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Saltwood Play and Learning Centre

Saltwood Play and Learning Centre is a non-profit making organisation with charitable status.  We are located on the site of Saltwood Church of England Primary School in the villiage of Saltwood.

We offer a wonderful, stimulating and inclusive service where children enter into our nursery and quickly become confident and independent learners. Our routine offers children a balance of adult led and child initiated play in an environment where children play, learn and discover together. We believe the best start we can give our children is the social and emotional skills to become a member of a larger group. Our children are encouraged to learn important life skills, to feel confident, to take risks and challenging their play environment, whilst being supported by adults who are sensitive to your child's needs.  All Our staff work hard to support our aims to promote a safe culture for children to thrive though our safeguarding policies and training programmes.

Who to contact

Contact Name
Jessica Edmed
Contact Position
01303 266058

Where to go

Saltwood C of E Primary School
Grange Road
CT21 4QS



When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 3 month(s) to 4 year(s), 5 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:00
Tuesday 09:00 15:00
Wednesday 09:00 15:00
Thursday 09:00 15:00
Friday 09:00 15:00

Other Details

Table of costs
Table of costs
AmountCost Type
£5.30 Per hour
£31.80 Per day
£15.90 Per session
ECD Type
Private Nursery School
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
Please contact Jessica Edmed for information about registering your child.
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 5
3 5 25
0 5 25
5 7 25
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Music, Computers / It, Cookery, Dressing Up, Dance, Nursery, Outdoor Activities, Play House, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Woodwork, Air Conditioned, Books, Sign Language / Makaton, Internet Connection, Bike, Kitchen, Songs, Stories
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
23/04/2010Inspection (Early Years Register)Good
01/06/2015Inspection (Early Years Register)Requires Improvement
20/04/2016Re-inspection (Early Years Register)Outstanding

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)

FF2:  We offer funded childcare for eligible families for 2 year olds up to 15 hours. 

3 and 4 year old children will be able to use 15 hours funded childcare and some families may be eligibile for 30 hours funded childcare.  More information is avaliable from the nursery or going to

Service status


Local Offer

Saltwood Play and Learning Centre

Special Needs Support

We work with parents and carers to support children with additional needs.  Parents/carers can share information upon application and any additional resources, services can be implemented before the child's start date.  Each child will receive a home visit before they start nursery, so any information can be discussed.

 While attending nursery each child's key person will monitor their progress and development in conjunction with the EYFS.  If the child is showing an educational need the key person and SENcO will work together with the child and their family to support the child and provide any additional support.

The parents/carer will be informed about any concerns with children's progress and we will work with the families to provide extra support or request external services such as speech and language, specialist teachers etc.


If the child attends another nursery, they will also be involved in consultations about the child's progress and needs.  The setting SENcO will work with the families and create an action plan which can be used at nursery, other settings and at home.


If external support is required the setting SENcO will attend a meeting (LIFT) to access the appropriate support.  Parents will need to consent to any external support and will be involved at all times.  The setting SENcO and the child's key person will be available for formal meetings and informal chats on a daily basis if needed. 


All decisions, plans, external support will have a review date and will be reviewed with the families and next steps created. 

The EYFS Framework explains how and what your child will be learning to support their healthy development.

 Our Practitioners encourage the learning and development in these prime areas through play and exploration:

•                Communication and language;

•                Physical development; and

•                Personal, social and emotional development

 As children grow, the prime areas will help them to develop skills in 4 specific areas:

•                Literacy;

•                Mathematics;

•                Understanding the world; and

•                Expressive arts and design

 For more information on EYFS:  

 At Saltwood Play and Learning Centre we use the learning through play approach, so children are supported and guided in their play to achieve certain skills.  We use an online learning journal called Tapestry and log all significant learning and development as well as fun/wow moments.  The manager of the nursery and the setting SENcO will look at progress for each child to ensure that they are progressing in line with the EYFS

A qualified, experienced, early years practitioner is assigned to your child; ensuring learning, development, care and the child’s interests are fully catered for. Partnerships are formed between you as parents/carers, the key person and child, whilst following guidelines from the Early Years Foundation Stage (EYFS).

Parents are encouraged to discuss their child’s progress at any time with their child’s Key Person or management.  Each child also has a buddy key person to ensure there is a special adult available at all times.

 Key people are allocated before the child starts at nursery.  Sometimes the child may form a special bond with another adult in the setting so the Key Person can be re allocated to suit the child's needs. 

 Each child has a Tapestry profile which parents can view at any time (on computer, tablet or phone) and receive notifications when something new is posted.  Parents are also encouraged to post observations of their child onto their page.  Key people or buddies are available for informal chats at throughout the day and upon collection.  More formal meetings can be arranged upon request. 


Saltwood Play and Learning Centre believe all children are entitled to an education that enables them to achieve to the best of their abilities and become confident young children with a growing ability to communicate their own views. All children need to be given the opportunity to progress and develop.  We have high aspirations for children with Special Educational Needs and Disabilities and welcome them into our setting; ensuring we strive to meet all of their needs; including:

social, emotional, and mental health

cognitive and learning

communication and interaction

sensory and physical needs.

'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.'

Our aims are to:

Appoint a designated person to be responsible for co-ordinating SEN provision. The Nursery SENCO is Jessica Edmed and Emma Mapp.

