Little Oaks Ashford is situated in the grounds of the William Harvey Hospital in a purpose built building registered for children aged 3 months to 11 years, we cater for children of parents who work for the NHS as well as children in the wider community. We are open 7am till 6pm 52 weeks of the year, apart from the bank holidays. We have four light, bright & spacious rooms, starting with our baby room followed by our explorers room, then adventurers room and finally our pre-School room. We also run a holiday club during the school holidays for children aged 4 years to 11 years. Our outdoor garden is very large with lots of different areas for the children to explore including a planting area, construction site, mud kitchen, cosy corner & plenty of room to ride cars, bikes & scooters. Our amazing team of 24 staff are all qualified and highly experienced, they create a wonderful welcoming, learning and fun environment for all the children in our care.
Little Oaks - Ashford
Who to contact
Where to go
William Harvey Hospital
- TN24 0LZ
Drive in the main entrance of the WHH and take the first left, follow the road round passing the private hospital & care home. Continue along the road, through the staff parking and all the way around the back of the hospital, we are situated next to the channel day surgery.
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 0 month(s) to 11 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 18:00
- ECD Type
- Day Nursery
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 5 74 5 8 74
- Contact Provider for Vacancy Details?
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Dressing Up, Dance, Nursery, Outdoor Activities, Themed Sessions, Environmental Area, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Woodwork, Refreshments, Books, Sign Language / Makaton, Bike, Sleeping Area, Slide, Stories, Sports
- Other facilities information
- We offer forest & beach school sessions for our Pre-school children. All meals are cooked on the premises and included in our daily rates
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/11/2007 Integrated Good 20/04/2011 Inspection (Early Years Register) Good 27/10/2015 Inspection (Early Years Register) Good 21/08/2018 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
When your child begins at Little Oaks, they will be assigned a key person. The key person is there to support the child, make observations and progress their development through individualised activities. When a child begins at the nursery, they will have play visits where the key person will complete an 'all about me' form with the parents/carers to discover a little bit more about your child and their likes and interests. The key person will talk with you about your child’s strengths and any areas where you may have concerns.
When observations are being made on your child the key person will link these to the Early Years Foundation Stage. If they have any concerns about your child’s development, they will speak to the settings Senco who will be able to provide advice and guidance regarding their concerns. As a setting we will always speak with the parents/carers about your child’s development and the progress your child is making. The Senco is always available to meet with if you have concerns about your child’s development and/or behaviour.
At 2 years old your child’s key person will complete a 2-year progress check. This may highlight any areas of development that your child is delayed in and his in turn can be used to put a plan in place to progress your child in that area, through activities and observations. The 2-year progress check can be shared with your child’s health visitor when they have their 2 and a half year check.
Our Senco is here to support the children, staff and their families.
How will I be informed / consulted about the ways in which my child is being supported?
The key person will make observations on your child each week and these will be sent to you via your child’s online learning journey on our Eylog system. Each time your child attends you will be given a verbal handover from either your child’s key person or a member of staff working in your child’s room.
Parents/carers are also able to share progress and achievements with us via the Eylog, which we are then able to share with your child whilst at the setting. This will show your child’s development whilst at home and in the nursery and may show your child’s development and achievements in a variety of ways.
If from these observations your child’s key person has any concerns regarding your child’s development, they will discuss them with the settings Senco who will arrange a meeting with you as parents/carers. From here a plan can be made to progress your child’s development with the support they require. This may be done via a targeted plan, personalised plan, or advice and support from other agencies such as the inclusion team or other early years professionals.
The keyperson will also write a summative report twice each year to show your child’s development in a little more detail.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
As a setting we follow the Early Years Foundation Stage and provide the children a wide range of activities that support your child’s learning in a range of ways. These activities can be adapted and changed to suit the needs of the individual child. The activities will target the three prime areas of development and the four specific areas. From the activities we provide we will observe, plan and assess your child’s development and move them forward by planning an appropriate next step.
Activities may be completed in small groups or on an individual basis depending on the needs of your child.
Communication and Language.
We will provide a language rich environment that is in line with the current needs of the children in the setting.
Use individual and small group activities.
Work in line with advice from speech and language therapists.
Provide visual prompts and Makaton signs.
Provide advice and ideas for parents/carers to use at home.
Personal, Social and Emotional Development
Using small targeted group or individual activities.
The Senco may attend advice workshops with other professionals to develop a network of support and advice from a range of agencies.
The Senco may attend specialist information sessions.
To build links with specialist therapists for example physiotherapists or occupational therapists.
To provide an accessible environment to meet the needs of the individual, making sure the areas are available for all.
We have a sensory room to provide a calm, quiet space for the children during the day if it is required.
There is regular access to the outside space for the children.
If your child has a specific dietary requirement, we will provide a menu that caters for this.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
If your child has additional needs strategies can be put in place that cater for these. This may include changing the physical environment to make the activities easily accessible. Each room has the furniture set up to support the children’s learning and development. The furniture is moveable and changeable and can be adapted to suit the needs of the children.
There are areas that can used for calm and quiet activities and there is a sensory room available to use if the children would benefit from being here. The building is on one level and has wide doors to enable easy access for all. The furniture is set at an appropriate height for the different ages of children in the different rooms. The outdoor environment can be accessed by all children and provides a range of equipment for different aged children. There is a separate fenced off area available for our babies and toddlers.
