What the nursery provides
Flying Start Children’s nursery is a day care setting. Places are available for children aged 0-8 years. The setting is open Monday to Friday 8am until 6pm, 51 weeks a year. We offer half and full day sessions. The setting is registered to take 64 children, 12 of those can be under the age of two.The setting is split into two groups the 0-2 year olds and 2 – 5 year olds. This is a flexible arrangement and the children will move groups according to their needs. The setting has a named SENCO, a a designated safeguarding officer, a deputy manager and a manager. The role of the deputy is to oversee the running of the nursery, help and support practitioners and monitor the quality of the provision within the nursery. The nursery manager has overall responsibility of the setting.
Accessibility and Inclusion
The nursery is housed in a single storey building, there are parking spaces close to the main entrance at the front of the building. The building is accessed by a bell on the front door and a keypad system on the internal door. There are two sets of accessible toilets in the building (5 in total) for the children’s use and an adult toilet is available for use if needed.Most of the rooms in the nursery are carpeted with the exception being the toilets and large Physical room at the rear of the building, and a section in the main room used for messy play. The flooring in these rooms is non slip wood effect vinyl.
All the doorways are standard door size. We have a parent’s information board in the entrance area. This contains our policies and procedures, our daily routine and information about activities going on in the nursery. We also include leaflets and information about activities and events in the local area.
All rooms are brightly lit, the walls are painted cream with bright, inviting displays at child and adult height. Rugs are used in all rooms for comfortable play and relaxation. All furniture in the setting is free standing and can be moved to make room for specialist equipment and to make sure the rooms are accessible for children using walkers and wheelchairs.
In the 0-2 years room there is carpet covering the whole of the floor with cushions and additional rugs for comfort. Bumbo’s and baby bouncers are available for very young babies. There is a minimum of 2 cots in this room and wipe able sleep mats if needed. For meal time’s high chairs are available and high back chairs with a low table. The resources are suitable for children up to the age of two years.
The 2 – 5 years room is split in three rooms, a gross motor physical room, a large construction room and a main room which incorporates domestic role play, small world activities a resting area and messy play. The gross motor physical area, is adaptable for any activity the children choose to complete. The displays are at child height and furniture can be moved accordingly. In the large construction room there are foam bricks, stones and breeze blocks which are ideal for building along with different sized cardboard boxes to help aid your child’s imagination. This area is carpeted for floor play.
The messy play area, situated in the main area, is a large room with tables and chairs at child height. All messy play activities are accessible to all children and are clearly labelled. We have a large role play area situated in the messy area where all the furniture is free standing so it can be moved accordingly. There are interactive displays at child height and children’s own work is displayed around the room. All toys in this area are aged 2+ but toys and resources can be borrowed from the 0-2 years room if these are more appropriate to a child’s needs.
Access to the outdoors is on one level. The outdoor environment consists of a bark area where we have brightly coloured climbing equipment, a tarmac area and an additional fantastic barked area, which contains climbing equipment, exploring areas, places for the children to rest whilst outdoors and physical equipment for them to use all of there gross motor skills and imagination. We also have a viewing platform to watch the aeroplanes take off and land
Identification and Early Intervention
At Flying Start we use an online system named ‘My Baby’s Days’ to log and track our children’s development and progression. Children’s progress is closely monitored within our setting. Each child has their own learning journey, within the system, which include typed observations, photographs of the children’s learning, comments from parents, and tracking information about their progress across the areas of learning and development within the EYFS. Children’s learning journeys are available for parents to view at any time, when we have received your email address to log you on to the system . They are able to access them from any device connected to the internet and are encouraged to add to them. Parents are able to make appointments with their child’s key person at any time to discuss their child’s development and any concerns they may have.
A room will be available for parents and key persons to use so information can be kept confidential.As well as the child’s online learning journey which begins as soon as the child joins the setting we also undertake the 2-3 years progress check. This is a requirement of the EYFS and is done for all children in this age group. We report to parents on their child’s 2-3 year’s progress check to discuss and identify strengths as well as concerns. Where the progress check suggests that a child may be experiencing difficulties or delay in development this is shared with parents and appropriate next steps are discussed.
For some children the next steps may involve the key person identifying and targeting a specific area of learning and planning additional opportunities for the child to have experiences in these areas. This links to the wave two interventions identified within our settings provision mapping. This would then be reviewed to see how the child has progressed and whether additional steps need to be taken to support the child’s progress and development.
For other children a targeted learning plan where specific aims are developed with parents to support the child’s development may be needed. We may discuss with parents whether it would be appropriate to refer their child to other services such as speech and language therapy, this would require parental consent.
Another next step may be to ask the local authority inclusion teacher to visit the child in the setting to provide some additional advice and guidance to practitioners to support them in meeting the needs of the child. This visit is called a request for guidance and can only be undertaken with parental consent.
Our Special Educational Needs (SEN) policy provides the context for supporting children through these ‘next steps’, this is referred to as the graduated response. Our SEN policy is available to view within the setting or you can see it by following this link . . . .
