Who to contact
- Contact Name
- Nichola O'Connell
- Contact Position
- 01622 762045
Where to go
- ME14 2JP
Children can attend all day from 8.00 a.m. until 6.00 p.m. during which they will be served a cooked lunch and a light breakfast and tea. Alternatively, a morning session will run from 8.00 a.m. until 1.00 p.m. and will include breakfast and lunch, an afternoon session will run from 1.00 p.m. until 6.00 p.m. and will include tea.
We are able to provide meals to suit most dietary requirements. The children will be provided with a balanced diet.
The children’s day will consist of a mix of play through self selection, free-play time and free flow. All areas of development (EYFS) will be addressed through continuous observation and assessment by key persons. Children aged 2-5 play together for the majority of the day which encourages personal and social interaction and development and allows siblings to spend time together.
Alphabets Nursery will be fair and non-discriminatory to children, parents and staff. All staff are expected to treat the children with equal concern. Children’s needs arising from race, culture, religion, gender or disability will be sensitively catered for.
We believe that a good relationship between parents/carers and the nursery staff is essential for the overall well being of the child. This is stated in our partnership with parent’s policy.
Children’s art will be kept in their art bags for them to take home as they like. Should any matter require discussion, parents will have access to a member of staff at all times that the nursery is open.
Under the ‘Guidance on Communicable Disease and Infection Control in Schools and Nurseries’ published by Kent Health Protection Unit, sick children must not be admitted to the nursery. (Full details are given in the nursery policy document.)
Parents will be made aware if their child becomes unwell during the day. They will be expected to arrange for their child to be collected at the earliest opportunity.
The nursery staff are able to administer medicines to a child if required to do so. All medicines administered will be entered onto a medicine sheet, parents must sign this to authorise each dose. The date on the authorisation form must be changed daily by the parent/carer. All medication should only be brought to the setting when essential. We can only accept medicines that have been prescribed by a doctor, dentist, nurse or pharmacist, and the medicine must be in its’ original container showing details of amounts to be given.
Children are encouraged to be aware of other peoples needs and that they must behave in a caring manner. An ordered environment is provided that sets out realistic boundaries so that the children are able to acknowledge acceptable limits of behaviour. Bullying, swearing, name-calling and disruptive behaviour will not be tolerated.
A child behaving in this manner will be removed from the situation until they have calmed down.
Under no circumstances are children punished by smacking, rough handling or threatening behaviour.
Parents will be advised of the behaviour of their child in both positive and negative situations when necessary.
Any complaints should be brought to the attention of the senior nursery staff who will endeavour to deal with this both promptly and efficiently. The nursery is inspected by Ofsted and if necessary one of their representatives can be contacted on 03001231231.
If you would like to visit the nursery please telephone to make a mutually convenient time for your visit.
If you have any problems regarding accessibility please do not hesitate to inform a member of staff.
We have a car park at the front of the building and if extra wide parking is needed please let us know.
A ramp is available for wheelchair access. The nursery rooms are all on one level with some low steps between rooms.
We can also arrange a home visit if so wished. These are invaluable in building the foundations of strong partnerships between families and settings within the community context.
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 2 month(s) to 3 year(s), 4 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 18:00
- Table of costs
Table of costs Amount Cost Type £57 2-5 years Per day £59 0-2 years Per day
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
- Contact provider for details of other sessional costs including half days
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- Spaces available
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 0 4
- Vacancy Information Last updated Date
- Cot Room, Music, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Trampoline, Puppets, Water Play, Games / Puzzles, Sandpit, Arts And Crafts, Scooter, Reading, Books, Bike, Kitchen, Car Parking, Soft Play Area, Songs, Sleeping Area, Slide, Climbing Frame, Stories
Alphabets Nursery welcomes all children from the ages of birth to 5 years old (where numbers permit), and aims to provide an inclusive culture and ethos.
Places are offered on a “first come first served” basis, with the minimum number of sessions required being two.
