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Little Oaks Kindergarten

Little Oaks Kindergarten is a friendly environment based in a lovely converted house and benefits from a separate baby room which allows a gradual introduction to nursery life. This homely environment offers a unique opportunities for children to grow and learn surrounded by friends and caring staff who will go the extra mile to meet all the individual needs of children and their parents, so they have a very happy and exciting day. We are constantly striving to meet high standards and our partnership with parents is extremely successful.


Children at kindergarten benefit from a superb outdoor space which supports the ethos of the kindergarten being the children’s garden, where we recognise that like flowers, children need to to be nurtured to grow.


 Our highly- qualified motivated childcare team has a vast wealth of knowledge and experience within the the childcare sector. Staff have undertaken both Forest and Beach school training and taking the children into these differing learning environments encourages knowledge of the world around them.


Children enjoy a varied menu of healthy home cooked meals. The children and staff sit and eat together in family groups and children are encouraged to help themselves. Staff use this opportunity as a social time, to encourage speech and language, social skills, good role modelling and relationships. 

Who to contact

Contact Name
Michaela
Contact Position
Manager
Telephone
01303 850203
Website
littleoaks.org.uk

Where to go

Address
85
Canterbury Road
Hawkinge
Folkestone
Kent
Postcode
CT18 7BP
Notes

 

Right dance music and movement sessions to encourage physical pre- writing skills.
Secure enclosed large garden with hard and and soft services offering many exciting learning and fun opportunities.
Beach school and Woodland sessions within the local area.
Local village car park next door making for easy parking
Friendly staff team consisting of highly qualified and experienced staff. 
Strong key person system in place with each child forming close and comforting

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
year(s), 3 month(s) to 11 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8am 6pm
Tuesday 8am 6pm
Wednesday 8am 6pm
Thursday 8am 6pm
Friday 8am 6pm

Other Details

ECD Type
Day Nursery
Offers pickups
Yes
Schools covered
Hawkinge Primary School
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 6
2 2 12
3 5 40
0 5 40
5 7 40
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
28/01/2020
Facilities
Arts And Crafts, Music, Woodwork, Cookery, Messy Play Area, Books, Toys/dolls, Dressing Up, Nursery, Internet Connection, Outdoor Activities, Kitchen, Bike, Songs, Play House, Sleeping Area, Stories, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks

Ofsted Information

Ofsted URN
EY475631
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
05/08/2016Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes
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)

Please speak to us for more information about our 30 hour delivery

Service status

Status
Open

Local Offer

Special Needs Support

 

Upon admission to the setting each child is allocated a keyperson straight away and will meet the child and family at the initial home visit. This person is the point of contact for parents/carers and is responsible for working with families, carrying out the needs of each key child and promoting their individual development.

During induction to the setting parents/carers are asked to complete, with the key person, a “Getting to know me” form to enable the keyperson to build a picture of the child as an individual, parents/carers are asked to discuss what strengths their child has and what area they feel needs some support. From this the key person will inform the setting Special Education needs co-ordinator, or SENCO, of any additional support needs to be in place when the child starts. The parents/carers are also asked to support the keyperson in completing a baseline assessment against the early years foundation stage frame work to give the setting an overall idea of where they feel their child’s development lies. This is further progressed by the key person upon starting at the setting. The keyperson will carry out a baseline assessment of the child over the first two weeks of the child attending the setting. These then form an overall view of where the child is believed to be developing at the time of admission. These observations are then used to explore the child’s interests and plan a next step where appropriate.

As we are full day care, we also carry out statutory assessments for our 2-year olds in the form of a 2-year check. This check is used to highlight any possible areas of need and are incorporated into the child’s health visitor check at 2years old also.

As a team we regularly discuss children’s development during our termly staff meetings. Any children who practitioners feel may benefit from support are discussed in a confidential team meeting to ensure the best outcomes are arranged for the child at an appropriate time, this is when the SENCO is often made aware of a need developing and earliest interventions are planned ready to discuss with parents before commencement.

The SENCO will support practitioners to set developmentally appropriate targets for children, as well as attend meetings and training opportunities with outside professionals, such as the local equality and inclusion advisor, the Local inclusion forum team or members of the specialist teaching and learning service. All of which help to provide the right support based on the individual child’s needs.

 

At Little Oaks we are firm believers in the key person approach and each child is allocated a Key person and a buddy key person upon enrolment. The keyperson and parents/carers relationship are one of trust, honesty and open communication building upon a mutual partnership.

