Skip to main content

Cheeky Monkeys Preschool

We are a Full-Time nursery open Monday-Friday 8-6pm,  50 weeks a year and offer childcare for children aged 1-5 year olds.  We do not charge any registration or administration fees and fees can be paid weekly.

We accept 2, 3 and 4 year old funding which can be taken Term Time Only or spread across 48 weeks of the year. We also accept childcare vouchers.

We also offer Holiday Club and After School Club.


Who to contact

Contact Name
Michelle Hill
Contact Position
01843 836 742

Where to go

Station Road

We are situated in the Westgate High Street and we are within a short walk of the train station and there is an excellent bus route with a stop very close to us. We have easy access to local shops, the beach and green which we regularly visit with the children.

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
1 year(s), 5 month(s) to 0 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing 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

Other Details

Table of costs
Table of costs
AmountCost Type
£13.80 Per session
£5.75 for 1 hour, £10.50 for 2 hours and £15 for 3 hours. After School
£4.60 Per hour
ECD Type
Day Nursery
Offers pickups
Schools covered
Garlinge Primary School
St Crispin's Community Primary Infant School
We offer After School Club and can collect from St Crispins and Garlinge schools. Prices are as follows: £5.75 for pick up and first hour, £10.50 for 2nd hour and £15 for 3rd hour.
Cost details
We offer the following sessions:
Full Day (8:00 – 18:00)
Breakfast Club - includes Breakfast (8:00 – 9:00)
Morning Session (9:00 – 12:00)
Afternoon Session (12:00 – 15:00)
Late afternoon Session (15:00 – 18:00)
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
We have both KCC funded and fee paying spaces available. We offer a minimum of a 3 hour session.
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
1 2 4
2 3 6
3 5 2
Vacancy Information Last updated Date
Sandpit, Scooter, Music, Air Conditioned, Messy Play Area, Books, Toys/dolls, Dressing Up, Sign Language / Makaton, Nursery, Internet Connection, Soft Play Area, Songs, Sleeping Area, Slide, Climbing Frame, Library Visits, Stories, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks
Other facilities information
Cheeky Monkeys Preschool Ltd is located in Westgate, in a relatively new building which has then been specifically adapted for children. We offer secure entry into the premises via video doorbell. We have 2 floors, one floor is our Toddler Tigers room and specially created for our younger children, aged 1-3 years. On the other floor we have our Little Explorer room, which has been specially designed for our older pre-school children aged 3-5 years. We have a garden, which is covered by a canopy and means that even in damp weather the children can still access our outside space. We have a mud kitchen, sand and water play, plants, climbing equipment, sensory toys and a wide range of resources for both inside and outside.
Languages Spoken:
Sign Language Makaton, English
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
03/04/2019Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours 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 funding which can be used across any of our available sessions, either Term Time only or All Year Round.

Local Offer

Special Needs Support

We will ask you to complete an ‘All about me’ form which gives us a change to get to know your child and their particular strengths or areas where they may need extra support. We will ask about your childs interested so that we can plan activities around them. When your child first starts we assess their starting points in line with a document called development matters.


We will also complete a Progress Check at 2 which is a statutory assessment and this may be a time wen any delay in development can be discussed and appropriate next steps identified. The next step may involve your childs key person targeting a specific area of development, such as social skills, to plan in additional opportunities for your child to gain further experience in this area. This would be written and shared with you through a targeted plan.


Our Special Educational Needs Co-Ordinator or SENCo is Donna Davis. She ensures that families have the best support and resources to help with the development of your child and this includes managing behaviour.

The key person approach is a cornerstone of the Early Years Foundation Stage and of our practice.

Your childs key person will be involved right from the start so that strong and positive relationships are built with your child and with you. There are various ways you can be involved in how your child is being supported by us:

  • Daily informal contact, usually at collection time.
  • For our learning journals we use Tapestry which is an online system, where you can see photos and observations of how your child is developing through the year
  • Invitations to parents meetings, three times a year when we let you know about your childs progress and any additional support they might need
  • Collaboration with you on any extra planning we put in place e.g. A targeted plan.

