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Pennies at Newnham Court

Pennies Day Nursery was founded by a working mother with a passion to offer ‘the very best in childcare, learning and fun.’


This vision, and the thought that every child in our care joins the Pennies’ family, remains central to everything we do. We work to make every day, and every activity, special for all our children. We measure our success in the smiling faces we see at the end of the day.


Pennies maintains a commitment to offer every activity at the highest quality. This philosophy under-pins all of our work. We aim to offer the best in training for our staff, ratios of staff to children well above those recommended in the sector and a range of activities designed to surprise and delight children from 3 months to 11 years old.We are always happy to talk to families about their needs. Our all-inclusive childcare is available from full-time to part time care.


In our purpose built baby units the smallest children in our care get the personal attention they need for calm and contented days. We work with parents to understand the individual daily routine of each child.


Pennies babies sleep, eat and play at their own pace. We provide all nappies and formula milk, offering the same care and food the babies enjoy at home. With a separate sleep room babies can sleep peacefully, waking refreshed and ready to enjoy individual care and attention. Smiles and contented gurgling are the usual sights and sounds you and your baby will encounter. Babies can use our gardens, taking advantage of features including a soft turf/nature area, equipment designed for sensory experience and an environment designed to stimulate curiosity. The teams working in our baby rooms hold a minimum of a level three childcare qualification, first aid and food hygiene certificates.


A Key person will  assigned to your baby, provide a daily care sheet, detailing the baby’s day. They provide a stable and comforting presence throughout the day. The personal knowledge of the babies in their care allows Key people to plan a perfect day combining activities to help your child develop, fun periods like songs and messy play, and times for peaceful sleep.


Once in the toddler rooms children generally begin to develop individual preferences and tastes, favouring particular toys and activitiesand beginning to talk about their preferences. At this stage your child will develop a sense of independence and personality. The biggest change you are likely to notice is the variety of stories


As with the move from baby to toddler rooms there is no set age for children to join our pre-school group but we aim for them to join by 3.5 years . We work closely with parents and take a particular interest in each child as we work together to find the right moment to make the move.Children moving to this stage already show some independence in dressing, eating and expressing opinions. We work to a curriculum developed within our own nursery by professionals with years of experience and take on board all national changes fully and quickly. The biggest changes noticed by parents are in the rapid development of knowledge and abilities as children learn through play. We build the days around spontainious topics, allowing the children to learn through discussion,exploration, visits and drawing from their own experience of the world. Parents visiting the pre-school rooms often comment on the calm atmosphere. The children love to show off the notice board, constantly updated with pictures and other records of the things they do. Parents have the opportunity to discuss the progress and development of their children at all times es you’ll be hearing, describing a steady stream of adventures and discoveries.


We pretty much go out every day of the year - in Pennies our Motto is " There is no such thing as inapprpriate weather; its about wearing appropraiate clothing and being prepared! Cold, damp, or wintery weather does not prevent us from going out- We ecourage the children to wrap up warmly. Equally, in warm weather we prepare children for play in the sun. we provide 50+ suncream to protect the children's delicate skin.We take the children walking in the grounds of Newnham Court shopping village. We discuss with the childrenthe importance if walking as a way of keeping fit. We hope by making our walks pleasureable experiences, the children will develop a positive attitude towards walking which will stay with them.Our covered outdoor play area enables us to have some physical play even in the worse weather.


 


 


 


 


 


 


 


 


 


 


 


 


 

Who to contact

Contact Name
Michaela Stone / Claire Williams/ Lisa Jepson
Contact Position
Managers
Telephone
01622 737733
Website
https://www.pennies.co.uk/.../newnham-court-day-nursery

Where to go

Address
Newnham Court Shopping Village
Bearsted Road
Weavering
Maidstone
Kent
Postcode
ME14 5LH
Notes

Pennies at Newnham Court Shopping Village opened in 2005, providing facilities of the highest quality and a home for our PKC clubs. Fully air-conditioned and equipped throughout with under-floor heating and two fully fitted kitchens, parents describe Newnham Court as ‘welcoming.’ It is bright, colourful and alive with the happy sound of children. Newnham Court offers many innovative design features including a series of windows at head height for small children, giving them an environment that is always exciting and feels very much like their own place. All areas at Newnham Court are designed to give an intimate and homely feel, allowing children to maintain a sense of safety and confidence.

Nothing is more important to us than the safety and welfare of children. We have invested in CCTV, intercom systems and secure biometric finger print system allowing for every room to screen anyone seeking access. All refurbishment and design work at Pennies makes a feature of security. We discuss security and protection as part of admitting every child to our care. Our security procedures are constantly reviewedand updated by management and reviews between management and staff concerning each area also take security into regular considertaion.

 

The Pennies Team offer dedication to quality care, enthusiasm and genuine love of young children. Our team are professionally qualified;we aim for 100% of staff with national qualifications. We offer in-service training opportunities to all staff, encouraging those with the ambition to qualify as managers. A majority of staff are qualified in food hygiene. All staff hold first aid, safeguarding and child protection certificates. We have often been complemented for our innovative approach to staff development and the varied opportunities on offer.

We know that Childcare includes the food children eat, and caring for any special dietary needs, cultural and health related. Our ‘care’ also includes the commitment to run our kitchens to the standards your child would expect at home. The local authority regularly inspects kitchens in the nursery sector and we have always been given high ratings in these inspections.Details of our current ratings appear on our website. Pennies employ a full catering staff including a qualified chef and a highly skilled team of assistants. Food is prepared daily from produce bought in fresh on the same day. Both sites maintain up to date records of any special dietary requirements and staff work closely with parents to understand all particulars of diets. Our staff regularly update on information concerning developments in the understanding of the diets of children. It has always been the policy at Pennies to provide our children with simple, nutritious, home-cooked fresh food.