The keyperson or buddy will provide daily feedback through our care boards or verbal handovers at collection times. The keyperson will also perform weekly observations on the children and will review progress made by completing a termly developmental report known as a summative assessment. We also offer regular parents evenings to provide parents/carers with the opportunity to speak about development progress with the keyperson on a face to face platform, which we find benefits most parents, as this is after nursery hours.

We can provide parents with a communication book, if preferred, to ensure parents are aware of their child’s targets and how your child’s keyperson and the SENCO are working to achieve these.

Regular contact is made through our online learning journey system, known as EYLOG. The system allows practitioners to share messages, comments, observations and termly reports instantly with parents/carers which benefits the keyperson and family relationship. We encourage families to respond with comments, photos and additions to their child's Learning Journal.

We will also review targeted plans, (keyperson set targets) or personalised plans, (outside agency set targets) before we implement a new plan, this is generally 6 weekly depending on progress.

The Early Years Foundation Stage is the education framework which is used by your child’s key person to plan provide and review development based on activities they individually plan for your child on a weekly basis. The EYFS frame work is split into 7 areas. 3 Prime and 4 Specific areas.

The 3 prime areas are the foundation blocks to learning and children benefit from being secure in these in areas before enhancing development into the specific areas.

Often if a child needs additional support to become secure in one or all these areas, we will plan only in the three prime areas to give them the opportunity to focus their learning on developing these skills first. Activities often overlap in incorporating aspects of the EYFS and the child’s learning is catered to their individual needs when each child is planned for.

To cater for Communication and language needs we will consider supporting the child with visual aids and Makaton signing as well as key words from the home language if the family uses English as an additional language. We may also use Ecat (Every child a talker) strategies, to ensure communication is clearly given and received. Strategies include, speaking face to face, practitioners getting down to a child’s level and giving an appropriate length of time for a child to respond following a command or question. We may also consider limiting our language level to the child’s name and the activity, such as “Joe, coat” or “Joe, coat on” depending on the child’s individual word level of understanding. Our key persons will work closely with speech and language therapy advice and will also support learning using now and next boards, a visual time line and visual key cards.

In supporting Personal, Social and emotional development, the SENCO may attend Workshop Sessions supported by other SEN professionals and agencies, to strengthen knowledge of support the setting may be able to offer. We will ensure we provide opportunities which encourage children to express their feelings and emotions in a safe way, this will occur during both group and individual time and emotional coaching sessions to encourage the concept of empathy.

Well-being monitoring will be carried out during observations with EYLOG. The setting operates a positive behaviour policy, reinforcing positive behaviour and appropriately managing challenging behaviour through carefully considered pathways appropriate to the individual child. We also provide support for the children, particularly with SEN, when we consider transitions to the next room. It often occurs where a keyperson may transition with the child to provide a stable, familiar presence in the new room, to enable their development to continue with as little disruption as possible due to a transition. However, if this is not possible due to extenuating circumstances, we will endeavour to support the child to get to know a new key person through a longer transition period and more settle session in the new room both with their present and new keyperson.

To promote physical development, we have built strong links with outside agencies such as physio and occupational therapists who attend the setting in order to support the child in both home and learning environments.  We also offer an accessible environment with a considered layout to support family’s needs, such as space between available resources. We consider the environmental factors having a sensory impact upon children’s wellbeing and our rooms here are cosy, decorated in subtle and neutral colours and shades.

We ensure children have regular access to the garden. Although our garden isn’t free flow from all of the rooms, the benefit of key groups ensures children are able to access the garden as often as they like.

Specific strategies will be discussed between parents/carers with keyperson and SENCO in order to achieve the best outcomes for your child. Universal strategies we have considered include pale walls with neutral colours within our environment, so a child is less likely to experience sensory overload from colour.

The building is divided across 2 floors with the ground floor being accessible to all. Our Adventurers room is open plan and accessible, with moveable furniture, including adjustable height tables and sandpit. All resources are labelled and easily accessible to all the children. 

Our first floor is accesible via 2 staircases.

Little Oaks aims to provide appropriate resources to support a child’s needs, including support chairs, adjustable tables etc. Where possible, the Setting SENCO will aim to ensure appropriate specialist equipment is obtained to support a child if necessary. Additional funding may be available through the disability access fund (DAF) if your child is in receipt of disability living allowance, this may enable to setting to procure additional resources or training to enhance your child’s learning. 