Each room provides a range of resources that caters for the different learning needs of the children. These can be accessed by all rooms so that the children’s individual needs and abilities are catered for. If necessary, the Senco can liaise with outside agencies to provide specialist equipment that caters for your child’s needs.
The staff in the setting are trained in Early years practice and some have attended additional courses to support the children’s learning for example using Makaton. W use the best practice guidance to support teaching on a universal, targeted or individualised need based on the following areas; communication and interaction, cognition and learning, social emotional and mental health and physical or sensory difficulties.
What additional support does the setting provide for children with additional needs or SEND?
The setting offers a graduated approach to supporting children with SEND and this is set out in our SEND policy. The setting will make observations and set targets in relation to the child and from here we will make an assessment to see if further invention is required. This may be from outside agencies including speech and language therapists, the inclusion officer or advice from the local Early Years LIFT team. We will obtain consent from parents/carers before taking a child to LIFT, thus enabling us to seek advice and support from outside agencies. If outside agencies become involved targets will be set in the form of a personalised plan. Personalised plans are reviewed regularly, and new targets may be set if progress is being made. Regular meetings will be arranged with parents to review progress and set new targets or interventions.
If a child has additional needs that requires the staff to have additional training, this would be discussed prior to the child starting at the setting.
How will the setting monitor my child's progress and how will I be involved in this?
Each child is allocated a key person when they begin at the setting. The key person will make observations on the children on a regular basis and these will be completed for all areas of development. Observations are shared with parents/carers via the child’s online learning journey on our Eylog system and any questions that parents/carers have regarding their child’s progress can be discussed with their key person. Activities are planned for children as individuals and next steps will be planned according to the child’s developmental needs.
Each child will have a summative assessment completed on them twice a year where your child’s progress will be written about for the previous months. This is also done via the Eylog. Parents/carers can share observations and achievements of their child whilst at home and this can be shared with the setting via Eylog. This makes it a collaborative process between parents/carers and the setting as we can also celebrate and record your child’s achievements and learning.
If you have any concerns regarding your child’s development, you can arrange a suitable time to meet with your child’s key person to discuss these.
Your child will have a progress check completed on them aged 2 years and this will show how your child is progressing and developing. The progress check can be shown to your child’s health visitor at their two and a half year development check.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
All children within the setting will be treated as individuals and activities can be adapted according to the children’s needs. Each rooms layout is designed so that all areas of are accessible to all children and these can be adapted and changed where necessary.
Risk assessments are carried out before outside trips are made to ensure they are suitable for all the children involved. Changes to the arrangements of the trip may be made accordingly to meet the needs of the children involved. We use the ratios set out in our outings policy for trips in the local area and trips further afield. The staff ensure that appropriate measures are taken to include all children.
How accessible is the building for children with mobility difficulties / wheelchair users?
The building is set out on one level with wide accessible doors enabling wheelchair access. The setting has a disabled toilet and low-level sinks to meet the needs of all individuals. The rooms can be adapted to meet the needs of wheelchair and walking frame users by altering the way the furniture is set out.
How will you support my child's transition to a new setting or school?
When a child is ready to transition to a new setting or school, we will write a transition report providing the new setting with all the relevant information about your child and their progress.
We invite the schools into the setting to come and see your child and this gives us to opportunity to pass on any relevant information.
When a child is transitioning to school, we give them the opportunity to take one of our school bears to the school when they make visits. We encourage them to take photos and write about the adventures they have had when visiting the new setting.
The staff talk regularly to the children about school to make the children feel at ease about the next stage in their lives.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We use an EYFS tracker to monitor and check children’s progress. If staff have concerns about the development of one of their key children, they are can seek advice from the Senco. The nursery holds staff meetings where staff can discuss any concerns they have regarding children in their care and then a plan can be made. The Senco will cascade new information to staff at this time too.
The SEND policy is regularly reviewed.
We hold meetings with parents to discuss any SEN concerns they have and during these meetings targets may be set and these can be agreed by the parents.
The Senco can attend lift meetings to seek advice from other professionals and can liaise with the inclusion officer to seek advice regarding any SEN concerns.
Who should I contact if I am considering registering for a place at the setting?
If you are considering Little Oaks Ashford for your child then we recommend you contact our management team, Laura Hooper - Nursery Manager and Kelly Stanley - Deputy Manager. We will be happy to show you and your child around the setting. They will be able to give you a tour of the nursery and provide you with the relevant information that you need. If you would like your child to join our setting, we will be able to provide you will the relevant forms and discuss if we have a space available.
Once a place is offered you asked to come in for a play visit with your child to fill out our paperwork and discuss any requirements your child may have. Your child will then attend a play visit on their own and once these have been completed and providing, we do not feel that your child will need any additional play visits, your child will be able to start their nursery sessions with us.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
As a setting we value feedback from yourselves as parents. This may be in the form of informal verbal comments or feedback given through our anonymous questionnaires. The management team are always available for you to speak to and this may be to alleviate any concerns you may have or share a compliment.
We like to have a positive relationship with our parents and value your feedback.
If you have any concerns or complaints, we advise you to discuss this with the management team in line with our complaint’s procedure. A copy of all our policies are available to read in the front entrance hall.
We regularly receive positive messages and tokens of thanks from our parents and enjoy working in partnership with our parents to make our setting an inclusive environment for all the children in our care.