Canterbury House Nursery is a private day nursery open 51 weeks of the year. We are set in a homely environment, there are 3 rooms a 2yr room, a messy room and a 3-4yr room. we also have 2 large outdoor areas accessable for all weathers.
Canterbury House Nursery
Who to contact
- Contact Name
- Janet Sheriff and Caroline Hall
- Contact Position
- Owner and Manager
- 01233 642 497
Where to go
Canterbury House Nursery School, 59-61
- TN24 0BH
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 8 5.30 Tuesday 8 5.30 Wednesday 8 5.30 Thursday 8 5.30 Friday 8 5.30
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
From 08.00am - 12.00pm £18.00 Per session am
From 08.00am -13.00pm £22.50 Per session am
From 08.00am - 15.00pm £31.50 Per day
From 08.00am - 16.00pm £36 Per day
From 08.00am - 17.30pm £42.75 Per day
From 09.00am - 12.00pm £13.50 Per session am
From 09.00am - 13.00pm £18 Per session am
From 09.00am - 15.00pm £27 Per day
From 09.00am - 16.00pm £31.50 Per day
From 09.00am -17.00pm £36 Per day
From 09.00am- 17.30pm £38.25 Per day
From 13.00pm - 17.30pm £20.25 Per session pm
Lunch £2.30 per lunch
Tea £1.30 Per Tea
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- limited number of 2yr old spaces
- Places Range
Places Range Start Age End Age Places 2 2 40 3 5 40 0 5 40 5 7 40
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Sandpit, Arts And Crafts, Scooter, Literacy and Numeracy, Computers / It, Cookery, Books, Toys/dolls, Dressing Up, Nursery, Discussions / Talks, Outdoor Activities, Car Parking, Pets, Trike, Songs, Play House, Sleeping Area, Slide, Stories, Water Play, Quiet Room, Games / Puzzles, Play Room
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 20/02/2007 Integrated Satisfactory 16/09/2010 Inspection (Early Years Register) Good 24/07/2015 Inspection (Early Years Register) Good 13/04/2018 Inspection (Early Years Register) Good
Canterbury House Nursery values each child as an individual. Our local offer provides you with what to expect if you choose to send your child to our setting, detailing how we support all children including those who require additional support.
Special Needs Support
How does the setting identify children with additional needs or SEND?
When your child has their first settling in session we will ask you to complete an all about me form, this is used to gain knowledge of your child’s strengths and is used as a baseline assessment for when they start with us. In the first few weeks the key person will make assessments and use these starting points in line with the development matters document.
We also complete a 2 yr check for all children who start with us when they are 2, this is a statutory document filled out by the key person. This may be a time where any delay is identified and can be discussed with the parent or carer, and any next steps or additional help can be identified. We may use a document called a targeted plan where the key person will target a specific area of development which will give your child the opportunity to gain further experience in that area.
We have a named SENCO at the setting called Sarah Woolgar she is responsible for ensuring that families have the best support for their child to help them develop further this also includes managing behaviour. She attends relevant training, works with families, supports key persons in the setting to review childrens progress, completes all relevant paperwork, liaises with outside agencies, makes referrals as necessary with consent, and attends LIFT and SENCO forums when she can.
How will I be informed / consulted about the ways in which my child is being supported?
Your child will be allocated a key person who will be there to liaise with you throughout your time at the nursery. You will be informed through daily informal conversations with all staff or specifically the key person if you wish to request a more formal conversation. our learning journeys are on a app called tapestry which you can look at in your own time however often you wish, these contain observations about what your child has been doing and how they are achieving you are also able to upload what you have been doing at home. We have annual parents evenings and track the childrens progress 3x a year when we feedback how they are doing and if any extra support is needed. We will discuss targeted plans with you should we need to do one and involve you in any additional help we feel is needed.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS focusses on all children being a 'Unique child' therefore we plan for children individually taking into account any additional needs they may have. There are 3 prime areas and 4 specific areas in the EYFS and we plan taking all of these into account.
