Home Farm Children's Nursery Ltd
Who to contact
- 01580 764222 ext 327
Where to go
- TN30 6LT
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 6 month(s) to 4 year(s), 11 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
- Table of costs
Table of costs Amount Cost Type £4.30 Per hour £43.00 under 3's Per day
- ECD Type
- Day Nursery
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 1 12 2 2 20 3 5 36 0 5 36
- Sandpit, Arts And Crafts, Music, Computers / It, Refreshments, Cookery, Messy Play Area, Outdoor Adventure Play Area, Books, Ball Pit, Themed Sessions, Bike, Tv/video/dvd, Play House, Sleeping Area, Slide, Climbing Frame, Games / Puzzles, Visits and Outings, Garden, Walks
- Wheelchair Access
- Wheelchair access details
- We have ramp access to setting, wide doorways amd a large toilet area for wheelchair use.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 15/10/2009 Inspection (Early Years Register) Good 14/03/2013 Inspection (Early Years Register) Good 09/11/2016 Inspection (Early Years Register) Good
What is the Local Offer?
All local authorities are required to make information available to parents and carers about the provision, services and support available locally to young children and young people with SEND. This is known as the Local Offer.
The Local Offer has two key purposes:
- To provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it.
- To make provision more responsive to local needs and aspirations, by directly involving disabled children and those with SEN and their parents/carers and service providers in its development and review.
Early Years providers have a duty to co-operate with Kent County Council (KCC) by:
- Contributing to the special educational provision available
- Developing a range of early education services
- Making information available to parents/carers and the general public.
What does the law say?
Section 30 of the Children’s and Families Act 2014 requires local authorities to publish a Local Offer which sets out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEND.
In addition, every setting must have regard to their statutory responsibilities to ensure that no children is treated less favourably because of their individual needs, especially:
- Statutory guidance for the early years foundation stage (EYFS) (2017)
- Special educational needs and disability code of practice: 0-25 years ((2015)
- Equality Act (2010)
There are 12 questions, devised in consultation with parents/carers, and other agencies, which reflects their concerns and interests. These will be answered by services to provide information to parents and carers which will enable them to make decisions about how best to support their child’s needs.
Special Needs Support
How does the setting identify children with additional needs or SEND?
On admission to the Nursery we ask you to complete an ‘All About Me’ form which gives us a chance to get to know your child and their particular strengths or areas where they may need extra support. We ask about your child’s interests at home so that this can inform our planning. When your child starts we assess their starting points in line with a document called Development Matters.
The completion of the Progress Check at 27 months is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps identified. The next step may involve your child’s Key Person targeting a specific area and to plan in additional opportunities for your child to gain further experience in this area. This would be written and shared with you through a targeted plan.
At the end of each term a ‘Unique Story’ and ‘My Unique Progress’ is completed and again this may be a time when any delays in development can be discussed and appropriate next steps identified.
How will I be informed / consulted about the ways in which my child is being supported?
The Key Person approach is a cornerstone of the Early Years Foundation Stage and of our practice.
Your child’s Key Person will be involved right from the start so that a strong and positive relationship can be built with your child and with you. There are lots of ways that you can feel involved in how your child is being supported:
- Daily informal contact at the beginning or end of your child’s session.
- Opportunities for meetings at your request throughout the year.
- Detailed Early Years Keepsake books, which set out photos and observations of how your child is developing through the year.
- ‘My Unique Story’ which sets out a summary of what your child has done over the last term, along with what they enjoy, doesn’t enjoy, how their well-being and involvement is. What your child’s Key Person is committed to do for the following term. Also there is a section for you to fill in regarding changes at home, any questions, what your child enjoys and doesn’t enjoy and what you are doing at home. This is completed three times a year.
- Progress Check at 27 months
- An invitation to a Parents Evening twice a year when we let you know about your child’s progress and any additional support they might need.
- Collaboration with you on any extra planning we put in place e.g. a targeted plan.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
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 three prime areas and four specific areas.
Our planning at the Nursery is based on each child’s individual interests and needs and includes some topic based learning.
Each term your child’s Key Person will complete a PLOD (Possible Lines Of Development) sheet to enhance your child’s development.
If there is a delay in your child’s development, their Key Person and SENCO will work together to create a Targeted Plan. This highlights certain areas of development for particular focus, and steps to take to help your child meet those targets.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
The rooms benefit from natural light. The walls are painted in neutral colours to promote a sense of calm; this is further enhanced by soft furnishings and rugs to minimise noise and encourage a sense of well-being. We have some moveable furniture to facilitate small group activities and quiet areas.
Our SENCO will work with Key Persons 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.
We plan for each child individually. We use a range of visual support materials including timetables, labels and timers, as well as Makaton and Sign and Say.
What additional support does the setting provide for children with additional needs or SEND?
If your child is making insufficient progress through a targeted plan, the 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 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 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 take further referrals to other services. At all stages, you would be consulted.
In the past, where we have received children with a condition we are unfamiliar with, the Nursery Management have contacted health professionals to come in and give everyone an overview.
How will the setting monitor my child's progress and how will I be involved in this?
You will be able to talk to your child’s Key Person at the beginning /end of the session where possible. Your child’s Key Person will invite you to see your child’s Early Years Keepsake Book and hear about their progress at the end of each term. This also provides an opportunity to talk about any concerns. Individual appointments can also be made if you cannot make the dates and can always request a meeting at any reasonable time. Parent Evenings are held twice a year.
We make an overall assessment of your child’s progress three times a year. This is recorded on ‘My Unique Story’ and ‘My Unique Progress’ Summary sheet. 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 very important. The progress Check will be completed ideally in advance of your child’s health visitor health development check at the age of 27 months; the check gives us the opportunity to discuss with you your child’s starting points and the progress they have made since starting. If your child is delayed in any area of development, we will discuss this with you and you can discuss this with your health visitor.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Your child’s Key Person will ensure that any planned activities are suitable or adapted to meet your child’s needs – this is called differentiation.
Risk assessments are carried out before any activities are commenced outside the setting. We consult and work with parents to ensure that all children are able to engage with the local environment. If parents do not accompany us on trips the ratio is two children per adult unless it is considered necessary for one to one support.
How accessible is the building for children with mobility difficulties / wheelchair users?
Both buildings have wheelchair access; the open plan environment also ensures ease of movement. Each building has a disabled toilet to ensure wheelchair access. The outdoor area is accessible from both buildings via ramps. The surface is suitable for children using wheelchairs and frames.
Whenever possible we will make any reasonable adjustments to meet the needs of the children, parents or staff.
How will you support my child's transition to a new setting or school?
On transition to a new setting or school, the child’s Key Person will complete a ‘My Unique Progress/Transition’ report which incorporates information of where the child is at for each area of development, how and where they like to learn, strengths and identifies areas to develop across the curriculum.
Relevant paperwork is passed on; with Parental consent such as your child’s Progress Check at 2, Early Years Keepsake book, Target Plans and Educational Health Care Plans.
In the last term we carry out activities with the school leaving children which include dressing up in school uniform, talking about the school they are going to attend and make a photo book about the school they are going to be attending.
We work closely with our local schools, displaying leaflets of settling in sessions, story times etc.
We support the children by arranging for the class teacher to visit the children at the Nursery when possible.
Parents are given a leaflet on helping their children to prepare for school with details of the expectations that school will have about the children’s skills and knowledge.
As a setting we plan routine activities that support the children to accept the change with a sensitive and nurturing approach.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCO will attend as many LIFT and SENCO forum meetings as possible. At staff meetings we discuss any SEN concerns. We carry out regular parent and Key Person assessment visits. Once a year a Parent questionnaires is sent out. We review our policies and procedures.
Who should I contact if I am considering registering for a place at the setting?
It is our intention to make the Nursery accessible and inclusive to all children and families who wish to use our childcare provision.
You should contact the Nursery Management. We will invite you to come and visit the Nursery and discuss your childcare needs and we will try to accommodate within our ability.
Pre-visits will be booked in where you and your child can stay and play for an hour, enabling the staff to get to know your child and ask you any questions and for the child to settle into the Nursery environment. The number of pre-visits are based on how your child is settling.
Staff will undertake further training to enable children with additional medical needs to attend the Nursery.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Copies of all policies can be found in the office including our complaint procedure.
We have an Open Door Policy at the Nursery.
Once a year we send out a parent questionnaire.
Parents are always welcome to make an appointment with their child’s Key Person or the Nursery Management to discuss their child or the Nursery.
Twice a year we have Parents Evening.
From the feedback that we get the management discuss at a staff meeting (if necessary) and work out an outcome. We gather all the information and put the outcome into a letter to the parents (if necessary).