Beltinge Day Nursery
Who to contact
Where to go
- Beltinge Day Nursery
Reculver C of E Primary School
- CT6 6TA
We are a small, independent, committee run charitable organisation based within the grounds of Reculver Primary School.
We are independent from the school, however, many of our children go on to attend at Reculver and have siblings there.
Access to the Nursery is via a separate entrance.
We have an intercom video system allowing for heightened security. Visitors must show ID and will be met at the gate escorted to the Nursery Building.
When is it on?
- When is childcare available
- Term Time Only, Open All Year
- Carescheme Age Range:
- 0 year(s), 3 month(s) to 4 year(s), 11 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
- Other Availability
- Dependent on need and funding pattern we are available for up to 48 weeks per academic year
- Table of costs
Table of costs Amount Cost Type £5 Per hour
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
- Hourly rate is £5 per hour for ALL children regardless of age. For children accessing FF2 or Universal/Extended entitlement (15/30 hours) the charges apply once funded hours for the week have been used.
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- Vacancies change regularly. Please email or call the setting for information
- Places Range
Places Range Start Age End Age Places 0 5 30 5 8 30
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Outdoor Activities, Trike, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Arts And Crafts, Scooter, Refreshments, Books, Bouncy Castle, Sign Language / Makaton, See-Saw, Sensory Room, Songs, Sleeping Area, Slide, Climbing Frame, Stories
Please refer to the information in our Local Offer for more details about Additional Needs
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 29/06/2007 Integrated Good 02/07/2010 Inspection (Early Years Register) Outstanding 02/03/2016 Inspection (Early Years Register) Requires Improvement 17/01/2017 Re-inspection (Early Years Register) Requires Improvement 17/01/2018 Re-inspection (Early Years Register) Good
We support children with Special Educational Needs or Disabilities.
We liaise with Parents/Carers before children start to attend the setting to find out about their unique and specific requirements
Where outside agencies such as Portage, Speech and Language Therapy services, Specialist Teaching Service, and The Children's Care Co-ordination Team are involved we meet with them alongside Parents/Carers to ensure the best possible outcomes for the child are met.
Please see more information below.
Beltinge Day Nursery
Special Needs Support
How does the setting identify children with additional needs or SEND?
- We gain information from parents, other settings and agencies where applicable.
- Via key person observations within the seven areas of the EYFS
- Completion of a progress check at age 2 where applicable
- Via assessment records and progress tracking
The setting has a SENCO- Special Educational Needs Co-ordinator. They are responsible for ensuring the childs needs are met. They work closely with Parents/Carers and outside agencies to achieve this.They support Key Persons and staff in setting. They also support Parents and help sign post them to the relevant agencies when appropriate.
If Parents/Carers have concerns about their child, they should speak to the setting SENCO.
How will I be informed / consulted about the ways in which my child is being supported?
- Via informal contact with the child's Key person and the SENCO
- Online learning journals detailing observations from Key Persons, which Parents/Carers are encouraged to contribute to.
- Progress reports termly (every 12 weeks)
- In addition, the Setting SENCO is responsible for co-ordinating any educational programmes. This is based on advice from outside agencies that may be involved with the child and their family.
- They will support the child's Key Person in implementing these programmes.
- The SENCO is responsible for completing records detailing the impact of programmes.
- Parents/Carers are involvement in Targeted and Personalised planning, setting goals and implementing them at home.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
- With the advice and support of outside agencies such as Portage, Specialist Teachers and Speech and Language Therapies we can adapt the EYFS to meet individual children's learning and developmental progress.
- Children's learning is also based on their interests as well as need. Activities and experiences are provided that are stage rather than age appropriate, meaning all children can feel confident and able to achieve.
- Planning for the unique child.
- Smaller steps of progress dependent on each childs individual development and learning patterns.
- Adaptations to the environment where possible
- Targeted and personalised planning to give children the most appropriate foundation for progress.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
- Planning for the unique child including how the characteristics of effective learning show the childs approach to their learning
- SENCO liaises with outside agencies to ensure therapist’s recommendations are carried through.
- Range of visual support materials.
- Use of signing and spoken word
- Individual and small group activities
- Availability of quiet spaces or areas
- SMART targets (specific, measurable, accessible, realistic/relevant and time bound)
What additional support does the setting provide for children with additional needs or SEND?
- Reasonable adjustments and changes to layout where necessary and viable
- Close working relationships between SENCO, Key person and parents.
- Monitoring of progress by the SENCO
- Monitoring of progress by Specialist Teachers
How will the setting monitor my child's progress and how will I be involved in this?
- Summative assessments
- Review of targeted and personalised plans.
- Assessment of data analysis
- Regular formal and informal opportunities to discuss progress
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- Regular review with parents and staff
- Evaluation of the way planning is differentiated.
- Research in advance of any trips and feedback afterwards
How accessible is the building for children with mobility difficulties / wheelchair users?
- The nursery is on one level with access via a ramp at the front and rear entrance.
- Wheelchair accessible
How will you support my child's transition to a new setting or school?
- Assessment reports, which incorporate information about the characteristics of effective learning
- Relevant paper work such as the progress check at age 2 passed on with consent.
- Activities such as school uniform, dressing up and photo books.
- Visits to the school where possible
- Meetings with the school SENCO and teacher where possible
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- Monitoring Visits from SEN Practitioners who ensure the effectiveness of SEN provision and regular monitoring of our use of any additional SEN funding to ensure we are accountable for the use and impact of this.
- Opportunities at SEN, specialist service referral meetings
- SENCO forum meeting
- Evaluation of training and workshop content
- Staff meetings
- Parent questionnaires
Who should I contact if I am considering registering for a place at the setting?
Administration/Manager at the nursery for information regarding admissions procedures.
Parents/Carers can email or call the setting
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
- Open door policy
- Suggestions box
- Information on the setting website and prospectus
- Parent questionnaires/surveys
- Complaints procedure and feedback process
- Opportunities to join the Management Committee
- Reviews via Facebook business page