Follow and adhere to key directives set in the SEND Code of Practice, EYFS Statutory Requirements 2014 and The Best Practice Guidance.

Work closely with parents and carers to find ways to support the child and aim for an agreed approach to special education provision.

Create a stimulating indoor and outdoor environment that is accessible to all children, which promotes all areas of learning as stated in the Early Years Outcomes guidance of the EYFS.

Ensure all children feel valued and included in the setting's daily activities, routines and decisions by listening and respecting their views and opinions.

Work alongside other professional agencies, such as: Equality and inclusion staff, Health Visitors, Speech and Language Therapists, Occupational Therapists, Portage Workers, Educational Psychologists, and Specialist Teachers; to identify effective strategies and interventions or equipment needed to support the child in the setting.

Monitor and review our practice and provision and, if necessary, make adjustments.

We provide a statement showing how we provide for children with SEN or disabilities.

We ensure that the provision for children with SEN or disabilities is the responsibility of all members of the setting.

We ensure that our inclusive admissions practice ensures equality of access and opportunity. Please see our Admission Policy.

We ensure that our physical environment is as far as possible suitable for children with disabilities. We will make every effort to provide specialist equipment if this is required.

We respect and maintain our Confidentiality Policy with regard to all our children and families.

We work closely with parents of children with SEN or disabilities to create and maintain a positive partnership; ensuring parents are actively supported in contributing to needs assessments, developing and reviewing Targeted Plans. Children’s progress and achievements are shared with parents on a regular basis. Please also see our Parental Involvement Policy.

We liaise with other professionals involved with children with SEN or disabilities and their families, including transition arrangements to other settings and schools.

The setting SENCo will attend LIFT meetings when required as well as local SENCo forums to keep up to date with information and training being offered.

We use the graduated response system from the SEND Code of Practice for identifying, assessing and responding to children’s special educational needs. We initially make adjustments to activities using different strategies to support the child. If the child continues to need support we use a Personalised Plan to help the child move forward in liaison with parents. If a child is making little progress from strategies put in place, other professionals will be called upon and the setting SENCo will represent the child at the next available LIFT meeting and necessary arrangements and referrals will be made, such as: Advisory Teachers, Speech Therapists and Educational Psychology Service etc. Strong relationships between such services and the family will support the child further.

We use a system of planning, implementing, monitoring, evaluating and reviewing individual Personalised Plans and Health Care Plans for children with SEN or disabilities; ensuring children and their parents are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

If it is felt that a child’s needs cannot be met in the Centre without support of a one-to-one worker, funding will be sought to employ one.

We will work together with other settings or children’s’ centres if the child attends.

We ensure the privacy of children with SEN/disabilities when intimate care is being provided.

We raise awareness if a member of staff has specialist training in any area of SEN/disabilities eg. Makaton signing.

We monitor and review the effectiveness of our provision by collecting information from a range of sources eg. Targeted and Personalised Plans reviews, staff and management meetings, parental and external agencies views, inspections and complaints. This information is collated, evaluated and reviewed annually.

We provide a complaints procedure.

Our Staff welcomes support and training from the Quality and Inclusion team, when needed.

We always include all children in all activities and trips.  When planning activities and trips we plan these around the children attending the setting to ensure that it is appropriate for all.  Each child’s key person is notified of any upcoming events and they represent the child in regards to any changes or considerations which may need to be made.

Our building is accessible for children and families with mobility difficulties and we have appropriate toilet facilities.  The building is spacious and can be set up to support children's physical needs. 

We ensure staff demonstrate a positive image of schools and growing up; encouraging children to voice any concerns or ideas in group or one to one discussions.

Use role play opportunities for the structure of teacher/children and carpet time.

We encourage children to participate in slightly longer listening and attention adult-led activities and enhance their independence by changing into PE kits before a physical activity preparing them for the readiness for school.

Uniforms from the surrounding schools are used in the role play area to help familiarise children with school life.

We ensure good relationships are formed with the schools Reception Teachers and strive to participate in as many school events as possible.

We hold ‘School Readiness’ workshops to give families an insight into key skills, children will require to help with their transition.

Children who are due to move onto Primary education will visit the school to choose books from their library, visit and play within the Reception class playground, collect post from the office, and play on the school field. Older year six children visit the nursery during lunch time to support the children with their play.

These activities will support all children’s transition and not just the ones who are going to Saltwood School as they children will become familiar by larger environments and children.

My self and the other SENcO talk often about planning and review to talk about what we could do better next time, modify etc.  This would be an opportunity to discuss the overall effectiveness of SEN.  We also work together to complete best practice guidance audits when we deem necessary and modify our practice if need be.  

Jessica Edmed 


We ask for parents/carers feedback through parental questionnaires and always welcome suggestions.  

 Saltwood Play and Learning Centre aim to provide the highest quality care and education for all our children and families. Children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We accept that sometimes things do not go to plan and welcome suggestions on how to improve our services; giving prompt and serious attention to any concerns from parents and carers. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all parties involved.

 Under normal circumstances, the Manager will be responsible for managing complaints. If a complaint is made against the Manager, the Registered Person will conduct the investigation. All complaints made verbally to staff will be recorded in detail on a complaints log and will be followed up by the Manager/Deputy.


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