 

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
0 year(s), 3 month(s) to 4 year(s), 11 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:30
Tuesday 07:30 18:30
Wednesday 07:30 18:30
Thursday 07:30 18:30
Friday 07:30 18:30

Other Details

Table of costs
Table of costs
AmountCost Type
under 2 years £72.50 Per day
2-3 years £70.50 Per day
3 years + £68.50 Per day
ECD Type
Day Nursery
Offers pickups
Yes
Schools covered
East Borough Primary School
Thurnham CEI School
Hollingbourne Primary School
Roseacre Junior School
St Paul's Infant School
Leeds & Broomfield CEP School
Madginford Primary School
Sandling Primary School
St John's CEP School, Maidstone
Cost(s)
Cost details
01622 737733
Michaela.muller@pennies.co.uk claire.barber@pennies.co.uk lisa.jepson@pennies.co.uk
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
18
Vacancies Details
3 months to 18 months 3 sessions 18 months to 2.5 years 9 sessions 2.5.years to 3.5 years 24 sessions 3.5 years to 4 years, 9 months 6 sessions 3.5 years to 4 years 9 months Term time 4 sessions
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 29
2 2 29
3 5 72
0 5 131
5 7 131
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
16/01/2020
Facilities
Swing, Cot Room, Table Tennis, Computers / It, Cookery, Toys/dolls, Dressing Up, Dance, Team Games, Discussions / Talks, Themed Sessions, Trike, Environmental Area, Tv/video/dvd, Training Rooms, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Healthy Living, Internet Connection, Kitchen, Music, Literacy and Numeracy, Messy Play Area, Outdoor Adventure Play Area, Nursery, Outdoor Activities, Play House, Parks/playgrounds, Puppets, Quiet Room, Play Room, Sandpit, Scooter, Reading, Air Conditioned, Refreshments, Sign Language / Makaton, See-Saw, Car Parking, Soft Play Area, Songs, Sleeping Area, Slide, Climbing Frame, Stories, Climbing Ropes, Sports, Squash
Notes

At Pennies Nurseries we care for 131 children between the ages of 3 months to 4 years. We also offer 52 places for before and after school care for children aged 4 years to 11 years.

 

The numbers and ages of children admitted to the nursery comply with the legal space requirements set out in the Early Years Foundation Stage (EYFS). When considering admissions we are mindful of staff: child ratios and the facilities available at the nursery.

 

The nursery will use the following admission criteria which will be applied in the following order of priority:

  1. Looked after children
  2. A child known by the local authority to have special educational needs and/or a disability (SEND) and whose needs can be best met at the preferred nursery
  3. A vulnerable child with either a Child Protection or a Child in Need Plan or Local Authority/Common Assessment Framework
  1. Children who have siblings who are already with us
  1. Children whose parents live within the area.

 

A child requiring a full-time place may have preference over one requiring a part-time place. This is dependent upon work commitments, occupancy and room availability.

 

We operate an inclusion and equality policy and ensure that all children have access to nursery places and services irrespective of their gender, race, disability, religion or belief or sexual orientation of parents.

 

Prior to a child attending nursery, parents must complete and sign a contract and registration form. These forms provide the nursery with personal details relating to the child. For example, name, date of birth, address, emergency contact details, parental responsibilities, dietary requirements, collection arrangements, fees and sessions, contact details for parents, doctor’s contact details, health visitor contact details, allergies, parental consent and vaccinations etc.

 

Providers eligible to provide government funded places for early education

All settings registered to accept government funding (detailed in the code of practice) must offer free places for two/three to five year olds for early learning sessions specified by the local authority. At Pennies Nurseries we currently provide free funded places available for children subject to availability. These places will be allocated on a first come, first served basis and can be booked a term in advance. Please note for admissions for the free nursery education we have a termly intake, beginning the term following your child’s second/third birthday.

 

All funded sessions are now in line with the flexible arrangement as specified by the Government. When you register your child for their funded place we will discuss your needs and, as far as possible with availability and staffing arrangements, we will accommodate your wishes.

Languages Spoken:
Italian
Wheelchair Access
Yes
Wheelchair access details
We have two entrances to the nursery, one of which has sloped path for wheelchair access. We also have a fully fitted disabled toilet on lower floor.

Ofsted Information

Ofsted URN
EY284697
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
23/05/2007IntegratedGood
26/01/2011Inspection (Early Years Register)Good
25/02/2014Inspection (Early Years Register)Good
20/09/2016Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes
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)

Pennies Free Early Education Fee’s Policy – Newnham Court

 

At our nursery we believe in open communication with all parents/carers and staff and are therefore presenting this fee’s policy in order to ensure that everyone fully understands our charging structure. Our fee structure is fully inclusive of all meals, drinks and snacks. We are open for 51 weeks a year, closing on Bank Holidays.  

 

Fees: Fees are payable monthly in advance, in accordance with the rates in force at the time.

Fees are reviewed annually, in April of each year, or in the event of any changes to the DFE Statutory Guidance. Any changes to current rates will be advised in writing, at least one term in advance.

 

Full Day (7.30am – 6.30pm)

£ 68.50

Morning session (7.30am – 1pm)

£ 38.50

Afternoon session (1pm – 6.30pm)

£ 36.00

 

Illness/absence: No refund will be given in the event of a child’s absence due to illness, holiday or any other reason.

 

Late payments: Fees are to be paid by the 1st of each month. If you are experiencing financial hardship please speak, in confidence to the Manager. If without negotiation, fees are not settled we are left with no alternative but to withdraw your child’s place and if necessary take legal action to recover the amount owed. Children in receipt of the Free Early Education will not be able to access additional fee paying hours until any outstanding fees are settled.

 

Payment methods: Invoices can be settled by Direct Debit or Vouchers.  

 

Free Early Education: Please see page 2 for how your child can access their hours at this nursery and the associated costs for additional hours and consumables. You will be invoiced in the usual way and the invoice will state what the charges are. You will receive notification in advance of your child becoming eligible for the free entitlement.

 

 

Free Early Education & Additional Fees:

A child is eligible for the Free Early Education (FEE) in line with the Department for Education table below:

 

A child born on or between

Will become eligible for a free place from

1 April and 31 August

Start of term 1, in September, following their 3rd birthday

1 September and 31 December

Start of term 3, in January, following their 3rd birthday

1 January and 31 March

Start of term 5, in April, following their 3rd birthday

 

 

 

 

 

 

 

The Department of Education states that children must not attend a funded session for longer than 10 hours a day and access no more than two sites a day and no more than 4 providers in any one week. No session is to start before 6am or finish after 8pm. Government funding is intended to deliver up to 30 hours a week (term time) free childcare. It is not intended to cover any additional childcare hours, additional services or consumables offered by childcare settings or hours outside of term time. For further information regarding this you can email kentcfis@kent.gov.uk or call 03000 412323.

