Closed for two weeks of the year and Bank Holidays.
Table of costs
Table of costs
5.50 - 6.25 depending on age
Charges from £5.50 per hour depending on age.
3-4 Year Old Funding?
2 Year Old Funding?
Vacancy Information Last updated Date
Cot Room, Music, Literacy and Numeracy, Messy Play Area, Cookery, Drama, Toys/dolls, Dressing Up, Nursery, Team Games, Discussions / Talks, Outdoor Activities, Themed Sessions, Pets, Trike, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Help With Homework, Arts And Crafts, Scooter, Healthy Living, Reading, Refreshments, Books, Bike, Kitchen, Soft Play Area, Songs, Sleeping Area, Slide, Stories, Life Skills, Sports
At Goldfinch Nursery we consider ourselves as being a friendly, homely nursery in a countryside setting. Our vision is that all children in the nursery are happy, safe and well looked after. It is their space where they look forward to coming, progress well and are given support and encouragement to play, learn and develop. Providing them with skills and confidence in preparation for their transition to school. We welcome children and families from diverse backgrounds, cultures and of any ability. Every child is treated equally and given the same opportunities.
Special Needs Support
How does the setting identify children with additional needs or SEND?
We use our collected observations on the children that are based on the EYFS Framework. Termly reports, progress trackers and the progress check at age 2 are also other ways in which we might identify concerns. We also welcome discussions with parents/carers if they have any concerns about their child at home or nursery.
How will I be informed / consulted about the ways in which my child is being supported?
Parents/carers are kept informed of their child's progress by having access to the EYLog, where you will find all the observations about your child, their progress and termly reports. You have the chance to leave messages to the keyperson and also on the three termly reports. When your child is dropped off or picked up the keyperson will speak to you about how you child has been at home or at nursery. Parent/carers are also welcome to arrange a time to speak to the keyperson, manager or SENCo personally if they are worried about how their child is being supported. Targeted and personilised plans are used for children who have difficulties, learning difficulties or additional needs. These are discussed with the parent/carer to ensure it is a view supported by everyone and we are working together to support the child.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Each child will have planning that is unique to them. Children learn and work at different speeds, so we ensure that the activities can be quickly adapted for each child. The targeted and personalised plans also give specific targets for the staff to follow so that a child with SEND will achieve along with their peers. This also means working alongside specialist teachers and therapists so that we can all work towards the same outcome.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We always plan for the 'unique child'. We liaise with specialist teacher's and therapists to ensure the recommendations for the child are carried out. We have a range of ways to help support a child, these include visual supports, signing, smal group activities, individual activities and adapting the enviromentaccourdingly. We have areas for those that like a bit of quiet, wide openings to areas and easily accessible shelves where the children can select resources at their own leisure.
What additional support does the setting provide for children with additional needs or SEND?
The child is primarily supported by their keyperson, with help from the SENCo and other staff. We aim to acheive a close relationship between child. parent/carer and staff. We regularly look for training and take onboard advice from the professionals we encounter with regards to what would benefit the child more. We give regular opputunities for parents to come in and discuss progress when we review the child's targeted or personilised plans.
How will the setting monitor my child's progress and how will I be involved in this?
The child's progress will be monitered via their targeted or personilised plans and through their observations which are tracked along the EYFS Framework. This will be accessed through their learning journey on the EYLog, along with the three termly reports where the parent/carer can review them and comment on. Again we will review any plans with parents/carers and are more then welcome to comein and discuss progress when we review the child's targeted or personilised plans.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We always include all children in every activity and/or trip. Research is done beforehand to see where things need to be adapted or changed for the children. We look at the enviroment where the activity is, or trip will take place to ensure it is accessible for everyone and to recognise any risks that might be posed. Evaluations constantly occur so we can learn from everything we do.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our building is set out over two floors. The 0-2 year olds are situated downstairs in their own room and with their own sleep room and garden. The 2-3 year olds are situated upstairs with their own toilet facilities. The 3-school age children are situated downstairs with their own toilet facilities and direct access to the garden. There is wheelchair access downstairs and a disabled toilet located within the pre-school area. the staircase to the first floor has metal spindles for the children to hold onto as they go up and down with the members of staff. We understand this will pose a problem to wheelchair users, but we overcome this by taking and bringing your child to you while they are in the upstairs room. There are nappy changing facilities in all three rooms.
How will you support my child's transition to a new setting or school?
Any transistion can be a time of uncertainty for a child and their parent/carer. We arrange settle sessions for children when they are moving between rooms, have a form filled out wit all the relevant information about your child for the next room to look over and learn about the new starter for their room. We also arrange the old and new keyperson to get together and go over the child's routine, medical needs or disability. We will also introduce parents/carers to the new keyperson so there is a familiar face for everyone to see when dropping off or collecting. For a new setting we will fill out a detailed report for the parent to show where we have tracked the child and a little bit about them. If needed we will talk to the child about their new setting and, if allowed, help by showing pictures of the new nursery. For school we prepare a tracking form with details about the child's likes and dislikes. This is given to the new schoo, where a meeting is also arranged for the SENCo and keyperson to meet the teachers and school SENCo. This enables a clearer picture of the child to be shared and any difficulties they might face highlighted. It is useful to also have the parents present to give their views. We also encourage the school to visit the nursery and talk to the staff as well as the children. We belive it gives them a great insight into how the child acts in a comfortable setting.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We like to think that our approach towards a child with additional needs or learning difficulties is effective. We are slways learning diverse ways to do things a t SENCo forums and the referral meetings. We evaluate any training a member of staff recieves to ensure it is put into practice and communicated to others within the setting. Regular staff meetings also take place, so we can go over the routines or practices we use and they can be changed if needed or new elements implemented. We also always welcome suggestions from parent/carers so we can ensure we are going above and beyond what we want to acheive.
Who should I contact if I am considering registering for a place at the setting?
Feel free to email or phone us regarding your child attending our setting. We always recommend coming in to look around the nursery and to meet the staff. We wil be able to answer any questions you have and if needed arrange a meeting with the SENCo to go over any specialist requirements your child may need.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We welcome any suggestions from parents/carers about how they feel we could improve or about something they feel has worked well. This can be done by either speaking to a member of staff in person, on the telephone or in writing via email or letter.