taking place. When children leave the nursery we pass on their observation and assessment learning records along with any additional information from outside agencies to the new setting/school.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation ?
  • Feedback from parents including individual discussions, questionnaires, consultation meetings.
  • Visits and feedback from Wokingham Early Years Advisors and support services, Ofsted and our Health and Safety Consultant.
  • The SEN annual audit
  • Our self-evaluation process
  • This information is used to identify areas of development within the setting which forms part of our inclusion training and development plan.
11: Who should I contact if I am considering registering for a place at the setting ?

Please contact our admin team by:

Phone 0118 932 8844 or email enquiries@completechildcare.co.uk

Further information can be found on our website.

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

We use information received from the following –

  • We promote and encourage open and honest feedback as we recognise this is how we can reflect, review and improve our services to support children and their families. We encourage parents to give us feedback in any way that suits them. This can include –
  • An individual conversation with a member of staff
  • A pre-arranged meeting
  • A phone or email conversation
  • Home nursery diaries
  • Parent comments book
  • Written letter
  • Questionnaire feedback
  • Complaints procedure
Data last checked: 04/12/2018
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