Wind in the Willows Childcare Ltd (Longbarn)
Ofsted registered day nursery
providing childcare for children aged 0 - 5 years
Who to contact
Where to go
- WA2 0QQ
Bus number 28
- Table of costs
Table of costs Amount Cost type £42 Per day £22 Per half day
- £2.25 for lunch £1 for snack
- Age ranges
- From 0 years 3 months to 5 years
- Local/National Service?
- Has Provision
- ramp and disabled toilet
- Has Provision
- reflected in policies and procedures. SENCo trained practitioner.
- Has Provision
- reflected in policies and procedures
- Has Provision
- reflected in policies and procedures
- Immediate vacancies
- Please contact the setting for up to date vacancies
- Date updated
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlement
- Are you delivering?
Opening Times & Facilities
- Childcare availability
Lunch Club Session
Autumn Half Term
Summer School Holiday
- Provide hot meal at lunch
Monday to Friday 7.30am - 6.00pm
All Year Around
7.30am - 1.00pm and 1.00pm - 6.00pm
Open all year round except for Xmas Day, Boxing Day and New Year's Day.
Outdoor play area
Outdoor play equipment
Daytime sleeping facilities
Ground floor toilet
Visits and outings
Large selection of toys
- Offers pickups
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 15/01/2013 Inspection (Early Years Register) Outstanding 17/03/2014 Inspection (Early Years Register) Requires Improvement 16/02/2015 Inspection (Early Years Register) Good
We are committed to delivering high quality childcare, we provide children with an enlightening and vibrant haven - come rain or shine! As a fully inclusive private childcare provider we continually invest in our staff to ensure your child receives the very best.
- Contact Name
- Tracey Murray (Nursery Manager)
- Contact Telephone
- 01925 818818
- