We are a small day nursery, which provides provision for children aged 2-5 years. We offer both sessional and day care, from the hours of 8am until 5pm, Monday to Friday. We are open for 51 weeks of the year.
Oaks Day Nursery
Who to contact
Where to go
Hilda May Avenue
- BR8 7BT
We operate on the grounds of the Willows in Swanley. We have two rooms which enables us to meet the needs of children with various needs and within a friendly and warm environment. Children have access to the garden everyday. The environment is all on 1 level and is easily accessible.
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing 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 Availability
- Open all year apart from bank holidays and a week for Christmas
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
- For costs please see information pack available upon request.
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- 2 spaces available for 2 year olds.
- Places Range
Places Range Start Age End Age Places 0 5 36
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 3 2
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Drama, Toys/dolls, Dressing Up, Dance, Nursery, Outdoor Activities, Puppets, Quiet Room, Games / Puzzles, Garden, Sandpit, Arts And Crafts, Reading, Woodwork, Books, Sign Language / Makaton, Bike, Songs, Slide, Climbing Frame, Stories, Life Skills
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
Special Needs Support
How does the setting identify children with additional needs or SEND?
How will I be informed / consulted about the ways in which my child is being supported?
- our input into your child’s learning is vital in ensuring the nursery is informed about their progress and development at home. Equally your key person will be keen to update you on how your child is developing at nursery. This can be shared informally or through parent/carer and key person catch ups, reviewing progress trackers and reports together at the end of each term (also known as summative assessments) and updating your child’s learning journal together. Your key person will encourage parents/carers to be involved in sharing important information regarding your child’s development at these meetings. We have an open door policy and welcome parent/carers to talk with their child's key person at opportunities that suit all parties.
- The key person will introduce you to the Special Educational Needs Coordinator (SENCo). Together you will implement targeted and personalised plans for your child where necessary. The plan will have up to 3 specific measurable achievable relevant and time bound (SMART) targets for your child to achieve.
- You will also be involved in reviewing the targets (roughly every 6 weeks) and consulting together with the key person how your child is being supported, whether strategies are working well and if your child is making enough progress towards their desired outcome
- If other agencies are involved in supporting your child in the setting you will be invited to the nursery for feedback and written recommendations from the professional following the visit. Alternatively, if you are unable to make the meeting you will receive a copy of the professional’s notes detailing recommendations made to support your child.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
- At The Oaks Day Nursery, we follow a graduated approach to children’s learning referred to as assess, plan, do, and review.
- As part of the assess, plan, do and review process, all children have differentiated individual planning provided by the key person taken from your knowledge of your child’s interest, strengths and areas for support.
- Where children are identified as needing additional support above that of their peers the key person implements a targeted plan alongside you and makes reasonable adjustments to support them.
- As well as Belinda Hunt the SENCo. Tina Henderson is able to support children's engagement with visual supports and strategies including Makaon signing.
- At The Oaks Day Nursery has a calm environment with cosy spaces designed to support children’s emotional wellbeing. Where required children are offered a personalised space for them to retreat to if they needed
- The nursery environment can be differentiated and adapted to support your child’s individual physical needs. This includes physical / sensory needs, dietary requirements, medical requirements and accessibility
- Where specialist recommendations are made, the nursery will make reasonable adjustments to the environment and their practice to include the children in the provision in line with the reasonable adjustment duty.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
- We support children’s understanding by using real objects to represent language, e.g. shoes means garden. Once the child has understanding using the real objects, we would use photographs to support their language, e.g. for snack time we would show a picture of some fruit. We have the first and then approach available at all times should the need arise to support individual needs.
- Staff support children’s understanding of the routine at nursery by using a visual timetable. Photographs are displayed of significant moments throughout the day, e.g. a picture of the snack area to represent that it is snack time and what we do during this time. Staff use a now and next boards to support individual children's needs and understanding. The board has a picture of what the children are going to do now/first and a picture of what they are going to do next/second. This supports the children transition into the next event. However practitioners are experiences in using items of reference during this process should the need arise.The staff use sand timers to provide a visual understanding of the concept of time, e.g. “in 5 minutes the garden is closed”. The member of staff would turn the sand timer over, so when the sand has run out the 5 minutes are over.
- Staff support children’s ability to communicate by signing key words as they speak, e.g. water, more, finished.
- The staff use a variety of strategies to support children’s use of language, for example providing a continual flow of language commenting on what the child is doing as they are playing. Staff model use of language alongside activities. When speaking to the children, we crouch down so we are at eye level with the children, once we have their eye contact we address them using their name. The language used is appropriate to the child’s level of understanding giving them seven seconds to respond.