Places are regulated, according to the Statutory Framework for The Early Years Foundation Stage, and staffing ratios laid down. 1:3 for under 2 year olds, 1:4 for 2 – 3 year olds, and 1:8 for over 3 year olds, so that numbers do not exceed the appropriate maximum.
A waiting list is in operation so that parents may register their child in advance, until either their child reaches the age that the parents’ want them to start or a place becomes available.
We endeavour to meet the parents’ requirements for places where possible, particularly at the start of the academic year.
Prospective parents are sent details of the nursery i.e. prospectus and fee structure. Parents are welcome to come without an appointment as we operate an open door policy, although meal times should be avoided, and we would appreciate a telephone call to inform us if you are to visit, leaving your name, as we are reluctant to allow anybody onto the premises that we do not know the name of in advance.
Alphabets nursery will consider referrals from social services or the education department for children with special educational needs. We support the inclusion of children with Special Educational Needs and/or a disability and will not treat a child with a disability less favourably. We will endeavour to make reasonable adjustments for children with disabilities, inline with the Disability Discrimination Act 1995.
Prior to a child’s attendance at the nursery, the parents / carers must complete and sign a Registration pack. There is a deposit required to hold a place (returnable upon giving 28 days notice of leaving). These forms provide the nursery with vital information about the child and family.
Children do not need to be toilet trained.
Alphabets Nursery is registered with Ofsted and belongs to the EYDCP in Maidstone, enabling us to offer funded places to children of 2, 3 and 4 years of age.
- Wheelchair Access
- Wheelchair access details
- Ramp to entrance.
- Ofsted URN
- Link to latest ofsted inspection report
Special Needs Support
How does the setting identify children with additional needs or SEND?
During the child’s settling in sessions a parent pack will be given to parents to fill out to inform practitioners of their child’s needs. Every child will have an allocated keyperson when they start to ensure a secure relationship can be formed between parent, child and practitioner.
If a child requires any special educational needs support the setting has a Special Educational Needs Coordinator who will work closely with the family to provide the right support based on the individual child’s needs.
Practitioners carry out statutory assessments for 2-year olds (2 year checks), which may show areas where a child may need support in. We also complete termly assessments which help us to determine how children are progressing and identify any areas of need. Above all the key person is responsible for getting to know individual children and communicating any concerns to both parents and SENCo
Our SENCo will support practitioners to set developmentally appropriate targets for children if needed with support from the local equality and inclusion advisor team.
How will I be informed / consulted about the ways in which my child is being supported?
We recognise that parents/carers are children’s first and most enduring educators. Our nursery aims to work in close partnership with parents/carers as we believe that a child’s happiness and progress are dependent upon a good rapport between both parties.
We believe it is vital that good clear communication is in place so that the needs of each child are fully known to us.
With a key person system in place, there is always a member of staff who is able to discuss any queries or problems that arise.
Parents will be introduced to their child’s key person during the settling in sessions with their child, before their start date.
We endeavour to provide all parents with up to date information, policies and procedures.
We give regular feedback on each child’s progress and development, using the programme "class dojo" which enables to communicate regularly with parents.
We regularly complete the ‘My Unique Story’ document termly, again sharing this with parents/carers.
If parents request it, arrangements can be made for more private discussions. Parents are invited to request key person reviews at anytime.
We complete a transition document on each child as they leave to move on to school. These are circulated to the different schools.
Parents are able to print the communication between us and themselves at the end of the time with us.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Through implementing the Early Years Foundation Stage we commit to provide a secure foundation for learning throughout your child’s nursery and school years and beyond.
We will cover the seven areas of learning as laid down in the EYFS
Communication and Language
Personal Social and Emotional Development
Understanding the World
Expressive Arts and Design
All the areas will be delivered through planned, purposeful play, with a balance of adult led and child initiated activities.
We will have a flexible approach that responds quickly to children’s learning and development needs and each child will have a dedicated key person.
