Privately owned full day care setting open from 8am-6pm, 46 weeks per year.
Sunshine & Showers 1
Who to contact
- Contact Name
- Mrs Jessica Vincer
- Contact Position
- 01303 872610
Where to go
- Sunshine & Showers Nursery School LTD
St. Marys Bay
- TN29 0SW
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 6 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 18:00
- Other Availability
- Closed for 1 week near Easter, 3 weeks at the end of August, 2 weeks at Christmas and Bank Holidays.
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
£5.50 per hour under two's
£5.00 2-3year olds
£4.50 3-4 year olds
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Places Range
Places Range Start Age End Age Places 0 5 30 5 8 30
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 6months 4 years 11 months 10
- Vacancy Information Last updated Date
- Cot Room, Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Paddling Pool, Toys/dolls, Dressing Up, Dance, Nursery, Discussions / Talks, Trike, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Garden, Walks, Sandpit, Scooter, Healthy Living, Reading, Woodwork, Refreshments, Languages, Books, Bike, Car Parking, Songs, Library - Book Trolley, Sleeping Area, Slide, Climbing Frame, Library Visits, Stories
We can cater for children with additional or special educational needs or disabilities. We are open for 46 weeks a year thus catering for full time working parents.
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 08/01/2007 Integrated Good 07/09/2010 Inspection (Early Years Register) Good 09/04/2015 Inspection (Early Years Register) Requires Improvement 30/03/2016 Re-inspection (Early Years Register) Good 09/08/2019 Inspection (Early Years Register) Good
We can support children aged 6 months to 5 years who have a special educational need or ddisability. Please contact us for more information .
Special Needs Support
How does the setting identify children with additional needs or SEND?
Prior to admission we will invite you and your family to visit our setting, which gives you the opportunity to have a look around, ask any questions about our provision and to give any information you feel relevant with regards to your child’s needs.
On admission we will ask you to complete an Entry Profile Form, which gives us a chance to get to know your child and their particular strengths or areas that may need extra support. We ask about your child’s likes/dislikes, allergies, medical history, family network, any concerns you may already have with regards to your child’s development or behaviour and any other professionals already working with you and your child.
When your child first starts, we will assess their starting points in line with a document called ‘Development Matters’. This document allows us to gage your child’s development and progress and gives us a brief overview of your child’s needs, thus allowing us to plan efficiently for individual children. We continue to monitor your child’s progress and development throughout their time in the setting.
The completion of the Progress Check at 2yrs is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps identified.
Our Special Educational Needs Co-ordinator (SENCO) is Mrs Paula Finn. She ensures that families have the best support and resources to help with the development of your child, including managing behaviour.
How will I be informed / consulted about the ways in which my child is being supported?
When your child first starts, they will have a keyperson/s assigned to them, this is a major fundamental of The Early Years Foundation Stage and of our practice.
Your child’s keyperson/s will be involved from the start so that strong and positive relationships can be built with your child and with you. They will be you first point of contact should you have any concerns regarding your child.
Your child’s keyperson will monitor the development and progress your child makes, produce plans to insure good progress is made in all areas of development, highlight any concerns they may have and discuss these with you, keep and regularly up-date Learning Journals which provide photographic and written observations that show how your child is developing throughout their time in our setting and collaborate with you should the need for a Specific Targeted Plan be required
You will be encouraged to have daily contact with your child’s keyperson/s, they will invite you to parent meetings and you can request a more in-depth meeting at any time.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is an educational programme which allows you child’s keyperson/s to plan for your ‘unique and individual child’. This ensures activities and planning is tailored to your child’s individual needs. We observe and plan for your child in three PRIME areas:
- COMMUNICATION & LANGUAGE
- PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
- PHYSICAL DEVELOPMENT
and four SPECIFIC areas:
- KNOWLEDGE & UNDERSTANDING OF THE WORLD
- EXPRESSIVE ARTS & DESIGN
Any concerns raised over development in the above areas, would result in Targeted planning for your child in the areas of concern. For example, if your child’s speech was delayed, we would plan an environment and activities to encourage language, provide resources and ideas for you to use at home and work in line with Speech & Language Therapy advice.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We provide a home from home environment as the setting is a converted bungalow. The walls and furnishings are decorated with natural and neutral colours, and the setting has plenty of natural light, this helps to provide a homely and calm environment. We have an extensive outdoor garden which is divided into zones providing different spaces for different purposes. The inside of the building is also made up of different zones for each of the Areas of Learning, with resources freely available in each of the zones thus providing an Enabling and supportive environment for all children.
We have access to a wide variety of resources and any specialist equipment will be resourced by our SENCO. If your child is receiving support from other agencies outside of the setting it may be possible to claim extra funding for additional resources, this is dependant on certain criteria being met.
All of our staff are fully qualified practitioners with in-depth knowledge of Early Years Practice. Most staff have had experience of working with children with a variety of Additional or Special Educational Needs. Some staff have received specialist training in a variety of subjects, for example, Speech & Language, Autism, Behaviour Management. We use the Best Practice Guidance Document to support our teaching and planning. The document was written by The Specialist Teaching and Learning Service and it sets out a range of teaching strategies to support children in the following areas:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- physical/sensory difficulties.
