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7 Acorns Day Nursery

7 Acorns is a brand new, purpose-built day nursery in the heart of Sevenoaks. 7 Acorns is committed to providing home-away-from-home care to children under 5, and supporting their learning to give them the best start in life.

Located next to Sevenoaks Station car park, 7 Acorns offers parents the ability to drop their children at a safe, loving environment before commuting.


Who to contact

Contact Name
Elishia Nicholls
Contact Position
Nursery Manager
01732 458110

Where to go

7 Acorns Day Nursery
Unit 5A
Morewood Close
TN13 2HU

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
0 year(s), 3 month(s) to 4 year(s), 11 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 7.30 6.30
Tuesday 7.30 6.30
Wednesday 7.30 6.30
Thursday 7.30 6.30
Friday 7.30 6.30

Other Details

ECD Type
Day Nursery
Offers pickups
Cost details
Please contact us for information regarding daily fees. Discounts available for families enrolling more than one child in the setting and for families enrolling their child for 3 or more days per week.
3-4 Year Old Funding?
2 Year Old Funding?
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Sandpit, Arts And Crafts, Music, Air Conditioned, Refreshments, Cookery, Messy Play Area, Books, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Kitchen, Sleeping Area, Stories, Webcam (Secure) In Setting, Games / Puzzles, Visits and Outings, Garden
Age Range
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement

Service status


Local Offer

7 Acrons Day Nursery

Special Needs Support

On admission we ask parents/carers to complete an ‘All About Me’ form which gives us a chance to get to know the child as well as help us to plan activities to promote interest. This gives parents/carers the opportunity to share the child’s areas of strength and areas that may need support.  


Parents/carers will be invited to bring their child along to at least two settling-in sessions, where the child will spend time in their room along with their key person.  During the settling-in process, the child’s Key Person and Room Leader will work with parent/carers to help settle the child in.  During the child's first six weeks with us, we will assess their starting points in line with the Birth to Five Framework.  This will be shared with parents/carers and used as a guide for the child’s key person to plan for their next steps whilst highlighting any areas causing concern.


Our Special Educational Needs Co-Ordinator (SENCO) is Daniel and the Deputy SENCO is Elishia. The Nursery Manager, SENCO and key person will work together to ensure parents/carers have the best support and resources to help with the development of their child and this includes managing behaviour.

Each child will be assigned a key person, who will be involved from the child’s first day so that strong and positive relationships are built with the child and parents/carers.  The key person system is central to our approach in ensuring parents/carers are informed as much as possible regarding their child’s progress. 


There are opportunities for parents/carers to meet with their child’s key person, Nursery Manager and SENCO at the request to discuss progress, any issues and to pass on daily information through informal discussions at drop off and pick up.  Specific meetings can be arranged at mutually convenient times.


The child will have an online learning journey via Famly.  Observations on the child will be updated weekly and parents/carers will have the opportunity to comment and give feedback on observations as well as uploading the own photos from home.

When targeted plans are in place or other additional support, we will regularly meet with parents/carers to keep them informed as to their child’s progress.

The EYFS is an educational framework which allows the key person to observe, assess and plan for the child in three prime areas and four specific areas of development.

The child will have the opportunity to access activities that enhance upon and develop their skills and experiences.  

We provide environments that encourage enthusiasm to learn, work together to build relationships and teamwork.  The Studio (3-4yrs) has free flow access to outside which is accessible via a small step.  

We are constantly reviewing our environments to reflect the children’s needs and interests. The child’s key person and, if required, the SENCO, will implement strategies to ensure the child is able to make progress.

If the child has a local specialist, such as specialist teachers, speech and language therapist; involved in their development, we will liaise with them to fully support the child’s needs.


Our teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend and give full involvement in their learning. 

The room benefits from natural light and the walls are painted in neutral colours to promote a sense of calm; this is further enhanced by soft furnishings to minimise noise and encourage a sense of well-being. We also have moveable furniture and screens to facilitate small group activities and quiet areas when needed.  We use a variety of approaches to encourage a ‘language rich’ environment encouraging support for language through visual support, basic signing and ensuring staff are positive role models for communication.  Space is protected using storage units which are clearly labelled with text and pictures.

