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Littleview Day Nursery

Who to contact

Contact Name
Rachel Carlow
Contact Position
Nursery administrator
Telephone
01732 353004
E-mail
carlowr@hillview.kent.sch.uk

Where to go

Address
Brionne Gardens
Tonbridge
Kent
Postcode
TN9 2HE

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
0 year(s), 8 month(s) to 4 year(s), 11 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 17:00
Tuesday 08:00 17:00
Wednesday 08:00 17:00
Thursday 08:00 17:00
Friday 08:00 17:00

Other Details

Table of costs
Table of costs
AmountCost Type
£53.00 Per day
ECD Type
Day Nursery
Offers pickups
No
Cost(s)
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
0
Vacancies Details
8 months to 12 months part time Sept 2020
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 12
2 2 26
3 5 26
0 5 26
Immediate vacancies?
No
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
13/03/2020
Facilities
Music, Computers / It, Messy Play Area, Cookery, Toys/dolls, Themed Sessions, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Air Conditioned, Refreshments, Languages, Books, Bike, Car Parking, Sleeping Area, Stories, Sports
Wheelchair Access
No

Ofsted Information

Ofsted URN
EY242689
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
01/10/2007IntegratedGood
16/10/2014Inspection (Early Years Register)Good
29/09/2017Inspection (Early Years Register)Outstanding

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Service status

Status
Open

Local Offer

Special Needs Support

On admission we ask parents/carers to complete a information sheet called 'All about me'. It details your child's basic needs, their interests, their likes and dislikes and supports us with knowing your child's routine and planning for your child's first days at Nursery. 

Our settling sessions are over 5 days, providing opportunities to share information on your child's level of development, their strengths or areas where they made need additional support.

Within the first term your child's starting points will be assessed using the Early Years Foundation Stage guidance (EYFS) and recorded on our tracking documents. Your child's developmental stage will be assessed and recorded every 2- 3 months.

The completion of the progress check at 2 years old is shared with parents/ carers a meeting is arranged and we encourage it to be shared with the Health Visitors 2 Year check.

Any gaps or delays highlighted within any assessment will be immediately be brought to parents attention and a targeted plan will be discussed and strategies shared to ensure everybody involved with the child can support and encourage development in a area of need.

Littleview have an in depth Special Educational Needs and Development (SEND) Policy, detailing procedures to follow and our Special Educational Needs Co-ordinator (SENCO) ensures families and key person work in close partnership to ensure your child is fully supported.

The key person approach is at the heart of our practice. The key person’s role is to build relationships with the children and their families. We firmly believe working with families is paramount in providing an environment where children can learn and develop to their full potential. Implementation of the key person approach involves:

  • Welcoming, supporting and settling children and their families in to nursery- This is achieved through a five day settling in procedure where you can share information about your child and discussions will take place in the best ways we can meet your child’s needs.
  • Informal daily contact to share information on your child
  • Weekly learning journal reports, detailing significant achievements in your child’s development
  • Parent- Key person meetings. We operate an open door policy where parents are encouraged to arrange meetings to discuss their child’s development at a time that is most suitable and convenient for you and the nursery
  • Key person and Special Educational Needs Co-Ordinator (SENCO) may arrange meetings to discuss and share appropriate strategies that will support your child in their learning and development- This provides a support to your child that is continual

Communication and Language

Providing a language rich environment supports children in their Communication and Language. All practitioners are responsive to individual interests, we have a positive disposition, we ‘scaffold’ and build on children’s communication and language and we observe, assess and plan an environment that is going to support all children in their development.

All staff have attended the ICAN Early Talk Boost programme, a targeted intervention designed to support 3-4 year old children with delayed language skills.

6 times a year a practitioner attends the Early Years SENCO forums; this has included training on Intensive interactions. This supports children with early level interaction abilities and develops the ‘fundamentals of communication.’

Advice from the Speech and Language team is valued and incorporated in to the daily routine. Three times a year a Speech and language surgery is attended by the SENCo, which offers advice and guidance.

Personal, Social and Emotional

On a daily basis, we create an environment that is going to support small groups of children or individual children based on individual learning intentions that have been planned to support children’s well- being.