The EYFS is an educational framework which allows key persons to plan for your ‘unique child’. We observe, assess and pan for your child in three prime areas and for specific areas. For example:


Communication and Language:

  • Providing a ‘language rich’ environment tailored to the needs of current children
  • Using targets small group activities such as those recommended I the ‘Evert Child a Talker (ECAT) programme
  • Using a language intervention such as I CAN Early Talk Boost programme
  • Providing ideas and resources for parents to use at home
  • Working in line with speech and language therapy advice


Our teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend. The walls are painted in neutral colours to promote a sense of calm. We also have moveable furniture to facilitate small group activities and quiet areas.



Effective teaching and learning requires a wide range of resources appropriate to support children’s development at all levels. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, staff training or support additional staff cover.


Teaching Strategies:

All our staff are trained in early years practice and we use the Best Practice Guidance document to support our teaching. This document which was written by the Specialist Teaching and Learning Service sets out a range of teaching strategies which can be used to support children, e.g. the use of visual resources and Makaton signing. The book is divided into universal, targets and personalised levels to enable us to support children I the four broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise:

Communication and Interaction

Cognition and learning

Social emotional and mental health

Physical/sensory difficulties

Our SEND policy sets out the graduated approach we use to support children.

If your child is making insufficient progress through a targets plan, the SENCo or key person may discuss with you the need to refer to other services, such as speech and language therapy. If your child begins to receive support from the outside agencies, the targets plan would be changed to a personalised plan.


If required, your consent would be obtained to refer to the Specialist Teaching and Learning Service through the Local Inclusion Team (LIFT) meeting which is held six times a year. If the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services, such as health and would support your child’s transition to school. At all stages you would be consulted.


All our staff receive regular training and have recently completed on Interventions for children with ASD and Physical Development Promotes Brain Development in the Early Years.

An effective key person approach is essential for all children. The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important when children have special or additional educational needs.


Your child’s key person will invite you to see your child’s learning journey and hear about their progress, this also provides an opportunity to talk about any concerns.


We make an overall assessment of your child’s progress three times a year and more often for children under two years old. There are also two statutory assessments, the Progress Check at Age Two and the Early Years Foundation Stage Profile. Most children will have started school before the EYFS profile is required but the Progress Check at Two is very important. The Progress Check will be completed ideally in advance of your child’s health visitor health development check at the age of two. The check gives us the opportunity to discuss with you your child’s starting points and the progress they have made since starting. If your child is delayed in any area of development, we will discuss this with you and you can also discuss this with your health visitor.

A commitment to inclusive practice that enables all children to be included is at the heart of our work. Your child’s key person will ensure that any planned activities are suitable and adapted to meet your child’s needs, this is called differentiation.


We enjoy trips out, especially to the beach or the green, so when we have new children join us we ensure that we revise our health and safety risk assessments to take into account any new conditions that may cause children to be at risk. We always take a first aid kit and water. And whenever we plan a trip to somewhere new we make a ‘research trip’ in advance.

The setting is purpose built across two floors and we can accommodate wheelchair access to the ground floor and garden. The garden is all on one level and is suitable for wheelchair users and those with frames.

Whenever possible we will make any reasonable adjustments to meet the needs of the children, parents or staff.

We use ‘My Unique Progress/Transition’ report which incorporates information about characteristics of effective learning. We attend transition day meetings at the new schools to handover relevant paperwork and discuss the childs progress.

We have activities such as dressing up in school uniform to help the children prepare.

Opportunities at LIFT meetings

SENCo forum meetings

Staff meetings

Regular parent and key person assessment visits


Review of policies and procedures

Donna Davis, Owner/Manager or Michelle Hill, Owner/Company Director or any member of staff will gladly help and answer any questions.

We ask parents for feedback in a variety of formats. This could be a questionnaire, a feedback form, requesting an online review. We have a robust complaints policy and any complaints are investigated thoroughly and appropriate action taken, if necessary. We offer an open door policy and welcome both positive and negative feedback. 

Give website feedback

green smiley (good) orange smiley (average) red smiley (poor)