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Plaxtol Nursery School


Plaxtol Nursery School is a thriving part of the village community offering the Early Years Foundation Stage to children from 2 years until they go to primary school and has been assessed as outstanding in all areas in our Ofsted report. 

 We provide a kind and caring atmosphere where children learn in a stimulating and well resourced environment.  We enjoy nature rambles across the fields and regular outings to the recreation ground and places of interest. Parents are invited to take an active part in their child’s learning and nursery school events.

 We have a vibrant and well qualified staff team who are led by  Adedayo Olufote and Gillian Knight. Adedayo is a Qualified Teacher and also holds a Post Graduate Certificate in Education specialising in Early Years Education.  Gillian Knight has been in early Years education for over 30 years and holds a National Nursery Examination Board Diploma

Opening Hours

​Term - Time only

Mondays - Fridays 9:00am - 3:00pm

 

Who to contact

Contact Name
Gillian Knight
Contact Position
Manager
Telephone
07846089467
Website
www.plaxtolnurseryschool.co.uk

Where to go

Address
Plaxtol Nursery School
School Lane
Plaxtol
Sevenoaks
Kent
Postcode
TN15 0QD
Notes

Plaxtol Nursery benefits from a lovely natural environment where we have our Forest School in the  afternoons

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 3 month(s) to 4 year(s), 5 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
£42 Per day
£21 Per session
ECD Type
Preschool
Offers pickups
No
Cost(s)
Cost details
We offer 15 hours and 30 hours free childcare. We are open 38 weeks Term Time only. There is a Forest School Session in the afternoon
please contact us for further information
Total vacancies
6
Vacancies Details
we have vacancies for 2 and 3 years both paying and on funded hours 15 hours and 30 hours funding available
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 3 4
3 5 7
Vacancy Information Last updated Date
25/04/2023
Facilities
Nursery
Notes

We are an inclusive nursery and caters for children with additional needs

Languages Spoken:
English
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
2507772
Link to latest ofsted inspection report 

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)

We offer 30 hours of free entitlement funding. Working parents eligible for up to 30 hours of childcare will be able to use up to a maximum of 30 hours per week at Plaxtol Nursery School for 38 weeks per year. We do not provide child care in school holidays. Parents must actively confirm their eligibility online.

To apply for 30hours code, visit:

https://www.gov.uk/apply-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

Description

At Plaxtol Nursery, we nurture and care for your child to ensure that their transition from the familiarity of home into our environment allows both you and your child to feel confident in our care. We recognise that all children are individuals and we encourage them to become confident, independent and to develop their own sense of self.

Plaxtol Nursery provides an environment in which all children with Special Educational Needs (SEND) are supported to reach their full potential.

  • We have regard for the Special Educational Needs and Disability Code of Practice (2015)
  • We have a clear approach for identifying, responding to and meeting children’s SEND
  • We work in partnership with the Local Authority and other external agencies to ensure the best outcomes for children with SEND and their families.
  • We regularly monitor and review our policy, practise and provision and make adjustments if necessary.
  • We have a designated Special Educational Needs Coordinator (SENCO), and a fun loving team of staff with a wide variety of qualifications and skills who create a warm and stimulating environment for the children.

At Plaxtol Nursery, we work closely with the local community and can provide a high level of support to children and their families. We attend LIFT (Local Inclusion Forum Team) meetings each term with Professionals from the area such as Specialist Teachers, Equality and Inclusion Officers, Speech and Language Therapists and Educational Psychologists to discuss individual cases with parental consent.  We also attend regular SENCO forums in the local area where we receive and share information about policy and practise.  Information is disseminated to other staff at team meetings and via email.  All staff at Plaxtol Nursery are kept up to date with SEND policy and are given appropriate training when needs are identified.  We continually reflect on our practise and ensure we incorporate new innovative ideas from policy and practise to support children at Plaxtol Nursery School.

Special Needs Support

How does the setting identify children with additional needs or SEND? 

  • We aim to visit the children at home prior to their start at the nursery. This helps to see the children in their familiar environment. Following home visit, we also have settling sessions which helps to introduce the children gradually into the setting. The purpose of the session is to familiarise the child with the new surroundings in the presence of a familiar adult. The number of settling session depends on the different circumstance and the unique child. The most important thing for us is to support the child and ensure a happy environment right from the starts.