The setting refers to the Best Practise Guidance to 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.

Te setting offers a graduated approach to supporting children with SEN as highlighted in our SEND policy and procedure (available on request). The approach involves a observe/ plan/ provide/ review format of target setting. Key persons will observe children, sometimes alongside the senco if an area of need is yet to be identified.

Initially together the SENCO and the Key person will set targets using a targeted plan. If limited progress is achieved during the course of the plan, usually 6-12 weeks, then outside agencies such as speech and language therapists or the specialist teaching and learning service may become involved to provide personalised targets, under a personalised plan, once consent has been sought from parents/carers for other agencies to be involved with the child. Personalised plans, much like targeted plans are viewed termly and a new plan is set if the child requires continual support. Interventions are reviewed to access the impact on the child’s development and progress made.

Practitioners are regularly encouraged to undertake training opportunities when they arise.

 

Little Oaks believes a strongly embedded keyperson approach supports children and families in producing the best outcomes for the child. The key person and parent/carer will carry out baseline assessments upon enrolment, this gives the parents/carers the opportunity to share where they feel their child’s development lies. The keyperson will then carry out further assessments over the following weeks as the child begins to settle in to the setting before short targeted observations commence.

The Keyperson is responsible for catering individualised planning to each child through weekly planned activities based on the child’s own capabilities and interests, providing the activity to the child during their session and reviewing the impact of the activity on the child’s development. This is carried out through an observation and is uploaded to the EYLOG where parents can then view the observation and the next steps. Parent/carers then can comment on the observation, providing feedback to the keyperson, giving a two-way line of communication.

When planning activities, the keyperson will plan activities in areas which may not yet have been observed to ensure a full view of the child’s development is encompassed into planning. If an area becomes apparent where limited progress is being made the keyperson may discuss with the setting SENCO and parents about implementing a targeted plan to support the child’s development in an area, for example, speech and language. Three targets will be set and implemented for a period of six weeks before a review of the impact takes place.

The keyperson will complete termly summative assessments via eylog. This is a written report of the progress your child has made over the previous term and what the keyperson plans to focus learning on in the next term. Summative assessments for children under 3 years of age, focus on the Prime areas of the early years foundation stage (EYFS), these are physical development, personal, social and emotional development and communication. Children over the age of 3 have a full report focussing on all seven areas of the EYFS, as well as the levels of wellbeing and involvement being monitored also.

We offer regular parents evenings to ensure our parents/carers can speak with their keyperson on a one to one basis outside of normal hours, this allows everyone, including our working parents to be involved in their child’s progress reviews at a suitable time for them. This is also where summative reports are first shared and explained before being sent via EYLOG to the parent for feedback.

The setting provides families with a two-year old check which is a statutory assessment of your child at the age of just over two years. The check is carried out by the keyperson and recorded, before parents are encouraged to share the document with the health visiting team at the two-year check appointment. This provides a three-way picture of the child’s development, gathering accurate feedback from the parents/carers, the setting and the health visiting team. This can be where intervention may be recommended if needed.

As a setting we feel our partnership working with parents/carers has strengthened since the introduction of our EYLOG system as it has enabled us to communicate with parents and carers more effectively.

The setting embeds an inclusive ethos, meaning we consider all children as individuals, regardless of ethnicity, cultural differences and abilities. We offer specific planned activities for each child and carefully consider the size of groups when allocating a keyperson. Our room layouts are generally suited to all children, with free access to the materials and resources on offer. The practitioners are given time to plan their activities allowing them to consider which achievable and diverse opportunities to offer, from messy play to role play. The practitioners may use visual supports within their daily routines, through now and next boards and visual time lines to communicate and assist children to anticipate and manage changes appropriately.

Careful consideration is made to outings when involving children with SEN. All children are invited to take part with appropriate planning and support. We carry out thorough risk assessments, ensuring appropriate ratios, of adults to children and we will often rely on the support of our parents to ensure their child feels comfortable and relaxed in new environments, dependent upon the child’s individual needs.

We will ensure the availability of our nursery mini bus if needed and have also used coaches in the past for larger events. Children are also encouraged to walk to areas in the local community such as the shops or park.

Supervising practitioners always ensure children wear hi-visibility vests and practitioners carry a mini first aid kit, mobile phone and any additional items required, such as children’s medications if needed.