We recognise that every child is a competent learner from birth who can be resilient, capable, confident and self assured. We recognise that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.
We understand that the environment plays a key role in supporting and extending children’s development and learning and will commit to spending as much time outdoors as indoors and use the outside environment as ‘the best classroom and the richest cupboard are roofed only by the sky’
We will ensure we lay a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment.
Our practitioners will support children C&L with visual aids and the use of Makaton signs. We also follow the Every Child a Talker (ECAT) top ten techniques.
Children are encouraged to express their feelings and emotions in a safe way. When needed Practitioners monitor children’s well-being and involvement through the Leuven scales.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
At Alphabets nursery we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the nursery is less familiar, but we can access training and advice so that these kinds of needs can be met.
The setting refers to the Best Practise Guidance for guidance and support teaching on a universal, targeted or personalised level based on the areas of need from; Communication and interaction, cognition and Learning, Social, Emotional and Mental Health, and physical or sensory difficulties.
We have ramp access to the front of the nursery and all rooms are on one level. The setting has three main rooms, a separate baby room and two open planed rooms for the children aged between 2 years and 4 years old.
All children are observed and monitored on a regular basis and records kept which helps us to identify any needs and address them.
The setting will seek guidance, support and information to help a child with SEND, AEN or EAL.
We have information books for parent/carers and a list of relevant web sites and information on children’s centres in the area.
In order to identify the strengths of ALL our children we regularly observe the progress that all children make and note any child who seems to be encountering difficulties in any area of learning. This includes children who have difficulty concentrating or whose behaviour is challenging. We record children’s progress and share information with parent/carers.
We endeavour to provide a fully inclusive environment by:
- Ensuring our planning will ensure progress of those children with SEND, AEN or EAL
- Differentiating activities offered to make them achievable by all children. Thereby experiencing success and gaining confidence.
- Being adaptable in teaching styles and materials provided.
- Monitoring how each child with SEND, AEN or EAL learns using our key person scheme.
- Ensuring no child is discriminated against because of a disability or learning difficulty.
The environment is language rich and many resources are kept at children's level so they can confidently make their own choices. The SENCo will aim to ensure appropriate equipment is obtained to support children’s needs if necessary. The setting maybe able to obtain additional funding to support this.
What additional support does the setting provide for children with additional needs or SEND?
The setting offers a graduated approach to supporting children with SEND, this allows for an observed plan to be carried out and targets set. Key persons will spend time with a child to observe them through play, if an area of need is yet to be identified.
The SENCO and the Key person will work together with the parents to set targets using a targeted plan. If practitioners feel they need outside support after 3 months then the SENDCO will access this. This support will be sought through LIFT (local inclusion forum teams) and they will be moved onto a personalised plan.
In house training for all practitioners is carried out and any additional training will be accessed if required.
How will the setting monitor my child's progress and how will I be involved in this?
All staff at Alphabets nursery will endeavour to deliver, through your child’s everyday interests and experiences, the ethos of the Early Years Foundation Stage.
Through continuous observation and reflection we will be able to provide the resources and environment to enable every child to develop his/her skills at a pace that is suitable for them, using the seven areas of learning and development through play.
The key-person will have the responsibility for working with their key children and the parent/carer. Through this relationship the children will feel reassured in their new environment and feel safe and cared for in a positive relationship.
Parents will be introduced to their child’s key person during the settling in sessions with their child, before their start date. It will be explained that the key person is a point of contact for any questions, and our commitment to partnership with parents, and the various ways we fulfil this, will be explained. Key persons will have regular meetings with parents when the monthly developmental records are discussed.
The keyperson will then carry out observations and assessments which will be discussed with the child’s parents throughout.
The Keyperson is responsible for children’s individual planning based on their own needs and interests.
If an area of development becomes apparent where the key person feels limited progress is being made, this will be discussed with the SENDCO, who will support the child, keyperson and parent.
We offer key person review meetings at parents request to suit their needs.
