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Kings Hill School Nursery


We are set in the heart of the Kings Hill community and offer a unique nursery experience where we are committed to developing children from a young age, fostering their interest in learning and establishing positive and caring relationships.

Our Nursery benefits from the full resources and teaching expertise of Kings Hill School. Children are taught by a qualified teacher and teaching assistants and have dedicated mid-day supervisors. The Nursery has a carefully designed space both inside and outside that encompasses all areas of the Early Years framework allowing children to grow in independence, curiosity and confidence.

Children who attend the Nursery have access to the facilities of the school including playing fields, wildlife and woodland area, growing areas, football pitches, MUGA (Multi-Use Games Area), all-weather running track, ICT suite, library, music studio and a large indoor hall. Children are also very much part of Kings Hill School and attend assemblies and have opportunities to spend time with older children.  

Our Nursery is a caring environment where all children are encouraged to succeed and are treated as individuals. Our school values of respect, courage, kindness, cooperation, resilience and responsibility are also embedded within our Nursery and prepare our children for the next stage of starting primary school.

Who to contact

Contact Name
Sally McCarville
Contact Position
Assistant headteacher (EYFS/KS1)
Telephone
01732 842739
E-mail
office@kings-hill.kent.sch.uk
Website
https://www.kingshill.school/

Where to go

Address
Kings Hill Primary School
Crispin Way
Kings Hill
West Malling
Kent
Postcode
ME19 4LS
Notes

We are set in the heart of the Kings Hill community and offer a unique nursery experience where we are committed to developing children from a young age, fostering their interest in learning and establishing positive and caring relationships.

Our Nursery benefits from the full resources and teaching expertise of Kings Hill School. Children are taught by a qualified teacher and teaching assistants and have dedicated mid-day supervisors. The Nursery has a carefully designed space both inside and outside that encompasses all areas of the Early Years framework allowing children to grow in independence, curiosity and confidence.

Children who attend the Nursery have access to the facilities of the school including playing fields, wildlife and woodland area, growing areas, football pitches, MUGA (Multi-Use Games Area), all-weather running track, ICT suite, library, music studio and a large indoor hall. Children are also very much part of Kings Hill School and attend assemblies and have opportunities to spend time with older children.  

Our Nursery is a caring environment where all children are encouraged to succeed and are treated as individuals. Our school values of respect, courage, kindness, cooperation, resilience and responsibility are also embedded within our Nursery and prepare our children for the next stage of starting primary school.

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 8.35am 3.20pm
Tuesday 8.35am 3.20pm
Wednesday 8.35am 3.20pm
Thursday 8.35am 3.20pm
Friday 8.35am 3.20pm

Other Details

Table of costs
Table of costs
AmountCost Type
£18.75 Per session
£5.00 Per lunch
ECD Type
Day Nursery
Offers pickups
No
Cost(s)
Total vacancies
10
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 4 10
Vacancy Information Last updated Date
22/06/2021
Other facilities information
Our Nursery benefits from the full resources and teaching expertise of Kings Hill School. Children are taught by a qualified teacher and teaching assistants and have dedicated mid-day supervisors. The Nursery has a carefully designed space both inside and outside that encompasses all areas of the Early Years framework allowing children to grow in independence, curiosity and confidence. Children who attend the Nursery have access to the facilities of the school including playing fields, wildlife and woodland area, growing areas, football pitches, MUGA (Multi-Use Games Area), all-weather running track, ICT suite, library, music studio and a large indoor hall. Children are also very much part of Kings Hill School and attend assemblies and have opportunities to spend time with older children.
Wheelchair Access
Yes

30 Hours Extended Entitlement

30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

Registered to provide up to 30 hours entitlement

We are able to accommodate children who are entitled to 30 hours free childcare

 

 

Support with Childcare Costs

Free for 2 (families with 2 year olds receiving additional forms of government support)?
Yes
Universal Entitlements
Yes
Working Parents Entitlement
Yes

Service status

Status
Open

Local Offer

Special Needs Support

When children start with us, we talk to parents at their induction about any concerns they have.  If applicable, we make contact with other settings or agencies involved in the child’s care, so we can discuss how best to support the child.  We ask you to complete an ‘All About Me’ form which gives us a chance to get to know your child, their particular strengths and where they may need support.

We track the children against the Early Years Foundation Stage (EYFS).   Any early concerns in any of the 7 areas of the EYFS will be highlighted through opur baseline assessment.  For children under 3, we complete a Progress at 2 Check which parents will share with their Health Visitor.  This is a statutory assessment.  If any delays in development are identified we will discuss them with you and appropriate next steps will be discussed.  This may take the form of a targeted plan and your child’s key person will share this with you so we can work together to provide more experiences in the area identified.

We have a Head of Inclusion (SENCO), Georgette Williams and a Assistant SENCO Carolyn Crowe. They ensure that families have support and resources to help the development of their child.

When children start with us, we talk to parents at their induction about any concerns they may have about their child’s development.

We communicate with parents daily at drop off and pick up, and parents can arrange to see their child’s key person at any time, if there is a particular concern.

We assess the children 3 times per year, through a written report called a My Unique Story which parents are encouraged to contribute to, and we use a tracker to look at their development against their chronological age.  We plan for each child individually at a termly team meeting where each child is discussed and next steps planned.