In the quiet area of our nursery, we have a visual register. Children are invited to join in with register time as part of the daily routine where every child has a photo displayed, encouraging them to feel valued and part of a group.

Ferre- Leuver Well- being and Involvement training has been attended by staff and we continually reflect on the Enabling environments section of the Early Years Foundation Stage (EYFS) and use the Best Practice Guidance to evaluate our practice and environment.

Physical Development

All children have frequent and regular access to two outdoor spaces, an indoor physical play area and a small ‘tree zone’, which develops confidence and self- esteem in a natural environment. We have a mud kitchen, offering the children hands on sensory explorations, opportunities for imaginative play and supports development across the EYFS. We have climbing and balancing equipment, ride on toys, sand trays, play house to support children’s physical skills. We believe bringing the inside out is also important to support children in their learning so we have small world play resources, construction and quiet/ cosy areas to read and look at books.

Individual dietary requirements are met and every member of staff is made aware.

We demonstrate an awareness of environmental factors that have sensory impact e.g. noise and lighting and regularly review, evaluate and alter the environment if necessary to support all children in their learning and development.

All staff are qualified to a level 3 in Childcare and Education and two members are qualified to level 5 having a Diploma in Childcare and Education.

Every member of the team have supervision sessions with the Nursery manager where individual children’s development are shared and possible training needs are discussed.

The Best Practice Guidance (BPG) is used to support our practice in ensuring that children’s needs are met, this includes the use of visual resources and basic Makaton signing. The BPG enables us to support children in their communication and interactions, their cognition and learning, their social, emotional and mental health and their physical/ Sensory difficulties.

We have a wide range of resources to support children’s development at all levels. All our furniture are appropriate heights for our children, we have non- slip floors, separate sleep room, extra space to use and facilitate for target groups/ individuals. We have Elizabeth Jarmin resources enabling us to create quiet/ den building areas. We have a multi- language pen to support Dual language/ English as an additional language. We have easy grip creative equipment and sensory resources and all our storage units are accessible and clearly labelled with text and photo. The SENCo will work closely with the key person to ensure appropriate resources and specialist equipment is obtained if necessary.

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. We are part of a collaboration, which is a group of local settings and so it may be possible for equipment to be sought and shared.

Our Special Educational Needs and Disability (SEND) Policy sets out the Graduated Approach we use to support children. Information from observations and assessments are analysed with the key person, SENCo and Parents/ Carers. If insufficient progress is being made we use the Best Practice Guidance (BPG) audit tools to determine if the universal level is meeting your child’s needs. If we feel the universal level doesn’t help narrow the gap in your child’s learning and development a targeted plan will be created. A review of the effectiveness of the strategies and the impact on your child’s learning will take place and if your child continues to make less than expected progress after following this cycle a personalised intervention would be sought. If required, parents/ carers consent would be obtained to refer to other services, including Speech and Language therapy, Equality and Inclusion team or Specialist Teaching and Learning services. The Specialist teaching and learning service is accessed through the Local Inclusion Forum Team (LIFT) which meets 6 times a year. If a referral is accepted a specialist teacher would visit your child in the setting and additional advice, strategies, guidance and further referrals if necessary would be given to the parent/ carer,  SENCo and Key person. 

 In the past we have received a child with a condition we were unfamiliar with, our SENCo researched information and the key person gathered lots of information from the parent and it was shared with all staff at a staff meeting. This supported all staff in providing a suitable environment for the child to learn and develop to their full potential. 

We recognise that parents play an integral role in children’s well- being, learning and development. We welcome, value and respect parents as children's first and most enduring educators. Your child's key person will work closely with parents/ carers to monitor children's progress in their learning and development. The key person will make observations on progress and achievements and theses will be recorded in children's individual records and shared with parents. All children and their parents are encouraged to contribute to their child's learning and development records. 

Formative assessments are carried out every 3-4 months on all children, detailing the child's stage of development, highlighting strengths in learning, characteristics of effective learning and children's next steps, this is shared with parents. Termly tracking records on children's learning and development are completed by the key person and parents can request to see these. 

Two-year progress checks are completed on children between their 2nd and 3rd birthdays, these are shared with parents and encouraged to be shared at children's Health visitors 2-year progress check. A meeting with parents and key person is held where information on the child is discussed. 