Recent trips within the setting have included both Forest school and beach learning sessions on the nursery mini bus, and our leavers trip to the Rare Breeds Centre. Trips may, where required, include the support of parents. We have begun building links with a local residential home and we sometimes use public transport with small groups of children to visit the local Pets at Home Store.

The setting is laid out over 2 floors with access to the side and rear entrance of the building, both of which also act as our emergency exits. The door frame into the garden is an ideal width for wheel chair access as it is used daily to enter and exit the building by all. Upstairs is accessible by 2 staircases, one of which has ambulant treads, making it easier for climbing up and down.

We have a separate disabled toilet which will support in providing considered privacy and dignity for users.

We also have available adjustable height tables and easy open access to the outdoor space. We have hard flooring throughout downstairs which is suitable for wheelchair uses and those who rely on frames.

Our rooms are laid out with children in mind with regards to accessibility and labelling of resources.  Children who require the support of a chair to take part in circle time would be joined by peers at the same height as all children could sit on chairs rather than the floor where appropriate

We will endeavour to make reasonable adjustments where possible.

 

Transitions are greatly supported at the setting in many ways. If a child is moving to a new setting, the parents/carers will be asked for contact details of the new setting to allow present keypersons to handover information, such as the two-year check, or summative reports, to the new setting.

When transitioning to school we support children by speaking about going to school positively. Children are encouraged to take part in school themed role play with uniforms and resources from the local schools and stories and displays reflect the excitement of moving onto ‘big school’ We ensure our Investigator staff meet with the local schools that require it, to give brief information on each child, once places have been confirmed by the Local Authority. The children are encouraged to share “about my school” leaflets with their peers and key person if they are sent to the setting.

We also encourage children to become prepared for their transition to school through independence boosting activities such as self-care toileting routines, putting on their own coats and shoes for garden time as well as introducing early writing skills such as phonics and write dance into the daily routine at the setting.

We introduce PE sessions to our Investigators, focusing on the actual dressing and undressing tasks over the physical play. This helps prepare the children as they are encouraged to find their PE kits, and change into shorts, t-shirts and plimsolls with encouragement from practitioners, before taking part in a fun physical activity. These sessions are very successful.

The effectiveness of our SEN provision is a priority aspect within the setting. We hold regular practitioners’ meetings and SEN is discussed at every meeting. This gives the whole team chance to discuss opportunities to observe, acknowledge changes, discuss new children, and decide upon appropriate actions to take with the SENCO for individual key children. It also gives our SENCO the opportunity to cascade any training she feels will benefit the children and the practitioners.

Plans are reviewed at termly intervals and parents are always made aware of new targets, as they are set. Parents/carers are also made aware of progress made and any additional intervention which may be sought, as well as provide their comments or any concerns they may have.

We have had SENIF involvement with our children in the past which involved termly visits from a SENIF advisor to ensure we were meeting the needs of the child with the funding which was available for some individuals.

We audit our provision against the best practise guidance and the SEN code of practice on an annual basis, when the SEN policy is reviewed.

If you are considering registering for a place at Little Oaks Kindergarten, we recommend you contact our management team, who will be happy to email you all of the information required and show you and your child around the setting. Visits can be arranged for any day to suit you at a time which is convenient for you, however we try to avoid booking sessions during the lunch hour as this is often our busiest period and we want to be able to devote our attention to our children during this time.

Upon receipt of your child’s enrolment forms we will discuss the need for childcare and any additional requirements your child may have before starting. This will include a home visit, settling session with the family at the setting and a settle session with the child at the setting. If your child has considerable needs or rare conditions this may involve an addition settle visit with the family and the SENCO to discuss delaying immediate start dates until appropriate adaptations and support are in place, from additional resources to SENIF or DAF funding. Parents will be kept informed of the measures being put in place and the timescale at which these can take.

As a setting we value any form of constructive feedback, from verbal comments informally to completed anonymous questionnaires. Parents are invited to share compliments or concerns with the setting. We have a very approachable management team who are happy to alleviate any concerns and value compliments and positive feedback regarding the staff and the settings practice.

If parents/families have a comment, they are welcome to leave a note in our comments box based in the foyer, or positive feedback on our nursery Facebook page.

If concerns and complaints arise, we encourage parents to discuss these with the manager in line with our compliments and complaints policy. We also have Ofsted’s contact details displayed on our Family Information Board should parents wish to speak with them.

We regularly receive messages and tokens of thanks from families who value the partnership we share. Parents/carers opinions form the basis of a positive working partnership and we appreciate the participation in this evolving collaboration.

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