The White Barn. Northbourne CEP School Coldharbour Lane Northbourne DEAL Kent
Snug Bug's is set in an idyllic countryside location surrounded by fields, trees and wildlife.
Snug Bug's makes full use of our enclosed garden area with a large sandpit complete with our own boat, water play, a digging and gardening area, sand kitchen and a variety of outdoor toys with a wooden 'look out tower' where the children can observe the growth and changes within the nature and pond area on the other side of the fence.
The children also have use of an additional garden with artificial grass to ensure that it can be accessed all year around, in this garden the children have a large area for running and ball sports, a wobbly balance bridge, a wooden large train with carriages and a play house.
Children participate in development appropriate activities designed to help the children get the best start in life.
When is it on?
When is childcare available
Open All Year
Carescheme Age Range:
2 year(s), 0 month(s) to 11 year(s), 0 month(s)
Table of costs
Table of costs
Warden House Primary School Deal Parochial CEP School St Mary's Catholic School, Deal Eastry CEP School Northbourne CEP School Downs CEP School, The
Holiday Club 7:30-16.30 £2.60 per hour
3-4 Year Old Funding?
2 Year Old Funding?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Swing, Survival Skills, Cookery, Drama, Toys/dolls, Dressing Up, Team Games, Discussions / Talks, Themed Sessions, Trike, Environmental Area, Tv/video/dvd, Ecology, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Help With Homework, Healthy Living, Woodwork, Languages, Kitchen, Library - Children's Library, Library Visits, Life Skills, Music, Literacy and Numeracy, Messy Play Area, Outdoor Adventure Play Area, Nursery, Outdoor Activities, Play House, Parks/playgrounds, Puppets, Play Room, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Sewing, Books, Sign Language / Makaton, Bike, Car Parking, Soft Play Area, Songs, Bushcraft, Sleeping Area, Camping, Climbing Frame, Stories, Support Group, Sports, Christian Based Ethos
Sign Language Makaton, French, English
Wheelchair access details
Partly - we use school facilities which include shower & toilet.
How does the setting identify children with additional needs or SEND?
We are a small setting and observe the children and assess them using the ages and stages of EYFS framework. We talk to parents and carers and complete an `All about me' to give us a starting point and to ensure continuity of care and to better enable us to use the child's interests when planning activities. An initial assessment is made within the first few weeks at the setting or a 2 year old progress check if age appropriate.
All childrens interests and needs are met in targeted key person focused learning time groups and any additional needs or concerns are reported to the SEND Coordinator. Individual learning or care plans are written in partnership with parents and a coordinated approach is used between setting and home.
Time is available at both the beginning and end of every child's day to discuss any concerns or ask questions to key person or manager. We also use an on-line learning journal that can be used to confidentially message between parents and home as well as providing families with photos, videos and a daily diary keeping them up to date with their child's time at Snug Bugs.
How will I be informed / consulted about the ways in which my child is being supported?
Time is available at both the beginning and end of every child's day to discuss any concerns or ask questions to key person, SENDCo or manager. We also use an on-line learning journal that can be used to confidentially message between parents and home, as well as track children's progress using the EYFS framework. We also use this online format to complete a daily diary accompanied by photos and videos of the children's daily activity.
This time is used to build relationships with our families and is used for any news, family events, feeding back the activities of the day as well as a time to raise concerns or ask questions.
We also hold formal parents evenings twice a year and provide written progress reports 3 times a year. The setting tracks the progress of every child attending continuously throughout the year using at least 6 formal progress checks submitted to the manager by the key persons.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is divided into 3 prime areas and 4 specific areas of learning and development within its framework. A child needs to be secure in the prime areas of communication and language, physical and personal, social and emotional development before moving onto the specific areas.
We will assess every child on their strengths within the prime areas of development before moving them on. If a child needs more time to develop, then we will scaffold their learning in these areas. The foundations and attitudes to a persons learning is often established in the early years so we use a childs interests to make learning fun, using play as the main platform, so every child is able to enjoy their first learning experiences.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We let the child lead their own learning and by supporting and scaffolding that learning, we extend and improve their experiences. We ensure that our environment is as adaptable as possible, using our outside areas everyday to encourage children to explore the natural environment to its full potential.
Our SENCo works with the key person to offer the most effective range of developmentally approperate resources possible. All our staff receive regular monthly updates to best support development of the children attending our setting. Every staff member is trained and regually mentored in their early years practice and self reflection of practice is encouraged.
The SENCo uses the `Best Practice Guidance' to support and monitor children's additional needs, the effectiveness of the environment and resources. Any issues identified by us will be discussed regularly with parents and carers and individual education or care plans written and updated regularly.
What additional support does the setting provide for children with additional needs or SEND?
If a child needs additional support after following an individual learning plan, we will seek the support of outside agencies.
We regularly attend LIFT (local Inclusion Forum Team) to either seek or offer advice to other team members. Or ask our local E & I (Equality and Inclusion) or STLS (specialist Teaching & Learning Service) person to attend the setting to observe and advice staff.
Some of the staff have also attended specialised training and all staff use Makaton with all children during the preschool routine.
How will the setting monitor my child's progress and how will I be involved in this?
The children will be assigned a key person prior to starting at the setting to ensure that you and your child have an individual member of staff to guide, monitor and support the physical and emotional development of your child and providing them with additional support during the initial transition to the setting. This is especially important when children have special or additional educational needs.