 

This nursery is open for 51 weeks a year². The funded hours are offered 38 weeks of the year and the remaining 12 weeks are charged at our full rate. If you choose to take your Free Entitlement over 1 day you will be able to access a maximum of 10 hours, if over 2 days you can claim up to 20 hours, if over 3 days you can claim up to 30 hours. A morning or afternoon session will entitle you to access 5 hours. We offer the FEE hours as shown in the formats below. We do offer funded only sessions; available Monday to Friday 9am-12.00pm, 12.00pm to 3.00pm or all day 9am to 3.00pm, during term time only in our Awesome Asteroids room - subject to availability. Please contact the Nursery Manager for more information. If your child attends Pennies in addition to another setting, please speak with the Manager about the most effective way to access the full 30 hours between the two settings.   (² Invoiced for 50 weeks per year)

 

1. One Full Day (7.30am – 6.30pm)

10 hours FEE plus an additional fee of £ 28.50

2. Two Full Days (7.30am – 6.30pm)

20 hours FEE plus an additional fee of £ 57.00

3. Three Full Days (7.30am – 6.30pm)

30 hours FEE plus an additional fee of £ 85.50

4. One Full Day (7.30am – 6.30pm)

5 hours FEE plus an additional fee of £ 48.50

5. Morning Session (7.30am – 1pm)

5 hours FEE plus an additional fee of £ 18.50

6. Afternoon Session (1pm – 6.30pm)

5 hours FEE plus an additional fee of £ 16.50          

 

Children attending non-funded days/sessions in addition to their Free Entitlement will be charged at our current rates shown in the table on page 1;   you will be invoiced in the usual way. A statement will be made available each term showing how many free hours your child is receiving in that period and what the additional fees are. Below are a few examples of attendance and fees when accessing the FEE (using the table above):

 

Example One – Attending One Full Day and One Morning

1 x no.1                                         10 FEE hours plus additional fee of                  

£     28.50

1 x no.5                                           5 FEE hours plus additional fee of                   

£     18.50

Total weekly fee term time                                                                                                

£     47.00

Total weekly fee non term time (1 day £68.50 and 1 AM £38.50)                            

             

£     107.00            

                                                                 38 weeks x £ 47.00 =                            

£1,786.00

                                                                 12 weeks x £ 107.00 =                           

£1,284.00

                                                                 Annual fee                                               

£3,070.00

 

Averages at 12 monthly payments of £255.83 (the monthly payment changes each term depending on the number of funded weeks in each term)  

 

 

 

 

 

 

 

 

 

 

 

Example Two – Attending Two Full Days

1 x no.2                                         20 FEE hours plus additional fee of             

 

   £ 57.00

Total weekly fee term time                                                                                    

   

   £ 57.00

Total weekly fee non term time (2 days x £68.50)                                                

 

   

    £137.00

                                                                 38 weeks x £ 57.00 =                 

 

£2,166.00

                                                                 12 weeks x £137.00 =                 

 

£1,644.00

                                                                 Annual fee                                    

 

£3,810.00

 

Averages at 12 monthly payments of £317.50 (the monthly payment changes each term depending on the number of funded weeks in each term)

 

 

 

Example Three – Attending Three Full Days

1 x no.3                                         30 FEE hours plus additional fee of               

 

£       85.50

 

Total weekly fee term time                                                                                    

    

£       85.50

 

Total weekly fee non term time (3 days x £68.50)                                                

 

   

£     205.50

 

                                                                 38 weeks x £ 85.50 =                 

 

£3,249.00

 

                                                                 12 weeks x £205.50 =                 

 

£2,466.00

 

                                                                 Annual fee                                    

 

£5,715.00

 

 

Averages at 12 monthly payments of £476.25 (the monthly payment changes each term depending on the number of funded weeks in each term)

 

 

Example Four – Attending Four Full Days

1 x no.3                                         30 FEE hours plus additional fee of                   

£       85.50

1 x standard full day rate                                                                                           

£     68.50

Total weekly fee term time                                                                                                

£     154.00

Total weekly fee non term time (4 days x £68.50)                                                         

 

£     274.00

                                                                 38 weeks x £154.00 =                            

£5,852.00

                                                                 12 weeks x £274.00 =                            

£3,288.00

                                                                 Annual fee                                               

£9,140.00

 

Averages at 12 monthly payments of £761.67 (the monthly payment changes each term depending on the number of funded weeks in each term)

 

 

Children attending a Kent County Council Reception Class cannot currently also claim for Free Early Education at this nursery.

 

Please refer to the following website should you require any further information:

http://www.kent.gov.uk/education-and-children/childcare-and-pre-school/free-childcare

 

 

Free for Two Funding: Some 2 year olds can get up to 15 hours of funded childcare each week. Please speak to the nursery manager regarding this and how it can be accessed.

 We also offer Term Time only care and education 9am to 3pm. There is limited avalability in the room.

Service status

Status
Open

Local Offer

Special Needs Support

At Pennies day Nursery we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs.

 

We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorise children is inappropriate.

 

We are committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. We are committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of the nursery’s facilities. All children have a right to a broad and well-balanced early learning environment.

 

Where we believe a child may have additional needs that have previously been unacknowledged, we will work closely with the child’s parents and any relevant professionals to establish if any additional action is required.

 

Where a child has additional needs, we feel it is paramount to find out as much as possible about those needs; any way that this may affect his/her early learning or care needs and any additional help he/she may need by:

  • Liaising with the child’s parents and, where appropriate, the child
  • Liaising with any professional agencies
  • Reading any reports that have been prepared
  • Attending any review meetings with the local authority/professionals
  • Observing each child’s development and monitoring such observations regularly.

 

All children will be given a full settling in period when joining the nursery according to their individual needs.

 

Aims

We will:

  • Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice on the identification and assessment of any needs not being met by the universal service provided by the nursery
  • Include all children and their families in our provision
  • Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities
  • Develop and maintain a core team of staff who are experienced in the care of children with additional needs and identify a Special Educational Needs and Disabilities Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs. Staff will be provided with specific training relating to Special Educational Needs and Disabilities (SEND) and the SEND Code of Practice
  • Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies
  • Ensure that children who learn quicker, e.g. gifted and talented children are also supported
  • Share any statutory and other assessments made by the nursery with parents and support parents in seeking any help they or the child may need
  • Work in partnership with parents and other agencies in order to meet individual children's needs, including the education, health and care authorities, and seek advice, support and training where required
  • Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed
  • Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities
  • Encourage children to value and respect others
  • Challenge inappropriate attitudes and practices
  • Promote positive images and role models during play experiences of those with additional needs wherever possible
  • Celebrate diversity in all aspects of play and learning.