If we feel your child needs any extra support in any area, we will invite you to complete a targeted plan with their key worker and the SENCo and we will encourage parents and the setting to work together to address the concern.

We plan for each child individually, and activities can be modified to allow for children’s individual need.  We can adapt the environment if required e.g. to provide quiet areas if a child is distracted by too much noise.

We provide a language rich environment tailored to the needs of all the children attending,

We provide ideas and resources to use at home to support parents who require them.

We work in line with Speech and Language therapists and access training to ensure staff are working to the most current guidance and are continually improving their professional development.  We also work closely with advisers in Equality and Inclusion, Specialist Teaching and our colleagues in health to meet children’s individual needs.

We are able to accommodate children with a range of dietary requirements and adaptions will be made, where necessary.

We provide a free-flow environment allowing access to our outdoor space promoting children’s independence and freedom.

We start with planning for the environment to ensure children can access a wide and varied range of activities.  We provide quiet areas so children can chose to be away from noise if they feel overwhelmed.  Children are able to self-select resources from labelled and pictured drawer units.

We support children’s development at all levels and can obtain specialist equipment if it is required.  Where children are receiving support from outside agencies, we may be able to claim extra funding to support the child in the setting with specific equipment or adaptations to the environment.  For example we recently purchased a dark tent for a child with a visual impairment and we have also purchased a visual support programme to support children who have limited verbal communication.

We use a range of visual supports e.g. a visual timetable, basic Makaton signing and picture cards for visual cues.

All staff are trained in Early Years practice and supported by a qualified teachers.  Staff can access Best Practice Guidance which was written by specialists to offer teaching strategies in the following areas of learning, as outlined in the SEND Code of Practice:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Physical / Sensory difficulties

If we feel a child would benefit from small group work, we can arrange this with their key worker.  When writing targeted or personalised plans for children, we use SMART targets (specific, measurable, accessible, realistic/relevant, and timely).  We have access to Specialist Teaching Learning Services and the local Equality and Inclusion Team via a local forum, which can be accessed up to 6 times per year.

We use the Graduated Approach which works at universal level (all children), targeted level (specific need identified requiring targeted short-term support) and personalised level (which requires a personalised plan to be in place which is regularly reviewed by parents and SENCO).

We will endeavour to work closely with the parents to offer support and advice.

If your child is making insufficient progress through a targeted plan, we can discuss with you the need to refer to other agencies such as specialist teachers or Speech and Language therapy.

We will ensure all relevant training and support is accessed to support the child, and implement and incorporate strategies if they are deemed to be effective for the child’s development.  Staff are encouraged to attend training regularly and we are very proud of the range and breadth of the training our staff have accessed.  We have a very high ratio of paediatric First Aiders in the setting across the week.

We work closely with the local Children’s Centre and are able to signposts parents to specific courses for children and parents, as well as support groups.

If a child comes to us with a condition we are unfamiliar with, we are keen to research and work closely with parents and carers to understand the condition and make our practice inclusive and welcoming for the child and family. 

We operate an effective key person approach.  This person is responsible for supporting all aspects of your child’s development and well-being.

We will observe children and involve parents in these observations.  We will encourage parents to share observations from home to help support the child.

We will ensure any targeted or personalised plans are reviewed timely and parents are invited to this review.

Parents are invited to speak to the key person or SENCo at any time, whether in the setting, via telephone or email.

If necessary, we will complete risk assessments of activities before we commence them and the activity will be modified if we think it is not suitable / safe.

We are committed to inclusive practice and meet regularly to discuss children’s needs and presentations.  We will research ways to adapt activities to make sure they are safe for all children, for example in sensory play we may use cornflour in place of regular flour in the instance of a child who is gluten free, we offer alternatives if a child has difficulty accessing an activity e.g. using a sponge if a child doesn’t enjoy paint on their skin, offering a range of snack items taking dietary limitations into account. 

We would be able to carry out a specific review of access arrangements for any child with mobility difficulties, and obtain advice and guidance from relevant agencies where necessary.  We will write risk assessments for children presenting with mobility issues to ensure their safety is paramount.

When your child is ready to transition to a new setting, we will liaise with the relevant SENCo and arrange a transition meeting at the new setting with parents to discuss how best to support the child.  We will encourage extra visits to the setting to ensure the child is comfortable with new staff and new surroundings.

We would encourage the new setting to provide a visual aid to help the child’s familiarity with aspects of the new setting

All relevant paperwork including summative assessments and external agency reports will be forwarded onto the new setting, with parental agreement.

The setting SENCo team regularly attends SENCo forum meetings with other local settings and representatives from Kent County Council / NHS and other specialists.  All staff are aware of the role of the SENCo and how to access support for any of the children they care for.

The setting reviews all procedures and policies yearly, and staff are encouraged to comment and review as part of the review process, ensuring all voices are heard.

 

Sally McCarville

Assistant Headteacher (EYFS/KS1)

 

We pride ourselves on building strong relationships with all parents, but in particular those who have children with SEN.  This relationship is essential to ensure we are supporting the child in the setting, and the support is being mirrored at home.  We welcome feedback from parents about how our practice can be improved.

We actively encourage feedback through informal meetings, discussions about assessments and parents can email with questions / queries at any time.

We operate an ‘open door policy’ and we will always make time to see a parent at the beginning or end of a session.

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