Bumble Bees Private Day Nursery

Bumble Bees is a privately owned day care setting which was established in August 1994 by the current owner, Angela Manser.

The Nursery is divided into 2 main areas. On the Ground floor the Nursery is registered for 40 children between the ages of 2-5 years.

The second floor is accessed by a video entry system at the rear of the property and is solely for the use of the baby unit accommodating babies from birth to 2 years.

The Nursery is currently registered for 58 children daily.

The Nursery area consists of 4 main rooms each equipped for different areas of the Early Years Foundation Stage curriculum. We have a craft /messy room, a soft play/dance and music room, a learning room with emergent writing area, book corner and smartboard and also a play room for role play and imaginative play.

There is also a well equipped kitchen for the Nursery to use and low level childrenʼs toilets and hand basins.

Children have access to the garden on a daily basis to ensure that they get fresh air. The garden is split into 3 areas. The side garden consists of a large pagoda, providing a large shaded area in wet/sunny weather. This area is used as an outdoor classroom, for storytelling and for dance.

The rest of the side garden is equipped with a fantastic wooden climbing frame, bridge and stepping stones, with artificial stream/grass to stimulate the childrenʼs imagination and creativeness through play.

The rear garden allows children to be imaginative in role-play with the use of a wooden car and caravan. We also have a quiet area where children can enjoy more quieter activities including reading stories. This area is partially covered allowing outdoor play in all weathers.

Who to contact

Contact Name: MRS ANGELA MANSER / MRS LOUISA NORMAN
Contact Position: OWNER / MANAGER
Telephone: 01892 835502
E-mail: angelabumblebees@aol.com

Where to go

Address

47
Station Road
Paddock Wood
Tonbridge
Kent

Postcode

TN12 6AB

Notes

Our aim at the Nursery is to provide a safe, welcoming, friendly and stimulating environment in a homely setting, while at the same time preparing the children for the transition to Primary School.

The Nursery area consists of 4 main rooms, each equipped for different areas of the Early Years Foundation Stage curriculum. We have a craft /messy room, a soft play/dance and music room, a learning room with emergent writing area, book corner and smartboard and also a play room for role play and imaginative play.

There is also a well equipped kitchen for the Nursery to use and low level childrenʼs toilets and hand basins.

The rear garden allows children to be imaginative in role-play with the use of a wooden car and caravan. We also have a quiet area where children can enjoy more quieter activities including reading stories. This area is also partially covered to allow outdoor play in all weather.

Our baby unit is on the first floor and divided into two rooms, Didiʼs and Miniʼs. Both rooms have access into a shared sleep room and also benefit from having a separate kitchen from the Nursery. The baby room is registered for 18 children split into 2 rooms. The babies will remain in the Baby Room until around their second birthdays.

Our babies are given breakfast, lunch and tea daily in the cost of the daily fee and all snacks and drinks are provided apart from formula milk. The nursery encourages healthy eating and so therefore the children are offered healthy snacks and either milk or water to drink.

Lunch is supplied by Zebedees and is a hot balanced meal. The company can also supply us with any dietary restricted meals. Younger babies can be offered an alternative to the main meal as the baby room staff ensure that the babies have the continuity of their routine from home.

The babies daily routine offers them lots of exciting and new experiences. Babies are introduced to messy play such as sand and water play, play dough, gloop and shaving foam, just a few from the range of activities on offer. Craft work, including painting and sticking are also offered on a daily basis and children are encouraged to explore the activities and have fun with mark making in many forms.

Although our babies are split into two rooms, both rooms are used for all our babies across the day. The staff also ensure that time is spent in the garden on a daily basis as long as the weather permits. On quieter days in the Nursery, the older babies are also given the opportunity to explore the play room downstairs.
Toys are rotated to ensure variety on a day to day basis and staff plan, prepare and implement activities to compliment the Early Years Foundation Stage Curriculum.

