Early years childcare during term time. Outside play area. We offer children a fun, caring and stimulating environment
The Learning Tree Nursery School
Who to contact
Where to go
- The Learning Tree
The Parish Rooms
- TN12 0AZ
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 12:00 Tuesday 09:00 3.00 Wednesday 09:00 3.00 Thursday 09:00 12:00 Friday 09:00 12:00
- Table of costs
Table of costs Amount Cost Type £6.00 Per hour £18 Per session
- ECD Type
- Private Nursery School
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- Spaces available for September 2022
- Places Range
Places Range Start Age End Age Places 0 5 24 5 8 24
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 years School age 5
- Vacancy Information Last updated Date
- Music, Computers / It, Messy Play Area, Cookery, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Outdoor Activities, Themed Sessions, Trike, Play House, Trampoline, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Books, Kitchen, Slide, Climbing Frame, Library Visits, Stories
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 26/01/2006 Integrated Satisfactory 14/07/2009 Inspection (Early Years Register) Satisfactory 11/02/2013 Inspection (Early Years Register) Good 11/11/2016 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
At the Learning Tree on admission, we ask you to complete a registration form with areas for additional information. We ask about your child’s interest and likes and dislikes. Before starting, taster sessions are offered; which gives us a chance to discuss any additional support. When your child first starts we assess their starting points in line with a document called Development matters. A home visit is offered.
The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any delay in development can be identified and appropriate next steps identified. The next steps may involve your child’s key person targeting a specific area. This would be written and shared with you through a targeted plan.
Our Special Educational Needs Co-ordinator or SENCo is Tracey Piper. She ensures that families have the best support and resources to help with the development of your child and this includes managing behaviour.
Our SENCo attending relevant training. She is committed to working in partnership with parents and supporting your child’s key person to review your child’s progress regularly. Part of her role is to assist key persons complete observations and relevant paperwork, as well as liaising with the local Equality and Inclusion adviser. She will make referrals to appropriate professionals with your consent and attend the Local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching Service.
How will I be informed / consulted about the ways in which my child is being supported?
Using the key person approach means that you will be regularly informed, right from the start. This is to ensure that your child and you, build up a strong and positive relationship.
This is done through:
• Daily informal contact
• Parent consultations
• Child’s Learning journey book which set out photos and observations of how your child is developing
• Progress Tracker sheet, three times a year
• Collaboration with you on any extra planning we put in to place e.g. targeted plan
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We use the EYFS framework, which allows key persons to plan for your child. By observing, assessing and planning for your child in the three prime and four specific areas. We provide a ‘language rich’ environment and use targeted small group activities.
We work alongside Specialist teachers for advice and support.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
• We start by planning for the environment to improve conditions where possible. We have movable furniture and a small room at the back for small group work.
• We use a wide range of resources appropriate to support children’s development at all levels; our SENCo will work with key persons to ensure that any specialist equipment is obtained if necessary. If support is being received from outside agencies, it may be possible to obtain extra funding to buy additional resources.
What additional support does the setting provide for children with additional needs or SEND?
Our SEND policy sets out the graduated approach we use to support children. 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 change to a personalised plan. In this case your consent would be obtained to refer to the Specialist Teaching and Learning Service through a Local Inclusion Team Forum meeting. If referral is accepted, a specialist teacher would then visit your child in the setting to provide additional advice.
How will the setting monitor my child's progress and how will I be involved in this?
We use the Tapestry online child's development system, which uses the Characteristics of Effective Learning and Development matters approach. Parent consultations are offered, which provides an opportunity to talk about any concerns. Or you can request a meeting at any reasonable time.
We give parents a report three times a year and the progress check at two. This will be explained to you when you visit.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
At the Learning Tree, we have a commitment to inclusive practice that ensures all children to be included is at the heart of our work. Our planning ensures that activities can be adapted to suit all needs.
How accessible is the building for children with mobility difficulties / wheelchair users?
There is a portable ramp which can be used to get a wheelchair up and down the steps in to the building. The doorway leading to the toilet area is quite narrow.
How will you support my child's transition to a new setting or school?
Transition report which incorporates information about the characteristics of effective learning. Any other relevant paperwork would accompany this 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 assess overall effectiveness through regular review of policies and procedures and staff meetings.
Parents can be part of this process by completing Parent questionnaires/surveys and having regular communication with their child’s keyperson. There is also opportunities to attend SENCo forum meetings
Who should I contact if I am considering registering for a place at the setting?
Anna Reiss by telephone or email.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our SEND policy provides the content for supporting children through a graduated approach. Copies of all our policies including a complaints policy are in the policy folder.
We have had much positive feedback on our Facebook page, The Learning Tree Staplehurst.