At Pennies day Nursery we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs.

 

We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorise children is inappropriate.

 

We are committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. We are committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of the nursery’s facilities. All children have a right to a broad and well-balanced early learning environment.

 

Where we believe a child may have additional needs that have previously been unacknowledged, we will work closely with the child’s parents and any relevant professionals to establish if any additional action is required.

 

Where a child has additional needs, we feel it is paramount to find out as much as possible about those needs; any way that this may affect his/her early learning or care needs and any additional help he/she may need by:

  • Liaising with the child’s parents and, where appropriate, the child
  • Liaising with any professional agencies
  • Reading any reports that have been prepared
  • Attending any review meetings with the local authority/professionals
  • Observing each child’s development and monitoring such observations regularly.

 

All children will be given a full settling in period when joining the nursery according to their individual needs.

 

Aims

We will:

  • Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice on the identification and assessment of any needs not being met by the universal service provided by the nursery
  • Include all children and their families in our provision
  • Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities
  • Develop and maintain a core team of staff who are experienced in the care of children with additional needs and identify a Special Educational Needs and Disabilities Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs. Staff will be provided with specific training relating to Special Educational Needs and Disabilities (SEND) and the SEND Code of Practice
  • Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies
  • Ensure that children who learn quicker, e.g. gifted and talented children are also supported
  • Share any statutory and other assessments made by the nursery with parents and support parents in seeking any help they or the child may need
  • Work in partnership with parents and other agencies in order to meet individual children's needs, including the education, health and care authorities, and seek advice, support and training where required
  • Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed
  • Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities
  • Encourage children to value and respect others
  • Challenge inappropriate attitudes and practices
  • Promote positive images and role models during play experiences of those with additional needs wherever possible
  • Celebrate diversity in all aspects of play and learning.

 

Our nursery Special Education Needs and Disabilities Co-ordinator (SENCO) is Louise Still .

 

The role of the SENCO is to take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues; and in monitoring and subsequently reviewing the action taken. The SENCO should also ensure that appropriate records are kept including a record of children’s SEN support and those with Education, Health and Care plans. The practitioner usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action (code of practice 2015).

 

She/he works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special educational needs practice and policy of the nursery, always making sure plans and records are shared with parents.

 

 

 

 

Methods

We will:

  • Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents
  • Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015
  • Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals . (Local offer).
  • Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
  • Work closely with parents to create and maintain a positive partnership which supports their child(ren)
  • Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's care and education
  • Provide parents with information on sources of independent advice and support
  • Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Use the graduated response system (see explanation below) for identifying, assessing and responding to children's special educational needs and disabilities
  • Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing setting based support Plans ,for children with special educational needs and/or disabilities and discuss these with parents
  • Review setting based support plans regularly ( every 12 weeks) and hold review meetings with parents at this time
  • Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability
  • Use a system for keeping records of the assessment, planning, provision and review for children with special educational needs and/or disabilities
  • Provide resources (human and financial) to implement our SEND policy
  • Ensure the privacy of children with special educational needs and/or disabilities when intimate care is being provided
  • Use the local authorities Assessment Framework (see details below)
  • Provide in-service training for practitioners and volunteers
  • Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. setting based support plan reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
  • Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages
  • Monitor and review our policy annually.

 

Effective assessment of the need for early help

Local agencies should work together to put processes in place for the effective assessment of the needs of individual children who may benefit from early help services.

 

Children and families may need support from a wide range of local agencies.

Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health, housing, police) there should be an inter-agency assessment. These early help assessments should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989.

 

The early help assessment should be undertaken by a lead professional who should provide support to the child and family, act as an advocate on their behalf and coordinate the delivery of support services. The lead professional role could be undertaken by a General Practitioner (GP), family support worker, teacher, health visitor and/or special educational needs coordinator. Decisions about who should be the lead professional should be taken on a case by case basis and should be informed by the child and their family.

 

For an early help assessment to be effective:

  • the assessment should be undertaken with the agreement of the child and their parents or carers. It should involve the child and family as well as all the professionals who are working with them;
  • a teacher, GP, health visitor, early years’ worker or other professional should be able to discuss concerns they may have about a child and family with a social worker in the local authority. Local authority children’s social care should set out the process for how this will happen; and
  • if parents and/or the child do not consent to an early help assessment, then the lead professional should make a judgement as to whether, without help, the needs of the child will escalate. If so, a referral to the send backdoor team.

 

If at any time it is considered that the child may be a child in need as defined in the Children Act 1989, or that the child has suffered significant harm, or is likely to do so, a referral should be made immediately to local authority children’s social care. This referral can be made by any professional.

 

 

Our nursery Special Education Needs and Disabilities Co-ordinator (SENCO) is Louise Still .

 

The role of the SENCO is to take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues; and in monitoring and subsequently reviewing the action taken. The SENCO should also ensure that appropriate records are kept including a record of children’s SEN support and those with Education, Health and Care plans. The practitioner usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action (code of practice 2015).

 

She/he works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special educational needs practice and policy of the nursery, always making sure plans and records are shared with parents.

 

 

 

 

Methods

We will:

  • Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents
  • Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015
  • Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals . (Local offer).
  • Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
  • Work closely with parents to create and maintain a positive partnership which supports their child(ren)
  • Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's care and education
  • Provide parents with information on sources of independent advice and support
  • Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Use the graduated response system (see explanation below) for identifying, assessing and responding to children's special educational needs and disabilities
  • Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing setting based support Plans ,for children with special educational needs and/or disabilities and discuss these with parents
  • Review setting based support plans regularly ( every 12 weeks) and hold review meetings with parents at this time
  • Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability
  • Use a system for keeping records of the assessment, planning, provision and review for children with special educational needs and/or disabilities
  • Provide resources (human and financial) to implement our SEND policy
  • Ensure the privacy of children with special educational needs and/or disabilities when intimate care is being provided
  • Use the local authorities Assessment Framework (see details below)
  • Provide in-service training for practitioners and volunteers
  • Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. setting based support plan reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
  • Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages
  • Monitor and review our policy annually.

