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Little Treasures Kindergarten Ltd

We are privately owned Nursery and Pre-School based in Sittingbourne, Kent, who welcome all children from the age of two.

Who to contact

Contact Name
Debbie Cooke and Sue Jacobs
Contact Position
01795 550009

Where to go

Suite 2, Oast House, 62
Bell Road
ME10 4HE

Our aim is to provide a safe, secure and stimulating environment for the children and whilst in our care we aim to enhance the development and education in accordance with The Early Years Foundation Stage Curriculum.


When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), month(s) to 4 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 9 3
Tuesday 9 3
Wednesday 9 3
Thursday 9 3
Friday 9 3

Other Details

Table of costs
Table of costs
AmountCost Type
5.50 Per hour
ECD Type
Day Nursery
3-4 Year Old Funding?
2 Year Old Funding?
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 8
3 5 32
0 5 40
5 7 40
Immediate vacancies?

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
07/06/2017Inspection (Early Years Register)Outstanding

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement

Service status


Local Offer

Special Needs Support

When your child starts with us at Little Treasures we ask you to complete an application form which gives us a chance to get to know your child and consider any extra support they may need.  We ask for any specific interests your child may have at home so we can use that to inform our planning.  Through observations, parental discussions and progress checks, such as the 2 year old check, we are able to quickly build a picture up of the child and provide the necessary support from an early age.  Our Special Needs Coordinator or SENCo is Michelle Rayfield.  She ensures that families have the best support and resources to help with the development of your child.

Each child will have a key person which will be involved with you right from the start.  We pride ourselves on building strong relationships with you and your child.  We have regular contact with you either through Tapestry, our online learning journey, or face to face at drop off and pick up.  There are opportunities should you wish for other meetings throughout the year.  If a targeted plan is in place we will meet every 6 - 8 weeks to discuss how your child is progressing.

The EYFS is an educational framework which allows key persons to play for your Unique child.  We treat each child as an individual and through regular observations, we then assess and plan next steps for your child in three prime areas and four specific areas.  We will work closely with outside professionals such as speech therapists and occupational therapists to carry out any additional support your child may need.  

Our environment is very well planned to ensure it is accessible for all children.  Our SENCo will work with key persons to make sure any specialist equipment is obtained if necessary.  Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resource or staff training.  All our staff are trained in early years practice and some of our more experience staff have received training in supporting children with Speech and Language delays, Autism and Sensory Processing Development.

We use the Kent graduated approach to support children with additional needs.  If your child is making insufficient progress through a targeted plan, the SENCO. or key person may discuss with you the need to refer to other services such as speech and language therapy.  If your child begins to receive support from outside agencies, the targeted plan will change to a personalised plan.  If required, your consent would be obtained to refer to the Specialist Teaching and Learning Service through the Local Inclusion Team Forum meeting which is held 6 times a year.  IF the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services.  At all stages you will be consulted.  If we receive a child with a condition we are unfamiliar with, our SENCo will research information and/or attend training and share with all staff.

They 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 needs.  Your child's key person will share all observations on tapestry with you and you are able to request individual appointments to discuss any of this.  We make an overall assessment, called a summative assessment three times a year. 

We will ensure that any planned activities are suitable or adapted to meet your childs needs.  We often take children on trips to the local park and whenever we have new children with additional needs we will revise our risk assessments.

Our setting is all on our level with a ramp leading out to the garden.  We have disabled parking available at the front of the building.

We complete a transition report which we share with all teachers.  We also have a transition meeting where we speak to schools regarding the children who are transferring to them.  We provide activities such as dressing in school uniform.  We welcome any teachers to attend our setting to see the children.

We have a parenting questionnaire we send out which invites parents to share any views they have.

Please give us a call and arrange a visit to come and meet us all and see the setting.  Admission forms are on the website.

We have regular opportunities to meet with parents throughout the year and welcome any feedback about the setting. Our parents often comment on how they would not take their child anywhere else!  Most children who join us are because of recommendations from other parents.  A parent of a SEN child last year was delighted with how we supported him and the family through the process of getting a diagnosis and ensuring he had a successful transition to primary school.


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