In our setting we use provision mapping to identify ways in which we support all children in the setting. Provision mapping identifies what we would provide for all children (wave one), for children who require a little bit of extra input in a specific area (wave two) and children who require more specialist or intensive intervention (wave three).
You can see our provision mapping in our setting or by following this link . . .
Teaching and Learning Part 1 – Practitioners and Practice
The nursery works within the framework of the EYFS. Each of the rooms within the setting are resourced according to the age phase and needs of the children within them. Practitioners use developmental matters and the statutory guidance for the EYFS to plan provision and activities for the children in their care.The EYFS identifies three prime areas of learning and development and four specific areas of learning and development.In the 0-2 years age group the prime areas of learning and development (Communication and Language, Physical and Personal, Social and Emotional development) are the areas of focus.
In the 2-5 years age group the prime areas are still the focus but there is an increasing balance between focusing on supporting children’s development in these areas and the specific areas ( Mathematics, Understanding the World, Literacy and Expressive Arts and Design).
Practitioners differentiate activities on offer to suit the needs of the individual child. For some children a greater level of differentiation is required because they have additional or special educational needs.
All children are assigned a key person on entry to the setting. It is the key person’s role to liaise with the child’s parents regarding their time in nursery. It is also the role of the key person to help parents develop ways in which they can support their child’s learning at home. One way in which they do this is by including the child’s weekly planning and activities for the week in their individual online learning journey and giving parent’s examples of how they can carry this on at home. Parents are able to speak to their child’s key person or manager at any time if they would like further information or advice about supporting learning at home.
Teaching and Learning Part 2 – Provision & Resources
What the setting provides Each room is provided with resources that are developmentally appropriate for that age group. Resources can be moved from the 0-2 room for children who are developing more slowly or quickly. We use our provision mapping to help us identify some of the resources and activities available to support children’s needs.If children need resources which are not available within the setting we will endeavor to access these from loan facilities, support services or purchasing. We liaise with parents and outside professionals to ensure resources are appropriate for the needs of the child.All practitioners are encourages to work with outside agencies which are involved with the child. They are supported to do this by the settings SENCO.
If we plan a trip or outing all children will be included in this. A risk assessment will be undertaken and we will consider the needs of the children before planning a trip.
What the setting provides Parents of children who attend the setting are provided with an online diary and communication section which aids communication between the two environments. Within the online section is a planning section in which a child’s key worker can input a planned activity for the child to complete at home with their parent/carer, there is then a section for the parent to write the outcome of the planned activity and also supply there input for the child’s next steps.
Parents are also kept informed of their child’s progress daily through verbal communication with their child’s keyworker.In addition to the daily reporting arrangements we also hold a parent’s session each term in which parents are invited into the setting to discuss and explain their child’s developmental progress with their key worker.
The setting is aware of how each child is doing through each key worker thoroughly being aware of each of their keyworkers development and through individual tracking sheets being completed upon the online system. Once these trackers have been completed they are reviewed by the management to determine if there are cohorts of children that are under achieving in any area.
Parents are involved in the setting more widely via the use of a suggestion board, newsletters and questionnaires that are sent out at least once a year.
Before any child begins attending our setting we encourage parents to bring their child for play visits if possible. This gives the child a chance to become familiar with the new surroundings and to get to know their key person. Home visits are also available should the parent request one.We have a comprehensive transition policy and procedure which we follow when the children move up to the next age phase, attend a new setting or move onto school.
The policy and procedure includes additional factors that may need to be considered when supporting the transition of children with additional or special educational needs to ensure this is as smooth as possible.Parents are able to drop into the setting at any time. They are also able to contact us by phone or text if they would like to check on their child.
In our setting 8 staff are qualified to level 3. One is working towards her level 3. The owner is qualified to level 6 BA honours in early childhood studies.We have a regular programme of supervision and appraisals for all practitioners. We value opportunities to support their further development and they are encouraged to seek and are provided with opportunities for this.Within our setting we have staff who have completed the following training courses :
- Quality provision for under 2’s
- Art & design for under 3’s
- Assessing well-being and involvement
- Characteristics of effective teaching and learning
- Developing an understanding of language
- Developing listening skills
- Having fun with letters and sounds
- Mathematics through continuous provision
- Planning from children’s interests to challenge and extend their learning
- Practical workshop for 2 year olds
- Vulnerable two year olds
- Safeguarding level 1 and 2
- Food hygiene
- Common assessment framework and continuum of need training
- Fire safety
- Characteristics of effective learning
- First aid
- The role of the senco
- Overview of the EYFS
- Pre-school profiles.
Should parents need to discuss any aspect of their childs development they should first dicscuss this with their child’s key person. A time can then be mutually agreed where both parties can discuss any concerns they may have.Parents are encouraged to speak to their child’s key person if they are unhappy about any aspect of their childs care and development. The deputy manager and nursery manager are always available should a parent wish to speak to them. As a setting we are required to have a procedure for dealing with complaints.
This is available to parents within the nursery.