Skip to main content

Creative Minds Nursery

Creative Minds Nursery is based in Deal, Kent.


We provide high quality care and education for children aged 3 months to 5 years. Creative Minds Nursery offers full day care with extended opening hours from 7am to 6pm. 


We offer creative learning through purposeful play in a high quality, stimulating learning environment in the heart of the community. 


Our highly qualified and experienced practitioners utilise the Early Years Foundation Stage curriculum to equip children with the skills to support all aspects of development.


‚Äč


 

Who to contact

Contact Name
Charlotte Hall
Contact Position
Nursery Manager
Telephone
01304 363180
E-mail
hello@creativemindsnursery.co.uk
Website
https://www.creativemindsnursery.co.uk/

Where to go

Address
25
Stanhope Road
DEAL
Kent
Postcode
CT14 6AD

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
year(s), 3 month(s) to 5 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing 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

Other Details

ECD Type
Day Nursery
Offers pickups
No
Cost details
Contact provider for details
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 16
2 2 12
3 5 34
0 5 34
5 7 34
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 months 18 months 9
18 months 30 months 12
30 months 36 months 24
36 months 60 months 24
Vacancy Information Last updated Date
25/07/2018
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
EY455789
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
04/11/2013Inspection (Early Years Register)Good
01/02/2017Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Service status

Status
Open

Local Offer

Description

Creative Minds Nursery offers creative learning experiences for all our children in a stimulating and homely environment.  We have highly trained staff with a wealth of knowledge and experience in Special Educational Needs and a dedicated Coordinator who works alongside staff and families to provide the best possible level of care and support for children and their families. We believe that all children deserve equal opportunities to succeed, develop and learn in a safe and supportive environment. 

Special Needs Support

When you first register with us you are offered two settle-in sessions during which you will complete paperwork all about your child and your family. This highlights your child’s interests, strengths, and any areas ways they may need extra support. We carry out a starting point assessment in line with the Development Matters document. The Development Matters is a document produces by Early Education and the Department for Education which acts as guidance for implementing the Early Years Foundation Stage curriculum. We carry out regular assessments throughout the year, that enable staff to identify any areas of learning and development that are below the expected area. The Progress check at age 2 is a statutory assessment which looks at child development, it can identify any areas that are lower than expected and next steps can be put in place, we do this alongside the health visiting service. The settings Special Educational Needs Coordinator (SENCo) is fully qualified and attends regular training around the areas of SEND. She carries out regular observations and audits to monitor all children and any areas of development that appear delayed can be supported. She will liaise with outside agencies and the local equality and inclusion team to bring the best level of care to your child. If she feels that it is necessary, and this has been fully discussed with you then she can attend a Local Inclusion Forum Team (LIFT) meeting to gain advice on the next steps to take in order to support your child and identify other professionals that can help. There is a photo and description of the SENCo role on the staff board in the main reception so that if you had concerns about your child, you know who you can speak to. 

The key person approach is a very important part of your child’s learning journey. The key person will be assigned to your child when you first start, and they will be your main point of contact. They get to know your child and plan for them based around your child’s interests and individual level of learning. When you first register we us we send you an email containing login details to a childcare app called ParentZone where you can see observations and other important information about your child at your own convenience. You can also access your child’s detailed learning journey on this system, which has all their observations with photos that you can print and keep. All staff give detailed handovers at the end of the session as well as publishing it on the system. We hold parent’s consultation evenings a few times throughout the year which are a great opportunity to know more about your child’s progress, but we can also arrange meetings at your request.  We have a monthly newsletter which details upcoming events your child can get involved in and to showcase the things we have been up to. If your child requires additional support then the SENCo and Key person will create a plan which contains targets to help reach the agreed outcome for your child. This plan will be shared with you and there is a section for you to add how you will support your child at home so that we can ensure we are all working in partnership. 

We understand that all children learn at different rates and in different ways, so we plan activities based around the children's interests and we adapt the plans to meet the individual needs of all children. Staff take the time to get to know their key children and observe the ways in which they play and interact. We focus on the Prime areas of the EYFS that include communication and language, personal, social, and emotional development and physical development as these providing the starting points to move onto the specific areas of learning such as maths and literacy. If a child is delayed in their development of the Prime areas, we will look to put in support and work alongside parents. We use scaffolding techniques to extend your child’s ideas, so they get the most out of their play. We use work around the child-initiated play and start to introduce adult led activity as children progress through the age groups. We provide a language rich environment which fits around the needs of all the children. We support children who have English as an additional language and will take reasonable steps to provide children with the opportunity to develop their home language in their play and learning. We carry out small group work at a targeted level to encourage the individual child’s interaction and communication skills. We carry out communication audits on each learning environment to highlight areas for improvement. We work in line with other professionals and agencies, following the targets that they set and incorporate them into our own. It is important for the targets to be met so to encourage you to continue following the targets at home we can offer resources and ideas such as picture cards and activities. Staff attend regular training and information sessions to keep up dated on different techniques and information. We endeavour to make the learning environment accessible for all children such as low child height handrails and we adapt the layout to meet different needs. We try to reduce environmental factors that may have a sensory impact on your child such as lighting and noise. The babies, toddlers and explorers have free flow access available to a decked area and then we have a lower garden which is accessed by stairs which have been fitted with low handrails for the whole Nursery to access the outside space and the rich learning experiences it provides. We provide for a range of allergies, dietary and medical requirements. Staff are given the relevant training for specific requirements which are listed in all rooms so that everyone is aware of these. We encourage children to have a healthy, balanced and nutritious diet through the snacks that we provide, and ensure they have access to fresh and clean drinking water throughout the day. Children with specific medical needs or allergies have a care plan made up which contains all the details of the need and is kept in the room so that staff can access it whenever they need it. 