These four broad areas of need are identified in the SEND Code of Practice which our setting has a copy of and our SENCO (special educational needs co-ordinator) has received training on.
If your child has a condition that is unfamiliar to us, we will seek out as much information as possible and request specialist help and guidance where appropriate.
What additional support does the setting provide for children with additional needs or SEND?
Our setting provides a targeted approach with regards to planning for children with additional needs. Our SENCO will ensure Keypersons collaborate with you to plan activities for your child, they will endeavour to refer you to outside agencies if necessary, give you advice on accessing help from your Local Children’s Centre, give you advice and support on things you can do at home.
If a referral is made and accepted a Specialist Teacher will visit your child to provide additional advice and guidance and may make further referrals to other services as appropriate. At all stages you will be consulted.
How will the setting monitor my child's progress and how will I be involved in this?
We have an effective Keyperson/s approach. Your child’s keyperson plans, reviews and monitors every aspect of your child’s development. They are responsible for ensuring and supporting your child’s wellbeing. They will chat with you about plans and activities they are doing to support your child, give you ideas on things to do at home. You will have access to your child’s Learning Journal which lays out your child’s progress in photographic and written observations. Assessments of your child’s progress are made at least three times a year. You can request a meeting at anytime if you require and your child’s keyperson may invite you to attend a meeting as appropriate.
There are also two statutory assessments; the Progress Check at Age Two and the Early Years Foundation Stage Profile. Most children will have started school before the EYFS profile is required but the Progress Check At Two is important and is ideally completed before your child’s Health Visitor Developmental Check at the age of 2yrs.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We are committed to Equal and inclusive practice. This means that regardless of your child’s gender and ability/disability every child will be given the same opportunities for learning. In some cases, this will mean adapting the environment to support specific needs or adapting planned activities to ensure all children can participate.
Most trips that we take are local and a risk assessment is carried out prior to the trip, this will involve a member of staff doing a ‘research trip’ first to highlight any problem areas. Any risk assessment will be reviewed if a child with a new condition starts at the setting to ensure no new risks have arisen. A first Aid box and essential contact details are taken on any trip along with any specialist equipment that may be needed.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our setting is based in a converted bungalow, this means that the inside of the building is all one level with no stairs, the inside of the building is fairly spacious. Our outdoor area is extensive and relatively wheelchair friendly. Access can be made available through our side entrance and baby room for wheelchair users. We are currently looking at options for wheelchair access into the building from the main front gate. We currently do not have a purpose-built disabled toilet, but would endeavour to make any reasonable adjustments where possible. We have a small car park at the front of the building.
How will you support my child's transition to a new setting or school?
If your child is transferring to a different setting, we will ensure a Transition/progress report is completed for you to take with you. you will be given your child’s personal Learning Journal and any other reports or relevant paperwork; all of these documents can be passed onto your child’s new setting. We would always encourage you to do visits to any new setting that your child may attend and where possible may accompany you on visits.
If your child is leaving us to go to school, again a Transition/progress report will be completed, your child’s Learning Journal and all relevant reports and paperwork will be given to you to pass onto the school. School visits will be arranged and primary school teachers will visit our setting to get to know your child a little better, they will probably speak to your child’s keyperson/s to discuss any areas for concern or extra support that may be needed.
In the run up to your child leaving our setting we may provide activities to help support the change, for example photobooks of the new setting/school and its staff, reading and looking at story books that discuss starting a new school or dressing up in school uniform.
If you have any concerns with regards to your child starting school or attending a new setting, we will happily liaise with them as appropriate with your consent.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We review our effectiveness buy reviewing our policies and procedures on a regular basis. This is done at least annually but may be more frequent following training updates, staff meetings and Early Years Special Educational Needs Forums. We welcome any parent/carer to contribute to our evaluations, this can be done through your child’s Keyperson/s at any time or through our annual Questionnaire.
Who should I contact if I am considering registering for a place at the setting?
You can contact us directly on the settings phone number and request any necessary information that you may require. You will be invited to visit the setting to have a look around and discuss your child’s particular needs. Settling in visits would then be arranged and the length and quantity of the ‘settling in visits’ would be dependant on your child’s needs. You will be introduced to your child’s Keyperson/s who, with the support of our Senco, will help to settle your child into the setting. Any additional support or funding that may be necessary will be sought as soon as is practically possible. Home visits may also be an option.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We pride ourselves on having a very open, friendly setting where parents/carers can discuss anything they feel relevant. Your child’s keyperson/s is usually available to listen to any concerns you may have and you can always ask to speak to the Manager if required. We have a statutory complaints policy which is available on request along with all of our Policies and Procedures. There is a poster displayed on our notice board giving details of who to contact if you wish to make a formal complaint. Our annual questionnaires also give you the opportunity to provide feedback as do our Website review cards.