- Staff use a variety of strategies to support children’s social communication. They use every opportunity to address the children by their names to support them to make relationships with other children in the setting. Staff are continuously modelling friendly behaviour, turn taking skills, expectations of behaviour and positive body language with both the children and adults within the setting.
- Children are grouped sensitively acknowledging their emotional wellbeing, ability, and individual learning styles.
- Children are encouraged to explore their emotions using mirrors, emotion spoons/stones, photographs of a range of emotions and staff modelling, and labelling understand of their own emotions.
- Parents/carers are encouraged to provide the nursery with photographs of people or items which are special to the child. These photographs are displayed in the room on our family tree to support the child’s transition. Additionally.
- The SENCo will liaise with specialists to support the key person and parent/carer in implementing teaching strategies for individual children
What additional support does the setting provide for children with additional needs or SEND?
- Recommending training and local groups for parents/carers and families.
- Offering flexible sessions or swap days to accommodate meetings.
- Providing support to the families by helping them to complete paperwork and attending professional meetings.
- Making referrals to other agencies to support the family and the child i.e. Beams
- Staff attend training to meet the child’s care requirements e.g. how to clean a feeding tube.
- If a child has an identified need, the SENCo and or key person conduct additional research on trusted websites to support children’s additional needs. The SENCo and key person provide copies of the trusted research for the parents/carers and families to use in supporting their children.
How will the setting monitor my child's progress and how will I be involved in this?
- We offer Visits to the family home- the Key person and your family can begin to build a relationship and find out important information on how best to support your child in the nursery environment. A visit to the family home offers opportunities for you to share with the key person how you feel your child is developing and an opportunity for you and your keyperson to complete all about me form. Our transition lead ensures children's settling in is managed to each individual child's needs.
- If your child attends another setting, we will ask for information they have gathered about your child
- If your child has had assessments from other agencies/professionals we would ask for copies so we can follow the recommendations and keep in contact with them if your child needs extra support
- Whilst at The Oaks Day Nursery your child’s key person will complete a progress check at age 2; when your child is between the ages of 2 and 3. This will be to review your child’s progress in the 3 prime areas of the Early Years Foundation stage; personal social emotional development, communication and language and physical development. The check will identify areas of strength and areas where your child may need additional support; you will be advised to share this document with your health visitor
- Progress trackers and summative assessments will be completed by your child’s key person and shared with you at a parent and key person ‘catch up’. This will give you and your key person the opportunity to discuss your child’s learning and development and identify areas where additional support may be required
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- As part of the assess, plan, do and review process, all children have differentiated individual planning provided by their key person which is taken from your knowledge of your child’s interest, strengths and areas for support.
- The nursery environment will be differentiated and adapted to support your child’s individual physical needs. This includes physical/sensory needs, dietary requirements, medical requirements and accessibility.
- If your child requires specific intervention or support, the key person and SENCo will attend training to ensure they can meet your child’s needs appropriately.
How accessible is the building for children with mobility difficulties / wheelchair users?
- The building is on one level.
- The building is accessible for people in a wheelchair and walking frames.
- Blue badge holder spaces are available in the car park.
- The setting will make reasonable adjustments to the environment to support your child’s additional needs.
How will you support my child's transition to a new setting or school?
- The Key person
- The buddy
- The walkway up to nursery
- The front door
- The foyer
- The door to their room
- The nappy area
- The toilet
- The snack area
- The lunch area
- To help the transition to school, throughout your child’s time at nursery, we will support your child to be school ready by. This is a process which begins when they children are very young through supporting the children at nursery and home to:
- The key person liaising with the school to share assessments and important information with teachers and SENCo’s
- Inviting the reception class teachers to nursery to introduce themselves to the children in a familiar setting
- Request photographs and uniforms from the schools the children are transitioning schools and display them in the setting.
- Provide opportunities of group discussion on schools and role play with the uniform.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- A SENCo forum is a chance for SENCo’s from different settings to come together and discuss best practice across their settings. Alongside evaluating areas of strength and areas requiring support, the SENCo for Smarties Nursery also attends these forums to gain more knowledge of recent updates and changes in legislation or revised documents for claiming funding.
- At The Oaks Day Nursery we have staff meetings. At the staff meeting we have time to discuss new changes in paperwork or legislation. Additionally, during the meeting the staff discuss implementing new strategies and evaluate the impact of current strategies on each child’s development
- The SENCo is always available for the staff or parents/carers to have brief discussions with, however if she is in ratio arranging a meeting is advisable
- We value feedback from parents/carers and professionals from outside agencies. We use feedback provided to assess the overall effectiveness of our Special Educational Needs provision
- When assessing the provision, the staff team use action plans to develop and improve a specific area and implement strategies. The actions plans ensure these are SMART