 

  • During the Settling session at Plaxtol nursery school, a key worker is allocated to every child. The key worker starts the observation of the child by filling out an ‘My Story so Far’ form with the child and the parent/guardian. This is the first aspect to identify if other professionals are involved and all the child’s needs can be met within this setting. Further observations are taken throughout the day by the key worker, and using the Early Years Outcomes as a guidance tool assesses the child’s progress. The result of the observation and the child’s interests from pre school and home can be used to begin planning for individual needs.

 

  • An initial starting point is evident based on the observations gathered from the first two weeks. This recorded progress is shared at the setting in meeting with parent/guardian and any plan of action that may be introduced is discussed.

 

  • A Progress Check at Two is compulsory for all two-year-olds joining us. This assessment is performed by the key workers assigned to the toddlers. Please take note that the report of this assessment is usually shared with both the parent/guardian and also a health visitor. 

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

  • The key worker assigned to the child is available daily for casual updates.

 

  • An assessment is performed on every child by the key worker to identify any help that may be required. This assessment is shared with parent/guardian on a regular basis. Also, parents/guardians are often encouraged to attend termly progress meetings where a joint strategy to the child's improvement can be discussed.
  • A Learning Journey folder (Big Book) is opened for every child and this is available to the parent/guardian at any time. We encourage active participation from parents/guardians through feedbacks and comments as that is the way to get actively involved in their child's learning.
  • In case a parent/guardian or the key worker notices a child needs extra support, a meeting is arranged to discuss the issues facing the child and identify areas requiring improvement. With combined efforts, we produce a targeted plan.
  • The targeted plan will take into account the views of the child. This is a circular model using assess, plan, do and review involving the key worker, parents/guardians and SENCo at each stage.
  • If at any stage it is clear that extra assistance is required from outside organizations, for example, speech and language, the SENCo will, with the parent/guardian consent, get to appropriate offices and guide the parent/guardian all through the procedure.

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

  • Plaxtol nursery school has devoted SENCo and deputy SENCo officials who are accessible at all times.
  • Our staff at Plaxtol are improving their Makaton which we use for all kids. We make sure that training attended by staff are passed to other staff members to guarantee practice is continually advancing. 
  • The parent/guardian are urged to work with the key worker in evaluation and exercises from home and pre-school. This keeps everybody informed regarding the child's interest and their own unique improvements can be added to the planning process.
  • We know visual supports are beneficial to all involved - both staff and children so we introduce sand timers, time lines and countdown clock.

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

  • One of the main goals is to provide a targeted personalised plan for each child. This is achieved by SENCo working with the key worker. These plans are based on the child's unique abilities. Parents/guardians are very involved in the plan and a reviewed time scale is agreed.
  • The SENCo liaises with different experts, for example, Early Years Inclusion Officer, Speech and Language Therapists and Health Visitor to increase further guidance in supporting individual toddlers. A parent’s consent is required.
  • The children are arranged in age relevant small groups and supported in individual activities.
  • Staff are improving their use of Makaton sign language. Also, there is correspondence in print showed to help kids with the daily schedule and give visual pieces of information.
  • We are always in contact with the local children's centre where parents can get information or additional courses.

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

  • If a child requires medical intervention, care plans are written with parent involvement. This care plan is shared with all staff to guarantee the continuity of care is delivered from all staff. If a child requires specific needs, this is considered prior to starting pre-school. Where possible, a change to the settings environment and training for staff will be given.
  • Every child's development is monitored on an individual basis. Kids that require targeted plans get them and the SENCo work with the key worker and team to develop each child's individual skills in order for the child to receive the best help.
  • If English is the second language of a child, they will be encouraged to share key words in their first language to help communication with the key worker and other staff members.
  • Children's interventions are always kept updated through daily discussions between SENCo and manager, and additional support if needed are noted during discussion. Every six weeks staff meeting agenda for the development of individual children takes SEN into account and are discussed.

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

  • It is the job of the key worker to write observations on each child and individual progress is monitored within the EYFS. This is a method to show the child's progress and any gaps within the child's learning. Planning forms are written from this tracking and this ensures all children are being challenged. Arrangements can be made for extra challenges and this puts every child into consideration which gives them the opportunity to maximise their potentials.
  • The SENCo and key worker will work with the parent/guardian to guarantee targets and strategies are executed.
  • Every 12 weeks, a written Unique Story development is given to parents and key worker to discuss the child's development progress. Targets can be written based on the report.