 

Effective assessment of the need for early help

Local agencies should work together to put processes in place for the effective assessment of the needs of individual children who may benefit from early help services.

 

Children and families may need support from a wide range of local agencies.

Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health, housing, police) there should be an inter-agency assessment. These early help assessments should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989.

 

The early help assessment should be undertaken by a lead professional who should provide support to the child and family, act as an advocate on their behalf and coordinate the delivery of support services. The lead professional role could be undertaken by a General Practitioner (GP), family support worker, teacher, health visitor and/or special educational needs coordinator. Decisions about who should be the lead professional should be taken on a case by case basis and should be informed by the child and their family.

 

For an early help assessment to be effective:

  • the assessment should be undertaken with the agreement of the child and their parents or carers. It should involve the child and family as well as all the professionals who are working with them;
  • a teacher, GP, health visitor, early years’ worker or other professional should be able to discuss concerns they may have about a child and family with a social worker in the local authority. Local authority children’s social care should set out the process for how this will happen; and
  • if parents and/or the child do not consent to an early help assessment, then the lead professional should make a judgement as to whether, without help, the needs of the child will escalate. If so, a referral to the send backdoor team.

 

If at any time it is considered that the child may be a child in need as defined in the Children Act 1989, or that the child has suffered significant harm, or is likely to do so, a referral should be made immediately to local authority children’s social care. This referral can be made by any professional.

 

We will:

  • Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents
  • Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015
  • Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals . (Local offer).
  • Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
  • Work closely with parents to create and maintain a positive partnership which supports their child(ren)
  • Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's care and education
  • Provide parents with information on sources of independent advice and support
  • Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Use the graduated response system for identifying, assessing and responding to children's special educational needs and disabilities
  • Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing setting based support Plans ,for children with special educational needs and/or disabilities and discuss these with parents
  • Review setting based support plans regularly ( every 12 weeks) and hold review meetings with parents at this time
  • Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability
  • Use a system for keeping records of the assessment, planning, provision and review for children with special educational needs and/or disabilities
  • Provide resources (human and financial) to implement our SEND policy
  • Ensure the privacy of children with special educational needs and/or disabilities when intimate care is being provided
  • Use the local authorities Assessment Framework (see details below)
  • Provide in-service training for practitioners and volunteers
  • Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. setting based support plan reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
  • Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages
  • Monitor and review our policy annually.

 

Effective assessment of the need for early help

Local agencies should work together to put processes in place for the effective assessment of the needs of individual children who may benefit from early help services.

 

Children and families may need support from a wide range of local agencies.

Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health, housing, police) there should be an inter-agency assessment. These early help assessments should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989.

 

The early help assessment should be undertaken by a lead professional who should provide support to the child and family, act as an advocate on their behalf and coordinate the delivery of support services. The lead professional role could be undertaken by a General Practitioner (GP), family support worker, teacher, health visitor and/or special educational needs coordinator. Decisions about who should be the lead professional should be taken on a case by case basis and should be informed by the child and their family.

 

For an early help assessment to be effective:

  • the assessment should be undertaken with the agreement of the child and their parents or carers. It should involve the child and family as well as all the professionals who are working with them;
  • a teacher, GP, health visitor, early years’ worker or other professional should be able to discuss concerns they may have about a child and family with a social worker in the local authority. Local authority children’s social care should set out the process for how this will happen; and
  • if parents and/or the child do not consent to an early help assessment, then the lead professional should make a judgement as to whether, without help, the needs of the child will escalate. If so, a referral to the send backdoor team.

 

If at any time it is considered that the child may be a child in need as defined in the Children Act 1989, or that the child has suffered significant harm, or is likely to do so, a referral should be made immediately to local authority children’s social care. This referral can be made by any professional.

 

 

Our nursery Special Education Needs and Disabilities Co-ordinator (SENCO) is Louise Still .

 

The role of the SENCO is to take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues; and in monitoring and subsequently reviewing the action taken. The SENCO should also ensure that appropriate records are kept including a record of children’s SEN support and those with Education, Health and Care plans. The practitioner usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action (code of practice 2015).

 

Differation is the approach that we adopt within our setting , you will see varied learning areas; a variety of opportunities for children to explore their developing skills playfully. You will see materials that have more than one way to be used and children who are engaged with these materials. Most importantly you will see a Practitioners playing with the children. What you may not see but is present in a our setting is the practitioners carefully selecting the materials, to fit the childs specific developmental levels.

  • Use the graduated response system for identifying, assessing and responding to children's special educational needs and disabilities
  • Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing setting based support Plans ,for children with special educational needs and/or disabilities and discuss these with parents
  • Review setting based support plans regularly ( every 12 weeks) and hold review meetings with parents at this time
  • Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability

We will:

  • Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents
  • Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015
  • Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals . (Local offer).
  • Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
  • Work closely with parents to create and maintain a positive partnership which supports their child(ren)
  • Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's care and education
  • Provide parents with information on sources of independent advice and support
  • Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Use the graduated response system (see explanation below) for identifying, assessing and responding to children's special educational needs and disabilities
  • Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing setting based support Plans ,for children with special educational needs and/or disabilities and discuss these with parents
  • Review setting based support plans regularly ( every 12 weeks) and hold review meetings with parents at this time

At Pennies Nurseries we promote the good health of all children attending. To help keep children healthy and minimise infection, we do not expect children to attend nursery if they are unwell. If a child is unwell it is in their best interest to be in a home environment with adults they know well rather than at nursery with their peers.

 

Our procedures

In order to take appropriate action of children who become ill and to minimise the spread of infection we implement the following procedures:

  • If a child becomes ill during the nursery day, we contact their parent(s) and ask them to pick up their child as soon as possible. During this time we care for the child in a quiet, calm area with their key person, wherever possible
  • Should a child have an infectious disease, such as sickness and diarrhoea, they must not return to nursery until they have been clear for at least 48 hours. We inform all parents if there is a contagious infection identified in the nursery, to enable them to spot the early signs of this illness. We thoroughly clean and sterilise all equipment and resources that may have come into contact with a contagious child to reduce the spread of infection
  • We notify Ofsted as soon as possible and in all cases within 14 days of the incident where we have any child or staff member with food poisoning.
  • We exclude all children on antibiotics for the first 24 hours of the course.This is because it is important that children are not subjected to the rigours of the nursery day, which requires socialising with other children and being part of a group setting, when they have first become ill and require a course of antibiotics
  • We have the right to refuse admission to a child who is unwell. This decision will be taken by the manager on duty and is non-negotiable
  • We make information/posters about head lice readily available and all parents are requested to regularly check their children’s hair. If a parent finds that their child has head lice we would be grateful if they could inform the nursery so that other parents can be alerted to check their child’s hair.

