Victoria Park Day Nursery Jemmett Road Ashford Kent
At Victoria Park Day Nursery CIC we pride ourselves with providing high quality childcare and education for children below statutory school age. We are based in the lovely Victoria Park close to town and local amenities.
Our nursery provides a safe, fun and stimulating learning environment where children are fully supported to reach their full potential. All children deserve to be respected and valued as an individual.
Our staff are highly qualified, caring and experienced. Many have been with us for more than 10 years.
We place the greatest importance on providing exceptional childcare within a framework of the highest ethical standards.
We consider parents an equal partner in the education and care of their child. We place great emphasis on working together to insure the highest possible outcomes for both the children and their parents/carers.
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)
Table of costs
Table of costs
3-4 Year Old Funding?
2 Year Old Funding?
We have limited vacancies for September 2019, please phone and speak to the Nursery Manager for details.
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Trike, Play House, Trampoline, Parks/playgrounds, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Books, Sign Language / Makaton, Bike, Car Parking, Songs, Library - Book Trolley, Slide, Climbing Frame, Stories, Sports
Other facilities information
We hold weekly music and movements and football sessions with qualified and fully DBS certified companies at no extra charge.
We are a fully inclusive setting and can accommodate all children irrespective of their need. If the need is significant prior planning maybe needed to insure all needs are met. Please contact the setting to discuss this further.
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)
We welcome families wishing to use up to 30 hours of their Free Early Education. This is dependent on families that meet the criteria set by HMRC. Please contact the setting for more information.
The setting offers inclusive Early Years Education for children aged 2-5 years. Staff members have a wide variety of experience and specialist knowledge which is used to promote the increased participation and developmental progress of all children, including those with Special Education Needs or disability. The setting provides flexible support and provision to children and their families to increase opportunities for their involvement. Instances where children develop or are diagnosed with an additional need whether permanent or temporary, the setting completes additional risk assessments, research and training to optimise the child's integration into the setting and make sure all their needs are met.
When a child’s developmental levels appear lower than the expected levels of achievement for their age, in house targeted support is introduced. This support is discussed with the family, keyperson and SENDCO to develop a holistic connected approach to the child's learning.
Children's developmental levels are based on observations and professional judgement. If the introduction of targeted support only achieves limited progress for the child, the setting utilises the services of additional agencies to further assist the child.
Special Needs Support
How does the setting identify children with additional needs or SEND?
Prior to the child starting at our nursery, we conduct a home visit. This allows us to begin to build a relationship with the child and their parents/carers in the security of their home environment. We complete an 'all about me' profile that allows us to gather information of their current abilities and any additional needs or concerns the parents/carers may have. We also receive information via the settings registration form, transition reports from other settings the child may have attended, and any other outside agencies reports i.e speech and language.
In the first few weeks the key person collates information through observations and discussions with parents/carers to create a baseline or starting points. For younger children we complete the 2 year check which may identify additional areas of need.
Every child is observed weekly by their key person and these observations are captured by 'Tapestry' our online learning journal which parents/carers receive immediately via email. In addition to this ongoing assessment of progress, we analyse each individual child's development termly through the Kent Progress Tracker and professional knowledge. If we feel the child would benefit from additional support there are a few screening tools our SENDCO can access. We can also ask a member of KCC Inclusion Team for advice and support. We also attend Local Inclusion Forum Team meetings (LIFT) 6 times per year where there are professional outside agencies such as speech and language therapists, specialist teachers and specialist school outreach to give us quality advice.
How will I be informed / consulted about the ways in which my child is being supported?
We have an open-door policy that allows parents/carers to have informal conversations with their child's key person at any time. This allows parents/carers to be updated frequently. We hold parents evenings 3 times per year to discuss their child's progress through the 'My Unique Story' profile. We can make alternative arrangements to insure all parents have the opportunity for this discussion at a time convenient to them.