* Personal, social and emotional development
* Communication and language
* Physical development
* Understanding the world
* Expressive art and design
Looking at the prime areas and the way we support children in these areas:
Personal, Social and Emotional Development- We build good relationships with the children and model these good relationships through small targeted group play or individual activities as appropriate to promote wellbeing. We also link up with specialist's and Health visitors for help and support.
Communication and Language- We provide setting which is rich with language adapted to suit the needs of individual children. We work alongside professionals seeking advice from them should we need it. The small group work we provide gives the opportunity for lots of rich language to be heard properly by the children.
Physical Development- Our nursery consists of a fantastic outdoor area which we are able to use in all weathers, we make good use of our indoor space keeping a large area of flooring clear for children to move freely. The indoor environment has good natural light coming in meaning during the day artificial light is not always needed. We have soft furnishings in our cosy area to keep noise levels as low as possible. We have a large driveway so on road parking is not always needed. We cater for all childrens dietary requirement whether it being religious, allergy or vegetarian. There is also the option to bring in a packed lunch if preferred.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
It is important to treat all children as individuals what works for one child may not work with another therefore we try to be flexible in our teaching strategies to ensure all children can meet there potential. We discus with parents or carers any strategies that they use at home and incorporate these where possible, we find by doing this it helps a child feel comfortable and ready to learn. If the child is receiving support from outside agencies we may receive letters detailing strategies that are in place which we can follow. Parents or carers can request private meeting at a mutually agreed time to discuss their child’s learning and any other issues. Children can present a wide range of additional needs and learning difficulties due to this there are many aspects that need to be looked at to ensure that optimum learning takes place.
The environment plays a key role in ensuring children are able to focus on learning. We have three classrooms and two outside areas plus an additional building in the garden. This allows children to be split into smaller groups which suits children who can be overwhelmed in large groups. The rooms are also divided into different areas to allow small groups to work together at an activity. Children can also be taken off to a room for individual or small group learning if they are easily distracted. The rooms are decorated with the childrens work to help children feel proud of their accomplishments and to create a sense of belonging. The toys and equipment are kept at childrens level to promote independence in choosing toys. For children who can be overwhelmed by to many choices we use a choice board where they can select from two, three or four pictures depending on what’s best for the child. Some children prefer learning outside or indoors and we can accommodate this into our planning
The resources are equally important to ensuring children are able to succeed and learn. We have a range of resources available for children to use which can suit different abilities. This allows all children to be able to develop their skills as we can gradually alter the challenge an activity presents. When planning activities we allow for the different needs of children and adapt the activities. We talk to the children about what they like and dislike about activities that take place to gain feedback to implement changes where needed. For children who would benefit from a specific resource we can try and claim extra funding to buy resources where they are supported by outside agencies. We may be able to raise funds for a resource that is needed through fundraising too.
The staff in the setting play a crucial role in planning for all the children. Where there is a child with a learning difficulty or additional need the key person will be able to monitor the child’s progress and see which areas require extra support. The key person and the SENCO will work together to put into place targeted or personalised plans to help the child meet an agreed upon target. Parents and carers ideas and input will be sought to create the target and to ensure they are involved in the child’s learning and can support this outside of the setting. Our staff have knowledge of a range of needs which has been gained through training. Further training and advice can be sought where it is available to ensure that the staff are using the best practice. We use the best practice guidance which sets out a range of advice which can help staff determine the best strategies to use. The best practice guidance covers Communication and interaction, cognition and learning, social emotional and mental health and physical/sensory difficulties. Advice from the Equality and Inclusion team can be sought to provide extra support and advice. Support and advice can also be sought through LIFT meetings with the consent of the parents too. The advice gained in the past has led to Makaton signing and visual supports being used, instructions being broken down and timelines being used to support children.