We provide families with a two-year old check which is a statutory assessment of your child at the age of two to three years.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Alphabets Nursery welcomes all children from the ages of birth to 5 years old (where numbers permit), and aims to provide an inclusive culture and ethos.
We aim to provide a caring and stimulating environment. All children are encouraged, through the provision of free flow and continuous provision, to explore, use their imagination and interact socially with other children and staff.
Practitioners recognise that each child is an individual and that they develop at varying speeds. We provide child sized furniture and appropriate educational resources suitable for each age range.
Practitioners promote equal opportunities throughout the nursery. Treating all staff, children, parents and all others associated with the nursery equally, without regard to their cultural or ethnic origin, race, colour, religion, disability or marital status.
How accessible is the building for children with mobility difficulties / wheelchair users?
All our areas are on one floor with little steps or ramps to access the areas. There is ramp access to the entrance of the nursery.
We have two changing facilities and a down stairs toilet providing consideration for users.
Our rooms are laid out with children in mind with regards to accessibility and placement of resources.
How will you support my child's transition to a new setting or school?
It is of paramount importance to Alphabets Nursery that all children in our care should be treated with consideration and the greatest care. We will endeavour to make your child feel comfortable and at home in a new environment making the transition as smooth as possible.
WE WILL ENSURE THAT:-
A key person/buddy is available for each child to meet, with parents.
We plan in advance and prepare for the home/new room reception.
Enough time is available for the key person and parent to access, read, and share information.
Home visits are made if requested, these will be carried out by senior members of staff.
We will read all incoming information on new children to ensure we are meeting their needs and highlight any special or additional needs and ensure all staff are briefed.
We arrange, in consultation with parents, taster visits before a child’s start date. These can be as many as is necessary to ensure a smooth transition. We can give advice, if asked by parents, but it is our preference that parents should do what, in their experience, is best for their child. We fully appreciate that this can be a difficult time for both adult and child.
We seek sufficient information on our admissions forms to meet the EYFS welfare requirements and use this information to plan for the child’s individual needs.
We ask parents to supply photographs of the child’s family members to foster a sense of belonging
A ‘my unique progress’ is forwarded to the child’s next setting.
We share regularly with parents/carers, all observations, MUS, ECAT records and wellbeing and involvement records relating to their child.
When a baby/child moves from one room to another or changes their key-person, we will organise visits in advance of this change and make opportunities for the child to develop a relationship with their new key person. We will make sure parents are made aware of their child’s new key person and to ensure a smooth transition an ‘All about me’ form will be filled out by either the old key–person and or parent.
When your child starts at nursery, we encourage parents to phone at any time and as often as they wish. We fully understand that parents are concerned about their child’s welfare and are likely to feel upset at leaving him or her in someone else’s care. We will aim to alleviate any apprehensions, but if a child is very upset it is our policy to tell parents, thereby giving them the option of picking up their child, or phoning again if a child remains very upset it is the policy of this nursery to call the parents and discuss our concerns.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
SEND within our setting is a priority. During practitioner’s supervisions and staff meeting SEND is discussed allowing the team to discuss observations, changes, new children and appropriate actions to take with individual key children. It also allows time for the SENDCO to cascade any training they feel will benefit the children and the practitioners.
Targeted/personalised plans are reviewed and parents are made aware. Parents are also made aware of progress made and any additional intervention.
Who should I contact if I am considering registering for a place at the setting?
To register your child/ren at Alphabets Nursery contact the nursery direct. We will be more than happy to show you around the setting and answer any questions you may have.
Once you have completed the registration form for your child we will discuss settling in sessions and additional requirements your child may have before starting.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Alphabets Nursery values feedback. Parents/ visitors are invited to share compliments or concerns with the setting. The management are more than happy to listen to any concerns and value compliments and positive feedback regarding the setting.
If concerns and complaints arise, the manager will encourage parents to discuss these and deal with the issues according to the settings policy. We also have Ofsted’s contact details displayed in every room should parents wish to speak with them.