If a child requires additional support, we implement Targeted or Personalised plans. These plans break down the area of need into smaller and more achievable steps. These plans are created collaboratively between the parents, key person and SENDCO termly.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS curriculum is a guidance tool with suggested milestones for children in different age brackets. We plan for each individual child based on data received from observations, professional judgement and their personal interests which are then recorded on the Kent Progress Tracker. The environment can be adapted and enhanced according to needs at any time. We implement Targeted/Personalised plans to give extra support should any child require it. Information from outside agencies are also taken into consideration. We hold regular staff meetings and discuss individual children’s needs taking into account parents views, to enable a whole team approach in order to provide continuity of care.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
The teaching strategies we use within our setting include, but not limited to, are allowing each child the time to process information and explore the potential outcomes and responses. All staff wear visual keyrings to enable all children to communicate their needs and wants freely. Visual timelines, Now and Next boards and PECS (picture exchange communication symbols) can be used. All staff are trained in Makaton and use daily within every day practises. Quiet areas are available throughout the setting to allow children to have an area to relax if they need a break. Small group activities can be planned for to support for individual needs. Our SENDCO liaises with other outside agencies to allow us to access new teaching strategies.
What additional support does the setting provide for children with additional needs or SEND?
Additional support provided by the setting is based on the child's individual needs or SEND. The strategies outlined above are used to shape the support with new techniques being explored and developed as the need arises.
Care plans are put in place should any child require medication or more personalised care. Additional training can be accessed to insure the child's needs can be fully met effectively. Staff are constantly updating their training and accessing up to date information.
How will the setting monitor my child's progress and how will I be involved in this?
We gather information for all children through weekly observations via our online learning journal 'Tapestry' which parents receive immediately. In addition to this we use this information to review each individual child's progress using the documents 'My Unique Story' and the Kent Progress Tracker and share this with parents during parents evening 3 times per year.
The children requiring additional support and who have a Targeted/Personalised plan, we hold review meetings 6 times per year to discuss and review their targets and decide on the next steps together.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We make adjustments to our environment according to the child's needs, on a daily basis through risk assessments and our personal knowledge of the child. All children are included in everything we do. We are a fully inclusive setting. We can apply for additional funding to meet the child's individual needs to provide additional staff training and specialist resources.
On the occasions when we leave the setting such as on our annual summer trip or walks in the park, there is a higher ratio of staff and we have access to additional equipment such as pushchairs if needed.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our nursery is fully wheelchair accessible, being all on one level. We have ramps to the front entrance and the garden entrance. Our toilet and changing facilities cater for everyone. We routinely access the park which has level pathways throughout.
How will you support my child's transition to a new setting or school?
We insure that transitions for all children including those with additional needs, are well planned for. This includes a Record of Transfer Document that gives a summary of their achievements and well being during their time with us, which is then given to their primary school placement. We organise visits from the local reception teachers, who come into the setting to meet the child and have an informal chat with the key person and SENDCO. In preparation for their transition to school we organise a walk for the children to visit their chosen school to familiarise themselves with the surroundings.
We make school uniforms available for the children to dress up in and practice changing their clothes for their chosen school. We also display pictures of the local schools alongside photos of the children who will be attending them, so the children can get to know their new school and friendship groups. We provide school readiness leaflets for all parents whose children are transitioning onto school. This gives them valuable information to insure their child is well prepared for the next step. Advice and support can be obtained from outside agencies such as Specialist Teacher and primary school SENDCO'S at LIFT meetings to aid a smooth transition.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We use our SEF (self-evaluation form), cohort tracking and SEN audits to regularly review the overall effectiveness of our setting. This identifies certain groups such as SEN and enables us to track their progress against all children that are currently on roll. This then gives us ideas of where we need to narrow the gap.
We seek feedback from parents through questionnaires at parent’s evenings as well as a feedback form via our website. Staff meetings are held 6 times per year. SEN is discussed and evaluated at every one. We have a SENDCO notice board with information that is regularly updated. Short daily staff meetings are also held first thing in the morning to discuss information for that day. Results of questionnaires and audits are included in regular parent newsletters.
Who should I contact if I am considering registering for a place at the setting?
Contact can be made via our website, by telephone, email or in person. The manager or deputy will be more than happy to conduct a tour of the setting and introduce all members of staff. A home visit is offered to all parents with the manager and the child's allocated key person. Additional meetings can be made prior to starting if there are any concerns. A meet and greet session is held on the first day of the new academic year for the new children and their parents/carers to explore the setting and meet the staff team.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have an open-door policy allowing parents the opportunity to feedback or offer suggestions. Parental feedback can also be given via our website, email and parent questionnaires. We have a robust complaints procedure which is given to every parent/carer upon starting. We are a very approachable and friendly setting that welcome any suggestions or comments about our practice. Regular newsletters update parents on questionnaire feedback and compliments as well as any improvement suggestions made.