Little Explorers Hythe opened in September 2016. The nursery is owned and managed by two qualified primary school teachers who decided to set up their own nursery after running a maintained nursery which was attached to a school. We offer childcare for children aged 3 months to 5 years.
Little Explorers Hythe
Who to contact
Where to go
Pennypot Industrial Estate
- CT21 6PE
- Car park for safe and convienient pick up and drop off
- Large, spacious well resourced rooms
- Newly redesigned garden with lots of exciting areas to explore
- Fantastic, well qualified staff
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 3 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 8.00 6.00 Tuesday 8.00 6.00 Wednesday 8.00 6.00 Thursday 8.00 6.00 Friday 8.00 6.00
- Other Availability
- We close for two weeks at Christmas.
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
- £5.30 - £5.90 dependent on age per hour
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 5 80 5 8 80
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Nursery, Outdoor Activities, Pets, Trike, Parks/playgrounds, Puppets, Water Play, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Books, Sensory Room, Bike, Car Parking, Sleeping Area
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 26/09/2018 Inspection (Early Years Register) Good
We welcome all children to our nursery. Please see the section below (Special Needs Support) to read about OUr Local Offer.
Special Needs Support
How does the setting identify children with additional needs or SEND?
On admission we ask you to complete an 'All about me' form which gives us the chance to get to know your child and their particular strengths or areas where they may need extra support. We ask about your child's interests at home so that this can inform our planning. When your child starts with us, we will assess their starting points in line with a document called 'Development matters'.
When your child turns two, we will complete a Two year progress check. This is a statutory assessment and this may be the time that any delay in development may be discussed and appropriate next steps can be identified. The next step may involve your child's key person targeting a specific area. This would then be written and shared with you through a targeted plan.
Our Special needs co-ordinator is Beth. She ensures that families have the best support and resources to help with the development of your child and this can include behaviour management.
How will I be informed / consulted about the ways in which my child is being supported?
The key person approach is a cornerstone of the Early Years Foundation Stage and of our practice.
Your child's 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 lots of ways that you can feel involved in how your child is being supported:#
- daily informal chats with your child's key person
- opportunities for meetings at your request throughout the year
- regular updates through our online learning journey, Family. This will include photographs, observations and information about what children have been doing
- collaboration with you on any extra planning we put in place e.g. a targeted plan
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is an educational framework which allows key persons to plan for your 'unique child'. We observe, assess and plan for your child in three prime areas and four specific areas. Below are a few examples of how we will work with your child in the prime areas:
Communication and Language
- providing a language rich environment tailored to the needs of current children
- providing ideas and resources for parents to use at home
- working in line with speech and language therapy advice
Personal, Social and emotional development
- linking with local specialist provision
- targeted small group or individual activities to promote well-being and resilience
- building links with special therapists, like occupational therapists
- offering an accessible environment and lay-out to meet families' current needs
- frequent and regular access to outdoor spaces
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Our environment is very carefully planned. All of our walls are neutrally painted. The rooms have a very natural feel with wooden, natural and real resources used whenever possible. Our rooms are very spacious and therefore give children the space they need to learn/develop. We try to create a 'home from home' feel with sofas, plants, cushions, soft furnishings etc.
Effective teaching and learning requires a wide range of resources appropriate to support children's development at all levels; our SENCo will work with key persons to make sure 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.
All our staff are trained in early years practice. 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, targeted and personalised levels to enable us to support children in the four broad areas of need. The areas are identified in the SEND Code of Practice and comprise:
- Communication and Interaction
- Cognition and Learning
- Social emotional and mental health
- Physical/sensory difficulties
What additional support does the setting provide for children with additional needs or SEND?
If your child is making insufficient progress through a targeted 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 outside agencies, the targeted 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 Forum (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.
In the past, where we have received children with a condition we are unfamiliar with, our SENCo has researched information and shared with staff and health professionals have come in to give everyone an overview.
How will the setting monitor my child's progress and how will I be involved in this?
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.
You will be able to view your child's learning journey online and are always welcome to come in to discuss their progress. You are welcome to make an appointment at any time to meet with your child's key person or the SENCo.
We make an overall assessment of your child's progress three times a year. 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 they started with us. If your child is delayed in any area, we will discuss this with you and you can also discuss this with your health visitor.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
A commitment to inclusive practice that enables all children to be included is at the heart of our work. At staff meetings and room leader meetings, your child's key person will ensure that any planned activities are suitable or adapted to meet your child's needs - this is called differentiation. For example, where children need more support to be able to listen to a story, we place children in very small groups and use lots of repetition and pictures to help their understanding and attention.
We regularly go out for walks in the local area. Whenever a new child starts, we revise our risk assessment to ensure that any additional needs are catered for and considered. We always take a first aid kit out on trips, a mobile phone in case of an emergency. Trips are always carefully considered to ensure the route is suitable for all children e.g. to make sure pushchairs/wheel chairs can fit through gaps, access buildings with ramps etc.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our nursery is all on one level which means that wheelchair users can access the building. We have one room which has a step but we had a purpose built ramp made so that the step is no longer an issue. The nursery is very large and would therefore suit a wheelchair user or someone who uses a frame to walk.
Whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff. We have a car park so picking up/dropping off is safe and convenient. There is an accessible toilet near the entrance and this includes changing facilities. Please let us know if you have any difficulties with accessibility.
How will you support my child's transition to a new setting or school?
- We encourage new teachers to come to us to visit a child they will be receiving
- Where possible, we take children to their new setting for a visit
- Lots of work is done at nursery to assist the transition process e.g. we provide school uniforms in our home corner during the summer term
- We work closely with local schools and meet with new teachers to discuss children. We also attend events at the local schools e.g. we watch a dress rehearsal for a local school's Nativity
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
At every meeting (room leader meetings, team meetings, staff meetings etc) we have SEN on the agenda. This is an opportunity for staff to comment on what is working well and a time when help can be given to each other. Our SENCo will attend LIFT meetings and SENCo forums. We regularly review our policies and procedures. Our staff attend training e.g. makaton, behaviour management etc.
Who should I contact if I am considering registering for a place at the setting?
If you are considering a place at our nursery, we would ask you to telephone or email so that we can find out what you are looking for and to see if we have space available. We will then invite you to come and look around the nursery and will discuss your child's individual needs. If we have space available, we will discuss settling in arrangements. This will usually involve a stay and play session with a parent/guardian, a short session where they are left on their own (usually for a couple of hours). We can do as many of these sessions as are needed for each individual child.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
All of our policies are available for parents to view in our entrance.
We always welcome comments, feedback and suggestions. We have a box in our entrance where these can be added. We sometimes send out a survey to parents so that we can gain feedback. We also operate a question system where we will display a question and we will ask parents to vote on the answer. During every meeting we have with parents, we always ask if the nursery can do anything to support your child further.
During our latest Ofsted inspection, we had many parents write letters to the Inspector, email or telephone her on the day to give their feedback. We were overwhelmed with the fabulous comments.