Bumble Bees prides itself on low staff turnover, allowing continuity for the children. The Childrenʼs key people plan and record the childrenʼs activities and progress through the Early Years Foundation Stage and ensure that each childʼs individual needs are met. The childrenʼs daily record is emailed to parents at the end of the day to keep parents informed of their childʼs daily activities. Staff ensure that feedback is also given verbally to parents at the end of the day.

It is important to us that all children are welcome at the nursery and we endeavour to include children from different cultures and backgrounds.
All Bumble Bees staff are fully vetted before their employment with us. References are checked and DBS (Police) checks are made. All staff in our employment update their First Aid Qualifications every 3 years and have also attended Child Protection training. The majority of our staff hold at least a level 3 Qualification.

Angela Manser, as Proprietor is supported by Louisa Norman, Manager.

The Nursery does not use Agency staff but calls on its own bank staff to help out in busy holiday periods or when staff are off sick.

When is it on?

When is childcare available

Open All Year

Carescheme Age Range:: 0 year(s), 0 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

50 WEEKS. CLOSED ONE WEEK AT CHRISTMAS AND BANK HOLIDAYS

Other Details

Table of costs

Table of costs
Amount	Cost Type
£72	Per day

ECD Type

Day Nursery

Offers pickups

Cost(s)

Cost details

Contact provider for details 01892 835502

3-4 Year Old Funding?

Yes

2 Year Old Funding?

Yes

Total vacancies

Vacancies Details

VARIES - CONTACT US WITH SPECIFIC INFORMATION/ REQUIREMENTS

Immediate vacancies?

Contact Provider for Vacancy Details?

Yes

Vacancy Information Last updated Date

01/03/2023

Facilities

Sandpit, Cot Room, Arts And Crafts, Music, Literacy and Numeracy, Computers / It, Air Conditioned, Cookery, Messy Play Area, Books, Toys/dolls, Dressing Up, Bouncy Castle, Dance, Ball Pit, Outdoor Activities, Sleeping Area, Slide, Climbing Frame, Water Play, Games / Puzzles, Play Room, Garden

Notes

The Nursery is located close to Paddock Wood mainline station and enables parents to commute to London in around 50 minutes. Our catchment area is quite wide and our transitions into Primary school have seen children going to as many as 10 different schools in one year.

Many of our parents are working parents on either a part time or full time basis. We also have a number of children whose Parents have chosen the setting for the educational aspect and not necessarily needing it for work commitments.

We are able to offer children with AEN and SEN and we have an appointed SENCO who liaises with the relevant parties and ensures the child's individual needs are catered for.

Languages Spoken:

English

Wheelchair Access

Ofsted Information

Ofsted URN: 127060; Link to latest ofsted inspection report

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 free entitlement is offered. To access the full 30 hours children need to attend 3 days per week or more.

Up to 10 hours funding can be accessed in any one day. There is an additional charge made over and above the funding to cover sundries, meals etc.

Stand alone sessions are available between 8am-11am and 3pm-6pm daily subject to availability.

Service status

Status: Open

Local Offer

Description

During trial sessions at the Nursery, before your child starts, we will go through a number of forms to complete and this will include an 'All about Me' form. The trials are a valued way for us to get to know your child and to ask any questions about their individual needs.

When your child first starts we assess their starting points, in line with a document called' Development Matters'.

On a termly basis, progress trackers are completed on all the children. These help identify any particular need or strength.

Completion of the Progress Check at the age of 2, is a Statutory requirement, and any next steps identified at this point will be discussed with parents.

The next steps may identify a specific delay in development in one or more areas and if this is the case, the child's keyperson along with the SENCO will produce and share with the parents a targeted plan to support the needs of the child.

The SENCO at the setting will ensure that the Parent and Child will have access to to any resources or support deemed necessary.

Being a SENCO includes:-

Attending relevant training

Working in Partnership with Parents

Supporting your child's Keyperson to review your child's progress on a regular basis

Completing Observations and Relevant paperwork

Liaising with the Local Equality and Inclusion Advisor

Making Referrals to appropriate Professionals with the Parents consent

Attending the Local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching and Learning Service

Special Needs Support

When your child first starts we assess their starting points, in line with a document called' Development Matters'.