What additional support does the setting provide for children with additional needs or SEND?
Our setting has a SEND policy which sets out how additional support is provided for children with additional needs or send. Children in the setting all have their progress checked using a tracker. This allows any areas where support is needed to be identified. Once an area is identified as needing extra support the key person will discuss this with the SENCO and the parent or carer to put a plan of action into place. Our nursery follows the graduated approach this begins with a targeted plan. If the targeted plan is not ensuring significant progress the SENCO and key person will discuss with the parent and carer methods to gain the support of outside agencies. When this support is put into place the child will move to a personalised plan.
How will the setting monitor my child's progress and how will I be involved in this?
We have a strong key person approach who is responsible for helping your child with settling, as well as monitoring, supporting and guiding. This is especially important when children additional needs. Your child's key person will invite you to see your child learning journal as well as contribute to it with things that have happened at home. The bond we aim to get between a key person and family should take away any anxiety about concerns you may have. We do assesments on children 3x a year and also have the 2yr old progress check which we hope to do before your child sees the health visitor for their development check where possible. These assesments clearly highlight the child’s starting points and the progress made since, when there are gaps in assessments we have conversations with families, if your child is delayed in an area we will discuss this with you and if needed seek further help from the settings SENCO.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We pride ourselves in being inclusive. Key persons ensure that planned activities are suitable and adapted to meet all childrens needs. For example if your child had trouble concentrating in larger groups we will do the activity in smaller groups. At the moment we do not offer outings however in the future if we do choose to go out and about we would ensure our risk assesments were up to date ensuring that any new children with any conditions are accounted for if they pose a risk. We would always carry a first aid kit, ensure that suitable travel is made and welcome parents on the trip too.
How accessible is the building for children with mobility difficulties / wheelchair users?
Unfortunately our building isnt purpose built therefore has some steps and has smaller doorways, however if we had a child, parent or staff who wanted to come to us with mobility problems we ensure we try and make reasonable adjustments as best we can to suit their needs. we have a large driveway which is located outside the front door so there isnt any roads to cross, this can also double up as a play area by shutting the gates which may be more suitable for those who are in wheelchairs, however we can access the back garden through the side gate from the front. Please let us know if you have difficulties with accessibility.
How will you support my child's transition to a new setting or school?
If a child choose to change settings or is off to school we will complete the my unique progress/ transition form to inform the staff at the new setting of where your child is achieving and if there are any areas where support may be needed. We invite the schools in for a chat with the key person and to see your child in the nursery environment. All documents we send to the next setting we will only do with consent however it is in the best interest of your child if we do. Where we have a child who my struggle with the transition if possible we may visit the school with your child for a taster session to help with the transition. We put various school outfits in the role play area for your child to dress up in if they wish to from the summer term, we also read lots of stories on going to school and have lots of conversations. We put leaflets out of opening days for our local schools so families can be best informed as to what school is the right choice for them.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Our SENCO attends SENCO forums, lift meetings and Conferences to keep up to date on information, she then feedbacks to staff at staff meetings about any information they should know. Our SEND policy is reviewed annually and changed as needed the SENCO advises all staff of the changes. Families will be invited in for feedback on the plans put in place with regard to their child’s targets and asked if they would like to add anything to them.
Who should I contact if I am considering registering for a place at the setting?
If you would like to send you child to our nursery we would like you to pop in at your convenience to have a little look around and see if our setting is the one for you. We then offer you some settling in sessions where you can stay too and assess whether any extra sessions are needed, We have done home visits in the past but for us that isnt usual practice, if possible we could arrange something if needed. If your child is already under speech and language, portage, physio etc with your permission we would like to get in contact with them so we are able to support your child the best we can.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Complaints procedure can be found on the notice board in the cloakroom or in the policy folder. We also like to send out annual questionnaires where you can remain anonymous if you wish to, we feel this way we are able to get constructive feedback which we can use to better ourselves.