We plan the learning environment daily and everything in the rooms is moveable so that we can adapt to different needs or cater to an interest such as the role play area. The rooms offer natural light and fresh air via the windows and doors. The main lights are switched off and softer lighting put on, the curtains can also be drawn during sleep times to create a calmer environment. The walls are painted in neutral colours and there are soft furnishing and rugs on the floor. Each room has a cosy area which offers a quiet and calm space with blankets and cushions to be more comfortable. We have a sensory area upstairs which has a dark tent and other equipment to promote sensory learning. The storage boxes are at child height and accessible for all children, they are labelled using a combination of text and image to promote independence. We can access additional funding for children who require additional support in our care from outside agencies. This can help with purchasing resources, accessing training or support additional staff cover.  With this funding we have recently been able to purchase sensory equipment, specific training, additional staff support and resources to encourage any areas of development that are significantly low. In our setting we use the Best Practice Guidance document to support our teaching which has been written by the Specialist Teaching services.  It compiles of teaching strategies which can be used to support children in their learning. It includes the use of visual resources and Makaton signing. It involves three levels (Universal, targeted, and personalised) to support children in their areas of need. The areas of need are communication and interaction, cognition and learning, social emotional and mental health, physical or sensory difficulties. In our setting we use a variety of visual resources including picture cards, timelines, and now/next boards these help with the individual child’s understanding of the routine. We have small communication groups that are led by the SENCo and involve short activities that encourage communication development. We encouraged language through literacy, by having a variety of books with different themes and different levels. We dedicated special times throughout the day to reading as a group but is also a wonderful time for one to one time with their key person.

The assessments that we carry out enable us to clearly see any areas of development that are below the expected level. Then from this we might move the child onto a target plan which is discussed and signed by you and your child’s key person.  If your child is receiving support from outside agencies then the target plan changes to a personalised plan. The SENCo with consent can take your child to the Local Inclusion Forum Team(LIFT) meeting where a referral can be put through to have a specialist teacher visit the Nursery and offer advice and guidance and make further referrals if necessary. This would also be beneficial when it comes to school transitions. Staff are encouraged to attend training that is specific to the needs of the individual children such as Autism Awareness. This will help the staff to have a better understanding of the behaviours associated with the area of need and how the setting can adapt to your child's need. 

We are very vigilant when it comes to medical needs and allergies. Each room has a list of every child who has a medical need, allergies or dietary requirements and those children will also have an individual care plan which is kept in the room. The care plan is created with you so that we can ensure that we have the correct information about your child and that we know what constitutes an emergency and what the action plan is in an emergency. We review the care plans regularly to ensure that they contain the most up to date information. Each room has their own medication box which is taken on outings and for emergency evacuation.

The key person is responsible for monitoring and supporting the development of all children. They form an important bond with their child, which is especially important if the child has special or additional needs. The online system that we use enables you to access your child’s learning journey at any time and key people will invite you along to hear about your child’s progress and view their latest assessment. We carry out individual assessments three times a year and a progress check at 2 years old. We moderate our assessments which means that we can ensure that the latest assessment is a clear picture of how the child is currently developing. The 2-year check will be completed before the health visitor check and you can share it with them to monitor how your child has progressed since starting. If there are any areas of development that are delayed, then we will discuss this with you and you can share it with your health visitor. We pride ourselves on our partnership with parents and know how beneficial it is to children’s development to work collaboratively. Staff are highly trained and experienced, ranging from apprentice level up to QTS with a range of additional courses and training attended such as Autism awareness and epilepsy. 