At Snug Bug's we are a small team providing a home from home environment which supports the development of the key carer bond as well as the bond with families. We are always available through the online learning journal allowing families to send a message to their child's key carer at any time of the day which the key carer will endeavour to respond to as soon as possible. We also use this format to complete daily diaries which are accompanied by lots of photos from the day which provide a lovely way for families to talk to their children about their day with the support of the visual prompts of the photos and videos, an excellent opportunity to support your child's speech development.
Using the online learning journal ensures that parents can access their child's learning journal and hear about his/her progress at any time which is convenient for them, we endeavour to accompany our observations which are linked to the EYFS with photos and videos of the children to better convey their progress to their families.
Individual appointments to speak to your key carer can be made at times which are convenient for you, we appreciate that with the time constraints of a busy family life sometimes mean that families are unable to speak to their key carer on a regular basis. Our online learning journal provides a direct method to message your child's key carer and families are invited to attend a parent's evening with their key carer twice a year.
Written reports are also sent home and looked through alongside the parent and the key carer/buddy three times a year, at the end of every term which provides an opportunity to discuss if your child is delayed in any area of development or any areas of over-achieving.
There are two statutory assessments - the progress check at age two and the EYFS profile. Both will be completed by the child's key carer, the progress check at two will be completed in advance of your child's health visitor development check at two. The key carer will also complete an initial assessment for the children over two which we endeavour to complete within two weeks of your child starting to provide a baseline assessment and provides an opportunity to discuss with you your child's starting point and progress which they have made since starting.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
At Snug Bug's we make a commitment to inclusive practice and ensure that all children are able to be included. At staff meetings and during planning discussions your child's key carer will ensure that any planned activities are suitable or adapted to meet the needs of your child - this is called differentiation. We operate high staff to child ratios which ensures that children are where possible given additional support by a member of staff when they require it and staff will provide one to one support when necessary.
For example if a child needs support when exploring the outside area an additional member of staff usually the SENCo or the child's key carer will aim to accompany the child and support them where possible.
How accessible is the building for children with mobility difficulties / wheelchair users?
The building is a converted barn on one level with paved access to the building and a small step into the building. We have an open play environment which ensures for ease of movement.
The outdoor area is a paved and artificial grass surface which is suitable for children using wheel chairs and frames. The garden is accessible through a gate which is at the same level as the paving.
Whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff. There is a designated disable parking space within the parking area which is shared between the primary school and our setting.
There is an accessible toilet located to the rear of our building.
How will you support my child's transition to a new setting or school?
The children are supported through the transition to school usually with a visit to the local transition meeting which is attended by many of the local schools, with permission from the children's families each child's progress is shared and their development is briefly discussed. The teachers from the local schools are also invited to visit the children starting at their school within the setting and see them interacting and playing with their friends and teachers within the setting.
The children centre also run the 'big school box' campaign and usuall visit the children to talk about school and the chidlren are given an opportunity to try on school uniform and discuss their understanding of school.
Within our role play area the children are provided with school themed role play props such as uniform and book bags as well as school themed story books within the book corner.
The local schools are invited to send us photos of their school which are then shared with the children on our online learning journal.
When a child is transitioning to a new setting the key carer will offer to speak to the child's new key carer at the setting and any relevant paperwork such as progress checks will be shared with consent.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
During monthly staff meetings the staff are given an opportunity to discuss any concerns or comments on the children and to give feedback on their individual key children and their progress. The SENCo informs all staff of any updates or changes to the behaviour and targeted plans and any strategies that have been put in place. Staff are also given an opportunity to feed into behaviour and targeted plans at the staff meetings.
Before the staff meeting starts a lead practitioner will lead in house training on various topics including makaton, inclusive practice, supporting children with communication and language usually lead by the SENCo. Staff also attend regular training and workshops wherever possible.
We regually attend LIFT (local Inclusion Forum Team) to either seek or offer advice to other team members. Or ask our local E & I (Equality and Inclusion) or STLS (specialist Teaching & Learning Service) person to attend the setting to observe and advice staff.
Parents, key carers and the SENCo will update the child's behaviour or targeted plan on a regular basis together ensuring for consistent practice to best support the child.
We invite the parents to comment on the setting within our annual parent questionnaire and welcome feedback on a regular basis.
Policies and procedures are updated on an annual basis after discussion at staff meeting to pool the ideas of all of the staff.
Who should I contact if I am considering registering for a place at the setting?
We are available to contact via telephone, email and post and usually invite the families to visit the setting with or without their child to familiarise themselves with the staff and the setting.
Prior to starting the family would need to complete the contract which outlines the procedure at Snug Bugs as well as the permissions, which includes consulting with outside agencies.
The child is assigned a key carer prior to starting which is usually based on the child's expected attendance days, the family is invited to attend as many settling in sessions as they feel that their child needs. We appreciate that all children settle at different rates and some children may need more settling in days than others. The settling in visits provide an opportunity for the key carer to develop their bond with the child and their family however this is reviewed within 2 weeks of the child starting and the key carer may change if the child seems to have bonded better with an alternative member of staff.
If deemed necessary arrangements for assessment for additional funding such as the SEN Inclusion fund or applying for funding under the Disability Access Fund will be completed with the SENCo and parents.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
The complaints procedure is readily available within our policies and procedures folder which is available in the office. If a parent would like a translated version of any policy we will endeavour to do this.
We always welcome constructive feedback and invite this in written form annually via our parent survey.