 

Meningitis procedure

If a parent informs the nursery that their child has meningitis, the nursery manager will contact the PHE Kent Health Protection Team (South East). The IC (infection control) Nurse will give guidance and support in each individual case. If parents do not inform the nursery, we will be contacted directly by the IC Nurse and the appropriate support will be given. We will follow all guidance given and notify any of the appropriate authorities including Ofsted if necessary.

 

 

Transporting children to hospital procedure

The nursery manager/staff member must:

  • Call for an ambulance immediately if the sickness is severe. DO NOT attempt to transport the sick child in your own vehicle.
  • Whilst waiting for the ambulance, contact the parent(s) and arrange to meet them at the hospital.
  • Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together.
  • Arrange for the most appropriate member of staff to accompany the child taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter.
  • Inform a member of the management team immediately.
  • Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

We follow strict guidelines when dealing with medication of any kind in the nursery and these are set out below.

 

Medication prescribed by a doctor, dentist, nurse or pharmacist

(Medicines containing aspirin will only be given if prescribed by a doctor)

  • Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated
  • Medicines must be in their original containers with their instructions printed in English
  • Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details
  • Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:
  1. The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication, e.g. if the course of antibiotics changes, a new form will need to be completed
  2. The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed
  3. Parents must notify us IMMEDIATELY if the child’s circumstances change, e.g. a dose has been given at home, or a change in strength/dose needs to be given.
  • The nursery will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist
  • The parent must be asked when the child has last been given the medication before coming to nursery; and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent or guardian must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times
  • At the time of administering the medicine, a senior member of staff will ask the child to take the medicine, or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)
  • If the child refuses to take the appropriate medication, then a note will be made on the form
  • Where medication is “essential” or may have side effects, discussion with the parent will take place to establish the appropriate response.

 

Non-prescription medication (these will not usually be administrated)

  • The nursery will not administer any non-prescription medication containing aspirin.
  • The nursery will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought.
  • If the nursery feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse nursery care until the child is seen by a medical practitioner .
  • If a child needs liquid paracetamol or similar medication during their time at nursery, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine.
  • On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or anti-histamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if the nursery CANNOT contact the parent.
  • An emergency nursery supply of fever relief (e.g. Calpol) and anti-histamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date
  • If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, the nursery will make every attempt to contact the child’s parents. Where parents cannot be contacted then the nursery manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in the nursery, the circumstances surrounding the need for this medication and the medical history of the child on their registration form.
  • Giving non-prescription medication will be a last resort and the nursery staff will use other methods first to try and alleviate the symptoms, e.g. for an increase in temperature the nursery will remove clothing, use fanning, tepid cooling with a wet flannel. The child will be closely monitored until the parents collect the child
  • For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name
  • If any child is brought to the nursery in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at the nursery. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at the nursery, together with the times and dosage given
  • The nursery DOES NOT administer any medication unless prior written consent is given for each and every medicine.

Injections, pessaries, suppositories

As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. The nursery will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.

 

At Pennies day nursery we believe that children flourish best when they know how they and others are expected to behave. Children gain respect through interaction with caring adults who act as good role models, show them respect and value their individual personalities. The nursery actively promotes British values and encourages and praises positive, caring and polite behaviour at all times and provides an environment where children learn to respect themselves, other people and their surroundings.

 

Children need to have set boundaries of behaviour for their own safety and the safety of their peers. Within the nursery we aim to set these boundaries in a way which helps the child to develop a sense of the significance of their own behaviour, both in their own environment and that of others around them. Restrictions on the child's natural desire to explore and develop their own ideas and concepts are kept to a minimum.

 

We aim to:

  • Recognise the individuality of all our children and that some behaviours are normal in young children e.g. biting
  • Encourage self-discipline, consideration for each other, our surroundings and property
  • Encourage children to participate in a wide range of group activities to enable them to develop their social skills
  • Ensure that all staff act as positive role models for children
  • Encourage parents and other visitors to be positive role models and challenge any poor behaviour shown
  • Work in partnership with parents by communicating openly
  • Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them
  • Encourage all staff working with children to accept their responsibility for implementing the goals in this policy and to be consistent
  • Promote non-violence and encourage children to deal with conflict peacefully
  • Provide a key person system enabling staff to build a strong and positive relationship with children and their families
  • Provide activities and stories to help children learn about accepted behaviours, including opportunities for children to contribute to decisions about accepted behaviour where age/stage appropriate
  • Supporting and developing self-regulation and empathy as appropriate to stage of development
  • Have a named person who has overall responsibility for behaviour management.The named person is Rebekah Waterhouse for managing behaviour will:
  •  
  • Advise and support other staff on behaviour issues
  • Along with each room leader will keep up to date with legislation and research relating to behaviour
  • Support changes to policies and procedures in the nursery
  • Access relevant sources of expertise where required and act as a central information source for all involved
  • Attend regular external training events, and ensure all staff attend relevant in-house or external training for behaviour management. Keep a record of staff attendance at this training.
  •  

Our nursery rules are concerned with safety, care and respect for each other. We keep the rules to a minimum and ensure that these are age and stage appropriate. We regularly involve children in the process of setting rules to encourage cooperation and participation and ensure children gain understanding of the expectations of behaviour relevant to them as a unique child.

 

Children who behave inappropriately, for example, by physically abusing another child or adult e.g. biting, or through verbal bullying, are helped to talk through their actions and apologise where appropriate. We make sure that the child who has been upset is comforted and the adult will confirm that the other child's behaviour is not acceptable. We always acknowledge when a child is feeling angry or upset and that it is the behaviour that is not acceptable, not the child.