We are committed to inclusive practice and we celebrate everyone’s differences and ensure equal opportunities for all. Staff plan for their children based around their interests and development, we differentiate the activities to ensure that they meet the individual needs of all children. By planning ahead we can ensure that the activities we are putting out will suit the children and their will not be any limitations to them getting involved in play. We carry out risk assessments to ensure that we have monitored the safety of a child with a specific need so that they can be included. For example, in our setting the preschool is based upstairs, and we had a child who had some vision and mobility limitations, so we carried out a risk assessment and from that we identified the need for low handrails and tape across the steps to make it easier for the child to see down the stairs. By making these adjustments we were able to ensure that the child was included in accessing the outdoors environment. We like to go on local outings and include everyone, so we ensure that we have all the necessary items with us (First aid kit, high visibility jackets, nappy changing items etc) we can take push chairs along so those who might not be very mobile can be included. We have risk assessed every route to take on an outing and any new routes will be assessed fully prior to an outing. 

The learning environment offers large spaces with lots of room to manoeuvre around equipment. The equipment can be moved to adapt to the needs of all children. We have ramps available for wheelchair access if requested. The back of the Nursery opens out onto a large decked area and the bottom of the garden can be accessed via stairs that are fitted with low hand rails, we also have side access to the garden for easier access. We have an accessible toilet near reception alongside the child height toilets. Please let us know if you have any difficulties with accessibility so that arrangements can made.

 

In the preschool the team work hard to ensure that the children are prepared for their transition to school and they provide a learning rich environment. They have mark making opportunities to practice their early writing skills, early phonics sessions, and small group work that is planned for throughout the session. They have school uniform from the local schools that children can dress up in to practice their independent dressing skills. The schools send us photo books with information about the teachers and classroom, so the children feel more comfortable with the transition. The teachers can arrange a visit to our Nursery nearer to the time to see the children and speak to the staff. The children are often invited to the school to visit so they can get to know the environment. We encourage you to let us know about the school place your child received as soon as possible so that we can start adapting it into the planning and making it more familiar for the children. All these methods enable staff to make the transition to school more comfortable for your child, so they feel happy and excited about their next steps. The preschool staff will complete transitions forms that are passed on to the school with parental consent so that the Teacher and TA’s can have a better understanding of your children before they have started. We have a member of staff who holds an Early Years Teaching status who works with the preschool children and staff. Research has shown that the quality of early education and childcare provision is higher when practice is led by specially trained early years graduate teachers.

We hold regular staff meetings so that any important issues can be raised, and we can work together as a team to overcome them. Staff also meet regularly with the Nursery SENCo to discuss any children with SEN that they have been monitoring and what further support needs putting in place. On the target plans there is a review section so that the you, key person and SENCo can work collaboratively to assess the effectiveness of the targets and how they are going to adapt them or create new ones to encourage your child’s development. The SENCo attends Local Inclusion Forum Team (LIFT) meetings so that she can discuss your child (with your consent) with other professionals to see what further support can be put in place. We invite you along to consultation evenings to discuss your child’s development. We send out annual parent and staff surveys in order to evaluate our practice and make any necessary changes. We also review our policies and procedures throughout the year to ensure that they are the most up to date and relevant. We carry out regular audits on our provision and practice. 

We would like to welcome all children into the setting and we will make arrangements for children who require extra support. We invite you to come along and have a look around the Nursery first so that you can be sure that the setting is right for you and your child. You will be given the registration form for you to fill in, then when you bring it back, we can arrange the settle in sessions. We can arrange a Home Visit if this is something that you feel will be beneficial to you and your child. We offer two settle in sessions to begin with so that you and your child have the chance to experience Nursery life and meet all the children and staff. Arrangements can then be made to start the process of applying for funding if you are not already in receipt of it. This can be the SEN inclusion fund which the Nursery can use to provide the best level of support for your child or applying for funding such as the Disability Access Fund for those that have a disability. We will explain to you how these methods of funding can be used, and the process required for accessing them.

We really appreciate your constructive feedback. We carry out the parent’s surveys once a year and from these we analyise the data and compile a response sheet.  From the responses we create the action plan for the new year and all staff are involved in the improvement process. We have a suggestion and a compliments box which is kept in the office. We also proudly display our parents comments on a welcome board in the reception area, as your comments and feedback means a lot to us. From previous feedback parents asked to have more detail when handing over information. We signed up for an online system which enabled us to put on every meal, nappy change, sleep time, accident and observation that had happened throughout their session. This alongside the handovers given by key person verbally mean that parents are getting plenty of information from their key person. We changed the hours to reflect the changing needs of parents. Here is a comment we received from a parent:

For us as a family the new 8:30 start is much better to accommodate the school drop off’s in the morning. We only have positives to say about the Nursery and are very happy with the care my daughter receives.”

If you are not fully satisfied with the service, you have received then we encourage you to meet with the management team so that we can work together to resolve any issues. Our complaint procedure can be requested and is displayed in the reception area. If a complaint has been made, then suitable investigations will be carried out and the complaint procedure followed.

Reviews

Sign in to write a review

Give website feedback

green smiley (good) orange smiley (average) red smiley (poor)