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Acorns Early Years Centre

We are a 'Good' Ofsted Registered Nursery providing childcare from 07.30 - 18.00, Monday - Friday.


We also offer fully funded term time only spaces for the following Sessions:


9.00 - 12.00 Monday - Friday, Term Time Only  (38 weeks per year, 15 hours per week)


12.00 - 18.00 Monday - Friday, Term Time Only  (38 weeks per year, 30 hours per week)


Free For Two (FF2) spaces offered over three afternoons per week (13.00 - 18.00) Term Time Only (38 weeks per year, 15 hours per week)


Please note all spaces are subject to availability.


We also Offer Afterschool and Holiday Club for Primary School Age Children.

Who to contact

Contact Name
Carol Fairman
Contact Position
Nursery Manager
Telephone
01322 550568
E-mail
info@acornsearlyyears.co.uk
Website
acornsearlyyears.co.uk/

Where to go

Address
Acorn Early Years Centre, Joy House
Franklin Road
Dartford
Kent
APostcode
DA2 7UZ
Notes

We are a purpose built setting within the grounds of Maypole Primary School on Bexley Park.

All of our rooms have their own individual, age appropriate, outside space which children are able to access at all times.  

 

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
year(s), 4 month(s) to 11 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07.30 18:00
Tuesday 07.30 18:00
Wednesday 07.30 18:00
Thursday 07.30 18:00
Friday 07.30 18:00

Other Details

ECD Type
Day Nursery
Offers pickups
Yes
Schools covered
Maypole Primary School
Joydens Wood Infant School
Joyden's Wood Junior School
Cost details
Contact provider for details
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Vacancies Details
Currently Acorns have a waiting list across all nursery and preschool rooms. Please contact Acorns for any information on Holiday Club Spaces.
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 28
2 2 80
3 5 80
0 5 80
5 7 80
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
12/02/2019
Facilities
Cot Room, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Dressing Up, Dance, Nursery, Team Games, Games / Puzzles, Garden, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Books, Sign Language / Makaton, Ball Pit, Bike, Kitchen, Car Parking, Songs, Sleeping Area, Slide, Climbing Frame, Sports
Other facilities information
We have regular visits from outside providers offering Zumbini and Sports. We also have visits from travelling zoo (zoolab) and travelling theatre shows giving the children a chance to enjoy new experiences.
Languages Spoken:
Bengali, Panjabi
Wheelchair Access
Yes
Wheelchair access details
Slopes where needed, disabled toilet

Ofsted Information

Ofsted URN
EY243975
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
31/01/2006IntegratedGood
09/10/2008Inspection (Early Years Register)Good
28/01/2015Inspection (Early Years Register)Requires Improvement
18/01/2016Inspection (Early Years Register)Good
06/09/2018Inspection (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)

30 Hours full funded to be taken between 12.00 and 18.00 5 days per week, Term Time Only (subject to availability)

30 Hours funding can be claimed against day nursery fees

Local Offer

Special Needs Support

When children start at the nursery a pre start care plan is completed between the keyworker and parent. This care plan will identify all the needs of the child, including any particular strengths or areas where they may need extra support. We ask about your child’s interests at home so we can settle them into the room providing toys and games of their interest. The first 2 weeks after your child starts nursery their key worker will be bonding with them. After 2 week the keyworker will complete a baseline assessment. This assessment outlines exactly where the child is in their development based on the Early Years Foundation Stage.

Assessments are completed on all children by their keyworker every term. This information will help keyworkers identify any areas that we may need to focus on or support.

We will also complete a Progress check at age 2, this is a statutory assessment, this may be a time when a delay in development can be discussed and appropriate next steps identified.

Our Special Educational Needs Co-Ordinator known as SENCO is Laura. She ensures that families and children have the best support and resources to help with the development of your child including managing behaviour.

Every child at our setting has their own Key Worker.

The Key person approach is a cornerstone of the Early Years Foundation Sage and of our practice.

Your child’s key person will be involved with you right from the start of you joining the setting to ensure a strong positive relationship is built between the child and the parent.

Your child’s key person will want to work with you as parent a lot to ensure they are providing the best learning environment for your child.

You will have daily contact with your key person, opportunities for meetings at your request throughout the year and an invitation to parent evening once a year.

You will also see a detailed online learning journal which sets out photos, observations and how your child is developing throughout the year. You will also receive your child’s meals, toileting information and sleep times through your online portal as well.