 

When children behave in unacceptable ways:

  • We never use or threaten to use physical punishment/corporal punishment such as smacking or shaking
  • We only use physical intervention for the purpose of averting immediate danger or personal injury to any person (including the child) or to manage a child’s behaviour if absolutely necessary. We keep a record of any occasions where physical intervention is used and inform parents on the same day, or as reasonably practicable
  • We recognise that there may be times where children may have regular occasions where they lose control and may need individual techniques to restrain them. This will only be carried out by staff who have been appropriately trained to do so. Any restraints will only be done following recommended guidance and training and only with a signed agreement from parents on when to use it. We will complete an incident form following any restraints used and notify the parents
  • We do not single out children or humiliate them in any way. Where children use unacceptable behaviour they will, wherever possible, be re-directed to alternative activities. Discussions with children will take place as to why their behaviour was not acceptable, respecting their level of understanding and maturity
  • Staff will not raise their voices (other than to keep children safe)
  • In any case of misbehaviour, we always make it clear to the child or children in question, that it is the behaviour and not the child that is unwelcome
  • We decide how to handle a particular type of behaviour depending on the child’s age, level of development and the circumstances surrounding the behaviour. This may involve asking the child to talk and think about what he/she has done. All staff support children in developing empathy and children will only be asked to apologise if they have developed strong empathy skills and have a good understanding of why saying sorry is appropriate
  • We help staff to reflect on their own responses towards challenging behaviours to ensure that their reactions are appropriate
  • We inform parents if their child’s behaviour is unkind to others or if their child has been upset. In all cases we deal with inappropriate behaviour in nursery at the time. We may ask parents to meet with staff to discuss their child's behaviour, so that if there are any difficulties we can work together to ensure consistency between their home and the nursery. In some cases we may request additional advice and support from other professionals, such as an educational psychologist
  • We support children in developing non-aggressive strategies to enable them to express their feelings
  • We keep confidential records on any inappropriate behaviour that has taken place. We inform parents and ask them to read and sign any incidents concerning their child
  • We support all children to develop positive behaviour, and we make every effort to provide for their individual needs
  • Through partnership with parents and formal observations, we make every effort to identify any behavioural concerns and the causes of that behaviour. From these observations and discussions, we will implement an individual behaviour modification plan where a child’s behaviour involves aggressive actions towards other children and staff, for example hitting, kicking etc. The manager will complete risk assessments identifying any potential triggers or warning signs ensuring other children’s and staff’s safety at all times. In these instances we may remove a child from an area until they have calmed down.

 

Anti-bullying

Bullying takes many forms. It can be physical, verbal or emotional, but it is always a repeated behaviour that makes other people feel uncomfortable or threatened. We acknowledge that any form of bullying is unacceptable and will be dealt with immediately while recognising that physical aggression is part of children’s development in their early years.

 

We recognise that children need their own time and space and that it is not always appropriate to expect a child to share. We believe it is important to acknowledge each child’s feelings and to help them understand how others might be feeling.

 

We encourage children to recognise that bullying, fighting, hurting and discriminatory comments are not acceptable behaviour. We want children to recognise that certain actions are right and that others are wrong.

 

At our nursery, staff follow the procedure below to enable them to deal with challenging behaviour:

  • Staff are encouraged to ensure that all children feel safe, happy and secure
  • Staff are encouraged to recognise that active physical aggression in the early years is part of the child’s development and that it should be channelled in a positive way
  • Children are helped to understand that using aggression to get things, is inappropriate and they will be encouraged to resolve problems in other ways
  • Our staff will intervene when they think a child is being bullied, however mild or harmless it may seem
  • Staff will initiate games and activities with children when they feel play has become aggressive, both indoors or out
  • Staff will sensitively discuss any instance of bullying with the parents of all involved to look for a consistent resolution to the behaviour
  • We will ensure that this policy is available for staff and parents and it will be actively publicised at least once a year to parents and staff.
  • If any parent has a concern about their child, a member of staff will be available to discuss those concerns. It is only through co-operation that we can ensure our children feel confident and secure in their environment, both at home and in the nursery
  • All concerns will be treated in the strictest confidence.

 

By positively promoting good behaviour, valuing co-operation and a caring attitude, we hope to ensure that children will develop as responsible members of society.

 

Tapestry builds a very special record of a child’s experiences and journey through their early years, using an online learning journal designed and developed specifically for EYFS. Using photos, videos and diary entries,  early years practitioner, along with the child’s parents, ‘weaves’ the story of the child and how they progress together. The Tapestry platform then works seamlessly to enable these memories to be kept as a permanent record of each child’s unique life. All information held in the platform is kept securely, and can be downloaded and shared as required. Parents are able to view their child’s progress, and how much fun they’re having – online, through the platform as nurseries share observations. Parents can also upload their own thoughts and comments.

The communication between staff and parents that Tapestry enables, helps build a shared understanding of how every child can reach their full potential. The Tapestry online learning journal is also available as an easy-to-use, secure app, meaning capturing key learning moments, and videoing milestones are even easier.

Wherever possible, provision will be made for your child to access all areas of activities on offer through their day. You will always be contacted before a planned activity or trip which would if it were to be off site.

Comprehensive risk assessments are conducted before any off-site activity or trip that takes place.

Whenever appropriate, you may be invited to accompany your child if it was an off site trip and a 1-1 was not available.

Pennies Newnham Court has wheelchair access at a number of points throughout the Nursery including its main entrances. One of the rooms has wheelchair accessible via their external entrance from the garden.

We also have a disabled parking bay at the front of the Nursery.

At Pennies Nurseries we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.

 

Some examples of transitions that young children and babies may experience are:

  • Starting nursery
  • Moving between different rooms within the nursery
  • Starting school or moving nurseries
  • Family breakdowns
  • New siblings
  • Moving home
  • Death of a family member or close friend
  • Death of a family pet.

 

Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour.

 

Starting nursery

We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family.

 

Moving room’s procedure

When a child is ready to move to a different room in the nursery, we follow the process set out below and work with the parents to ensure this is a seamless process in which the child is fully supported at all stages. This may include a handover meeting between the existing key person, new key person and parents.

  • The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings
  • The child’s key person will go with the child on these initial visits to enable a familiar person to be present at all times
  • Wherever possible groups of friends will be moved together to enable these friendships to be kept intact and support the children with the peers they know
  • Parents will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
  • Only when the child has settled in through these taster sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to agree how and when this will happen. This may include moving their key person with them on a temporary basis.