On a termly basis, progress trackers are completed on all the children. These help identify and particular need or strength.

Completion of the Progress Check at the age of 2, is a Statutory requirement, and any next steps identified at this point will be discussed with parents.

The SENCO at the setting will ensure that the Parent and Child will have access to to any resources or support deemed necessary.

Being a SENCO includes:-

Attending relevent training

Working in Partnership with Parents

Supporting your child's Keyperson to review your child's progress on a regular basis

Completing Observations and Relevent paperwork

Liasing with the Local Equality and Inclusion Advisor

Making Referrals to appropriate Professionals with the Parents consent

Attending the Local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teachimg and Learning Service

The day to day care of your child will be undertaken by his/her assigned Keyperson. The Keyperson is responsible for the planning and recording of your child's development.

If concerns arise the Key Person will bring this to the attention of the SENCO.

The SENCO and Keyperson will discuss how they feel the child can be supported and Parents will be invited to an informal meeting to discuss and concerns or changes to be implemented. Regular contact with parents will take place to ensure that any support or interventions can be discussed and any progress made can be fed back.

The EYFS is an Educational Framework which allows Key Persons to plan for your 'Unique Child'.

We observe, assess and plan for your child in 3 Prime areas and 4 Specific Areas as listed below;-

Communication and Language, Personal, Social & Emotional Development Physical Development

Literacy, Mathematics, Understanding of the World and Art & Design

Environment

Our teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend and give full involvement to their learning. We operate in small groups within our nursery touring around different themed rooms to enable us to provide a calm environment to facilitate small group activities and quiet areas to encourage a sense of well being. We have a variety of storage units which are clearly labelled with pictures for children to choose and access independently. We have other labels and pictures within the environment to offer visual aids for all of our children.

Resources

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 people 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, Staff training or support additional staff cover if required.

Teaching Strategies

All our staff are trained in early years practice and some of our more experienced/Senior staff have received training in supporting children with additional needs. We use the Best Practice Guidance document to support our teaching. This document which was written by The Specialist Teaching and Learning service sets out a range of teaching strategies which can be used to support children, e.g the use of visual resources and simple Makaton signing. The book is divided into universal, targeted and personalised levels to enable us to support children in the 4 broad areas of need. The areas of need are identified in the SEND Code of Practice and compromise

. Communication and interaction

. Cognition and learning

. Social emotional and mental health

. Physical / Sensory difficulties

Our policy on Special Educational Needs, sets out the graduated approach that we use to support children ( See Question 4 )

If your child is making insufficient progress through a targeted plan, the SENCO working in partnership with your child's 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 support from outside agencies , the targeted plan would be changed to a personalised plan.

If required your consent would be obtained to refer to the Specialist Teaching and Learning Service through the Local Inclusion Team Forum (LIFT) meeting which is held 6 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 if required and would support your child's transition to school. At all stages, you would be consulted.

We offer training to our staff to help with strategies and techniques for children's individual needs. Two of our girls have attended Speech and Language training to assist them to help their Key children with Speech and Language needs. Our SENCO attends regular training to support her role to enable her to broaden her knowledge of specific needs.

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

Your child's Key person will update your child's learning journey on a monthly basis and this gets sent home with you so you can hear about his/her progress; We add a parent information sheet for you to add details of any areas of your child's development that they have achieved at home or any concerns that you have.

You are given daily feedback of your child's day and any concerns are discussed with you and it is a time that you can discuss any concerns with your child's development/ behaviour too.

Individual appointments can also be made if you would like to discuss your child's development in a private environment. We have an annual parents evening as well, which is an ideal time to discuss your child's progress and development.

We make an overall assessment of your child's progress three times a year. There are also 2 statutory assessments; the Progress Check at age Two and The Record of Transfer which is done when your child leaves to go to school.

The progress check at Two is very important. The Progress check will be completed around about the same time as your child's health visitor health development check at the age of two; the check gives the opportunity to discuss with you the progress they have made since starting in our setting. If your child is delayed in any area of development, we will discuss this with you and you can also discuss this with your health visitor.