We aim to enhance the development and education of children in their early years through providing them with a nurturing environment, providing inclusive activities and experiences that will give them the opportunity to reach their full potential. 

We are committed to providing an environment where positive attitudes to diversity and differences are embraced and where all contributions are valued. Through the delivery of the Early Years Foundation Stage (EYFS) we ensure every child is included and every child grows and learns from the earliest age to value diversity and make a positive contribution to society. 

Through careful planning, detailed risk assessments, the flexibility of part time staff to make Adult: Child ratio’s more favourable if needed and close partnership with families. We are dedicated in planning and providing an inclusive environment where all children are involved in activities and experiences and we aim to support all children in their individual learning, development and care needs. 

Our setting is very small, unfortunately at present we don’t have wheelchair access. We have ramps to the entrance and a ramp leading to our Pre- School outdoor environment. We have steps down to our bathroom and steps in to our baby/ toddler outdoor area. 

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

  • We will contact future providers for each child and suggest that a member of their setting/school visits Littleview – if this is not possible then each child’s key person will endeavour to make verbal contact with the new setting to discuss your child’s learning and development. 
  • Each key person will complete a written summary of each child’s personal, social and emotional developmenttheir physical development as well as their language and communication skills.   This, along with a copy of the child’s progress tracker will be sent to the new setting.  Parental permissionns will be sought prior to the developmental summary and tracker being forwarded. 
  • Children will be encouraged to discuss the transitions and ‘prepared’ for the move to school through a wide variety of activities. This has included school uniform dressing up, photo books of next schools and circle times. 
  • Each child’s level of development must be assessed against the early learning goals. Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’).  This is the EYFS Profile. 
  • The Profile will be completed for all children, including those with special educational needs or disabilities.  Reasonable adjustments to the assessment process for children with special educational needs and disabilitiess will be made as appropriateate.  The SENCo and Key person would consider whether they may need to seek specialist assistance to help with this.  Children will have differing levels of skills and abilities across the Profile and it is important that there is a full assessment of all areas of their development, to inform plans for future activities and to identify any additional support needs. 

As a setting we are continuously reflecting on our environment and our practice. This is achieved at staff meetings, parent consultations, team meetings, early years audit tools and training sessions. 

Our SENCo regularly attends LIFT meetings and SENCo Forums which offer a wealth of experiences, ideas and knowledge that enables us to reflect upon, evaluate and improve our practice and environment. 

All of our policies and procedures are reviewed annually at staff meetings and in the context of government regulations. As a setting we encourage parents to complete questionnaires on different aspects of our practice three times a year. This is sent through survey monkey which keeps all answers anonymous and analysis the results enabling us to reflect, alter and evaluate our setting. 

Applications are welcome from any parent/ carer who are employed within the Kent Maintained Schools or Academies. All children are required to attend a minimum of two full days in a week because we feel this best suits and supports children’s well- being. 

Parents/ carers can contact Mrs Rachel Carlow, the Nursery Manager or the Nursery Deputy and SENCO, Miss Carina Law email  This will provide an opportunity to discuss admission arrangements and an invite to visit our setting. During your visit we will be able to discuss possible arrangements for assessments for additional funding such as the Special Educational Needs Inclusion Fund (SENIF) or applying for funding under the Disability Access Fund (DAF) and how it could be used.  

Settling sessions would be discussed. We have a thorough settling in procedure and arrangements would be discussed and ideas shared on the best settling in procedure for your child. 

Parents/ carers are made fully aware of the ‘open door’ policy where parents are welcome in to the setting at any given time to share experiences with their children or to share information with their key person. The ‘open door’ policy enables parents the opportunity to share thoughts, ideas and feelings in a formal or informal way. This can be through a planned meeting, through informal discussions at the beginning or end of the day.  

We have a comments box where parents/ carers can anonymously add suggestions, complaints or compliments and questionnaires are completed yearly for parents' feedback. We welcome and value any feedback from parents/ carers. 

Comments, complaints or compliments can be made through the nursery parent representative who will share the information at a committee meeting twice a year. 

Parents are informed of how to make a complaint when registering and settling your child in to the nursery and our complaints policy can be found in the nursery entrance hall or within the parent's handbook, which is on the password protected parent website. 

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