 

Starting school or moving childcare providers

Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.

  • We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition
  • We invite school representatives into the nursery to introduce them to the children
  • Where possible we use other ways to support the transition to school, e.g. inviting previous children from the nursery who have moved on to school to come back and talk to the children about their school experiences
  • Where possible we plan visits to the school with the key person. Each key person will talk about the school with their key children who are due to move to school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues to help children overcome these
  • We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

 

Other early year’s providers

Where children are attending other early year’s settings or are cared for by a childminder we will work with them to share relevant information about children’s development. Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via email or telephone.

 

 

At Pennies Nurseries we believe that parents are entitled to expect courtesy and prompt, careful attention to their individual needs and wishes. We hope that at all times parents are happy with the service provided and we encourage parents to voice their appreciation to the staff concerned.

 

We record all compliments and share these with staff.

 

We welcome any suggestions from parents on how we can improve our services, and will give prompt and serious attention to any concerns that parents may have. Any concerns will be dealt with professionally and promptly to ensure that any issues arising from them are handled effectively and to ensure the welfare of all children, enable ongoing cooperative partnership with parents and to continually improve the quality of the nursery.

 

We hold Parents evenings twice year, where parents can receive and can  give feedback to the Key person or Managers. We send out out Parent and children surveys annually to families.We then analyse the surveys and give feedback to parents and implement any changes as needed.

 

At Pennies Nurseries we care for 131children between the ages of 3 months to 4 years. We also offer 52 places for before and after school care for children aged 4 years to 11 years.

 

The numbers and ages of children admitted to the nursery comply with the legal space requirements set out in the Early Years Foundation Stage (EYFS). When considering admissions we are mindful of staff: child ratios and the facilities available at the nursery.

 

The nursery will use the following admission criteria which will be applied in the following order of priority:

  1. Looked after children
  2. A child known by the local authority to have special educational needs and/or a disability (SEND) and whose needs can be best met at the preferred nursery
  3. A vulnerable child with either a Child Protection or a Child in Need Plan or Local Authority/Common Assessment Framework
  1. Children who have siblings who are already with us
  1. Children whose parents live within the area.

 

A child requiring a full-time place may have preference over one requiring a part-time place. This is dependent upon work commitments, occupancy and room availability.

 

We operate an inclusion and equality policy and ensure that all children have access to nursery places and services irrespective of their gender, race, disability, religion or belief or sexual orientation of parents.

 

Prior to a child attending nursery, parents must complete and sign a contract and registration form. These forms provide the nursery with personal details relating to the child. For example, name, date of birth, address, emergency contact details, parental responsibilities, dietary requirements, collection arrangements, fees and sessions, contact details for parents, doctor’s contact details, health visitor contact details, allergies, parental consent and vaccinations etc.

 

Providers eligible to provide government funded places for early education

All settings registered to accept government funding (detailed in the code of practice) must offer free places for two/three to five year olds for early learning sessions specified by the local authority. At Pennies Nurseries we currently provide free funded places available for children subject to availability. These places will be allocated on a first come, first served basis and can be booked a term in advance. Please note for admissions for the free nursery education we have a termly intake, beginning the term following your child’s second/third birthday.

 

All funded sessions are now in line with the flexible arrangement as specified by the Government. When you register your child for their funded place we will discuss your needs and, as far as possible with availability and staffing arrangements, we will accommodate your wishes.

 

At Pennies Nurseries we believe that parents are entitled to expect courtesy and prompt, careful attention to their individual needs and wishes. We hope that at all times parents are happy with the service provided and we encourage parents to voice their appreciation to the staff concerned.

 

We record all compliments and share these with staff.

 

We welcome any suggestions from parents on how we can improve our services, and will give prompt and serious attention to any concerns that parents may have. Any concerns will be dealt with professionally and promptly to ensure that any issues arising from them are handled effectively and to ensure the welfare of all children, enable ongoing cooperative partnership with parents and to continually improve the quality of the nursery.

 

We have a formal procedure for dealing with complaints where we are not able to resolve a concern. Where any concern or complaint relates to child protection, we follow our Safeguarding/Child Protection Policy.

 

Internal complaints procedure

 

Stage 1

If any parent should have cause for concern or any queries regarding the care or early learning provided by the nursery, they should in the first instance take it up with the child's key person or a senior member of staff/room leader.

 

Stage 2

If the issue remains unresolved or parents feel they have received an unsatisfactory outcome, then they must present their concerns in writing as a formal complaint to the nursery manager. The manager will then investigate the complaint and report back to the parent within 5 working days. The manager will document the complaint fully and the actions taken in relation to it in the complaints log book.  

(Most complaints are usually resolved informally at stage 1 or 2.)

 

Stage 3

If the matter is still not resolved, the nursery will hold a formal meeting between the manager, parent and a senior staff member to ensure that it is dealt with comprehensively. The nursery will make a record of the meeting and document any actions. All parties present at the meeting will review the accuracy of the record, and be asked to sign to agree it and receive a copy. This will signify the conclusion of the procedure.

 

 

 

 

Stage 4

If the matter cannot be resolved to their satisfaction, then parents have the right to raise the matter with Ofsted. Parents are made aware that they can contact Ofsted at any time they have a concern, including at all stages of the complaints procedure, and are given information on how to contact Ofsted. Ofsted is the registering authority for nurseries in England and investigates all complaints that suggest a provider may not be meeting the requirements of the nursery’s registration. It risk assesses all complaints made and may visit the nursery to carry out a full inspection where it believes requirements are not met.

 

A record of complaints will be kept in the nursery. The record will include the name of the complainant, the nature of the complaint, date and time complaint received, action(s) taken, result of any investigations and any information given to the complainant including a dated response.

 

Parents will be able to access this record if they wish; however, all personal details relating to any complaint will be stored confidentially and will be only accessible by the parties involved. Ofsted inspectors will have access to this record at any time during visits to ensure actions have been met appropriately.

 

Contact details for Ofsted:

 

Email: enquiries@ofsted.gov.uk

 

Telephone: 0300 123 1231   

 

By post:

Ofsted Piccadilly Gate Store Street Manchester M1 2WD

 

Parents will also be informed if the nursery becomes aware that they are going to be inspected and after inspection the nursery will provide a copy of the report to parents and/or carers of children attending on a regular basis.

 

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