We pride ourselves on our partnership with parents and we feel this plays an important part of us feeding back to you about your child's development.

A commitment to inclusive practice that enables all children to be included is at the heart of our work. Each Key person will plan for each child's individual needs adapting activities so that all children can be included. This will include adapting the environment and any props, equipment used, splitting into smaller groups, using visual props, an adult sitting with/alongside a child at circle times or through activities to guide and assist if necessary.

Whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff. Please let us know if you have any difficulties with accessibility.

As soon as parents are informed which school there child is attending in September, we email the parents asking us to inform us of the name of their school. We then liaise with the schools inviting teachers to come into our setting to meet the children, we also update the teachers of each child's progress they have made within the EYFS and make them aware of any SEN or AEN. We have in the past asked for the schools to provide us with a picture book of the school entrance, classroom, teachers to aid each child with the transition. The schools have various settling in sessions for the children as well to help each child settle.

In June we invite the parents to come for a meeting where we go through the record of transfer, which details the child's progress to enable the teachers to plan for each child at the correct level. With the parents permission this record is passed onto the school and the parents have a section that they can fill in with any relevant information. We also pass on any personalised/targeted plans so the schools can carry on with any targets that a child has been working towards.

The term before children start school the Specialist Teaching Service invites settings and relevant schools to a meeting to discuss any children that are receiving help from a specialist teacher so that transition into school can be discussed. The specialist teacher generally attends the setting to discuss transition with the parents and the progress the child has made and as to whether support will be continued at school.

We also have a School topic that runs through July, this gives the children an opportunity to discuss the school that they are going to and the children are encouraged to bring in their uniform, school bag to show at circle time. Photo props and stories about starting school are used for Key people to discuss with the children.

Childrens independence in self care skills is encouraged and as a result most children when leaving for school can take off/put on coats, fasten zips etc and go the toilet independently.

As a setting we regularly update our policies including any changes to SENCO procedures.

All staff are updated of any changes that are made and any relevant training is given.

Parents are updated on their child's progress and any feedback that we are given from the parent to help us to improve any areas of our SEN provision is taken on board. We also give out parent feedback forms each year which enables all parents to complete and any comments made are listened to and action given if we fill it is relevant.

LIFT meetings give us an opportunity to hear about any changes that have been made and hear about what other settings have put in place to give us ideas.

Please contact the setting directly If your child has additional educational needs our SENCO will be able to assist you and discuss any requirements before organising a viewing at the Nursery.

Our Senco policy provides the context for supporting children through the graduated approach and our complaints policy is given to new parents in a settling in session along with a verbal description of our procedure. The Ofsted number is displayed in our hallway.

All parents/carers are encouraged to discuss any concerns in the first instance with their Childs Keyperson or a member of the management team. Our hope is that anything brought to our attention can be dealt with before it becomes a complaint. If a parent feels that they wish to proceed further a feed back form and a complaint for is completed and relevant action taken.

Annual feedback forms are given out to parents to fill in and gives us an opportunity to reflect on our practise and make any changes that are relevant.

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Bumble Bees Private Day Nursery

Who to contact

Where to go

When is it on?

Other Details

Ofsted Information

30 Hours Extended Entitlement

Service status

Local Offer

Special Needs Support

Reviews

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Disclaimer:

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Bumble Bees Private Day Nursery

Who to contact

Where to go

When is it on?

Other Details

Ofsted Information

30 Hours Extended Entitlement

Service status

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND?

How will I be informed / consulted about the ways in which my child is being supported?

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

What teaching strategies does the setting use for children with additional needs or learning difficulties?

What additional support does the setting provide for children with additional needs or SEND?

How will the setting monitor my child's progress and how will I be involved in this?

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

How accessible is the building for children with mobility difficulties / wheelchair users?

How will you support my child's transition to a new setting or school?

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

Who should I contact if I am considering registering for a place at the setting?

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

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