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

 

  • As part of our inclusion process, risk assessments are carried out for individual children prior to excursions to ensure minimum risks in all areas.
  • Both inside and outside of the environment are always being considered to ensure it is safe, appropriate and accessible for every child's needs. Our staff will render support to any child in need if required.
  • We love going out, some of the trips include: Autumn walk, Spring walk, Lambing, Strawberries picking, visit to the library.
  • We enjoy having visitors as well, some visitors include: doctors, vet, police, nurses, Zoolab
  • We are big on Christmas production, Easter celebration and Sports day.

Every child is included in all activities irrespective of their abilities.

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

We have wheelchair access to the premises and supportive staff are always available to give extra support if needed. The hall is also very large to allow free movement between the rooms.

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

  • Leaving a setting and starting a new one or school can be a daunting and unsettling experience for any child. At Plaxtol nursery, we understand effective transition procedures require careful planning and should be rooted in a clear understanding of young children's social, emotional and intellectual needs. We promise to make this transition as smooth as possible for both the child and parent.
  • Staff members meet and observe the children in an environment that is comfortable and familiar to them prior to them starting with them. This is to make the child's transition as easy as possible by familiarising them with their new key worker.
  • Where an individual child transfers to a new setting, say, after moving house, the principles of good practice remain the same, and settings should aim to offer the same transition experiences. If the old setting is too far away, we still encourage the child's new carer to contact the previous setting and ensure a smooth transition takes place.
  • There are circumstances when a child news to attend both settings. The parents grant permission to send an email to the new key worker during the settling in period asking after the welfare of the child. If any support is needed from the previous key worker, a comfortable time is arranged and parents are informed of the visit.
  • When it’s time for children to go the primary school, we attend transition meeting at the local authority level, welcome primary school teachers to visit the children in our setting and more importantly, we set our dressing up area in uniforms and school accessories to get the little ones familiar with putting on and taking off primary school uniforms.

 

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

  • At Plaxtol nursery, we have devoted SENCo and deputy SENCo who are trained through local authority and attend regular update meetings which allows us to give maximum care to the individual child, family and other important people within the setting. When the SENCo officer has received training this is then cascaded at the staff meeting.
  • There is a SEN section in our improvement plan which is being reviewed regularly and the practice is modified if needed.
  • we strongly support policy and procedures that protect the health and happiness of children and we review these policies regularly so that our environment and resources are comfortable and accessible for all. We are an inclusive setting that supports all children as they take increasing responsibility for themselves and their actions, and consider the welfare and well-being of others.  Our policy can be viewed on request or via the settings policy files.
  • We utilise the skills of our parents/carers by listening to what parents say about their child’s development and sharing decision making.
  • Parents are key stakeholders in the education of their child, and so they should be able to positively contribute their views to schools and policy-makers. So we have an open door policy, regular Unique Story meetings and annual parent satisfaction surveys where parents are allowed to have their say.

Who should I contact if I am considering registering for a place at the setting? 

  • If you want your child to have pre-school education, you need to apply for a place. If you are interested in a place you can telephone us directly to arrange a viewing, email or contact us through the website.
  • Our experienced School staff will support you and your child in their transition. During the first week, you and your child will be invited into the school for a taster session. This session allows the children the opportunity to look around the setting and meet some of the children who will be in their sessions. During this session, the parent fills out an ‘All About Me’ with their child's key worker. This will be the time for you to meet and chat to the staff about your child, including their previous childcare experiences, their general development, their interests and share other relevant information or concerns you have about them starting a new school.
  • For further information please contact:
  • Manager, Designated Safeguarding Lead and Deputy SENCo officer:
  • SENCo officer:

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

  • The staff are always available to listen and discuss anything you would wish to talk to us about or if you would prefer a member of the management team is always on hand. A private office area can be arranged for more sensitive conversations.
  • Questionnaires are sent to parents regularly for suggestions and feedback.
  • We have an ‘open door’ policy which means that all parents and carers will be made to feel welcome to come in and will be valued by us.  Opportunities for parents to contribute to their children’s education and to be involved in the setting will be given freely, equally and without exception to all members of our Pre-school.  Where parents find it difficult to communicate with us, for example, English is not their first language, we will do all we can to help and find ways for effective communication.

 
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