The Early Years Foundation Stage is an educational framework which allows key persons to plan for your unique child. The key person will observe, assess and plan for your child in three prime areas and four specific areas.

The three prime areas are:

Communication and language – We will provide a language rich environment tailored to the needs of current children. We will use language interventions such as I Can Early Talk Boost which will help close the gap for children with speech delay. We will also provide ideas and resources for parents to use at home on request.

Personal, Social and emotional development – We will work with local specialists, advisers, health and voluntary sector providers for advice and support.  We will use lots of game and visuals to help children learn basic turn taking and sharing skills.

Physical Development – We can build links with specialist therapists like occupational therapists and offer an accessible environment and lay-out to meet families’ current needs.

The children will have frequent and regular access to outdoor spaces and will provide a range of dietary requirements. 

All of our staff are trained in childcare ranging from level 2 – 7. We use the Best Practice Guidance document. This document which was written by Specialist Teaching and Learning Service sets out a range of teaching strategies with can be used to support children. For example the use of visual resources and Makaton signing. The book is divided into universal, targeted and personal levels to enable us to support children in the four broad areas of need.

The areas of need are identified in the SEND Code of Practice. 

Communication and interaction

Cognition and learning

Social emotional and mental health

Physical/sensory difficulties.

 

Our teaching starts with planning for the environment to improve conditions that will enable children to listen and give full involvement to their learning. All of our rooms benefit from natural light and rooms are painted with light pastel colours to promote a sense of calm. This ‘calmness’ is also enhanced by providing soft furnishings and rugs. All rooms are separated into areas with moveable furniture that allows children to have space and privacy when exploring with the toys.

All areas have clearly labelled boxes with text and pictures to encourage independence in selected toys for themselves.

 

Effective teaching and learning requires a wide range of resources appropriate to support children’s development at all levels. Our SENCO will work with key workers to make sure specialist equipment is obtained if necessary. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, training for staff or additional support staff. For example in recent years we have purchased sensory toys and one to one staff to help the child develop.

Our SEND policy sets out the graduated approach we use to support children.

If your children is making insufficient progress through a targeted plan, our SENCO or key person may discuss with you the need to refer to other services, such as speech and language therapy. If your child begins to receive the support from outside agencies, the targeted plan would be changed to a personalised plan.  

If required, your consent would be obtained to refer to a specialist Teaching and Learning Services through the Local Inclusion Team Forum (LIFT) meeting which is held six times a year. If the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services, such as health and would support your child’s transition to school. At all stages, you would be consulted.

An effective key person approach is essential for all children. The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and his is especially important when children have special or additional needs.

You will be able to see your child’ online learning journal which the key worker will upload observations, pictures and assessments of your child to keep you up to date with your child’s progress and development. You can also if needed book a meeting with your child’s key worker on a time and date that suits you to have a one to one chat about their development.

 

We make an overall assessment of your child’s progress three times a year and also complete a two year check. These assessments give us the opportunity to discuss with you your child’s starting point and the progress they have made since starting. If your child is delayed in any area of development, we will discuss this with you.

Our setting is committed to inclusive practice that enables all children to be included in everything we do. Key workers will ensure that all activities are suitable and are able to be adapted to suit the needs of individual children.

We regularly go on walks around the local area and to the park.  We will revise our risk assessments to take into account of any new conditions that may cause children to be at risk. On outings we will always take a First Aid kit and a mobile phone.

The setting is purpose built on one floor which makes it easy for wheelchair access.

The outdoor area is accessible and suitable for children using wheelchairs or frames.

Our rooms can be adapted easily to suit the needs of the children and any requirements that they might need. We have disabled parking bays in the car park and easy access to the nursery doors. There is an accessible toilet near the office for easy wheelchair access.

Our preschool rooms encourage independence in many ways to ensure readiness for school. Children are encouraged the wash up their plates and bowls and self-serve at meal times. We aim to suppose independence as much as possible. The term before the children go of to school we like to do lots of talk about role play around going to school. Dressing up in school uniforms and mini PE lessons. The Teachers from the school will come and visit the children starting in their class to introduce themselves.

We have a SENCO on site working within the rooms. Our SENCO will support practitioner and parents on how to work with SEN. We value suggestions made from parents.

If you would like to have a look around our nursery, we would ask you to call and book in an appointment to view the setting. We either do this at 10:15 or 2:00. 

 

We have our suggestion box in the reception area for parents and from time to time will send out a questionnaire. Most of our parents will send an email if they would like to wright a compliment, which we will display in the room. Any parents with concerns will talk to one of management.

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