Effective teaching and learning required a wide range of resources appropriate to support children’s development at all levels. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, staff training or support additional staff cover.  

All our staff are trained in early years practice and some of our more experienced staff have received training in supporting children with educational needs and SEND.  We use the Best Practice Guidance document to support our teaching, which explores a range of teaching strategies which can be used to support children. The book is divided into universal, targeted and personalised levels to enable us to support children in the four broad areas of need.  The areas of need identified in the SEND Code of Practice are; Communication and Interaction, Cognition and learning Social Emotional and Mental Health and Physical/Sensory difficulties.

The SENCO and the key person will monitor the child’s progress with regular reviews and by tracking the SEND register. Our SEND policy sets out the graduated approach we use to support children. If the child is making insufficient progress through a targeted plan the child’s key person will discuss this with parents/carers and may suggest a meeting with the SENCO.  This may then lead to the need to refer to other services, such as speech and language therapy.  If the child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan.  Our SEND policy provides the context for supporting children through the graduated approach. 

Parental consent would be obtained to refer to the Specialist Teaching and Learning Service (STLS) through the Local Inclusion Forum Team (LIFT) meeting which is held 6 times a year.  If the referral is accepted a specialist teacher would then visit the child in nursery to provide additional advice and guidance and may make further referrals to other services and would support the child’s transition to school.  

Additional funding may be available to support a child’s needs.  These include Early Years Pupil Premium (EYPP), Special Educational Needs Inclusion Fund (SENIF) and Disability Access Funding (DAF).  We will utilise the funding to support the child’s needs, for example; resources, staff training.  At all stages parents/carers would be consulted and kept up to date. 

In the past, where we have received children with a condition we are unfamiliar with, the SENCO has researched information and shared this with staff and health professionals have come in to give everyone an overview where appropriate.  

An effective key person approach is essential for all children. The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important when children have special or additional educational needs.

Parents/carers will have opportunities throughout the week to have discussions with the key person to discuss their child’s progress, this also provides an opportunity to talk about any concerns.  We monitor progress through observations with all progress being tracked on Famly.

We pride ourselves on our partnership with parents/carers and always involve them in every step of their child’s development.

A commitment to inclusive practice that enables all children to be included is central to our role. The room leader and the child’s key person will discuss and ensure any planned activities are suitable or adapted to meet the child’s needs; this is called differentiation.  

We always include information from our local Children’s Centres on our noticeboard and this is also shared via email.  Children’s Centres are useful ways for parents/carers to access helpful services, information and activities on offer.

A thorough risk assessment would always be carried out prior to any visits.  We would take with us any special aids or medication required by children and full consent would be required from all parents/carers.  Parents/carers may be invited along to help if required.  

Access to the nursery is via the main entrance.  Our main building is built on one floor and is wheelchair accessible. The open plan environment in the rooms also ensures ease of movement. The outdoor area is accessible via a door in The Studio room (3-4 years) which has a small lip.  A ramp is provided to ease access and the surface is suitable for children using wheelchairs and frames.   

Whenever possible we will make any reasonable adjustments to meet the needs of children, parents/carers or staff.

If a child moves from our setting to another we will share all appropriate information with parents/carers permission.  When starting school, we will plan focused activities about going to school, role play, stories about school.  All reception class teachers are invited to our setting to help ease the transition for children.  

If the child attends a second setting alongside 7 Acorns, with parents/carers permission we will liaise with the other setting and share information that is relevant to the child’s learning and development.

The nursery is always looking to improve the setting to support the individual needs of children.  

Copies of the nursery's policies and procedures are available in the reception if parents/carers and staff wish to read them anytime.

Should parents/carers wish to apply for a place, please contact the Nursery Manager directly by telephone or email or via the nursery website.

We value any feedback, good or bad and we give parents/careers opportunities to do this via our ‘Share the views’ box located in reception. 

All views and opinions are considered.


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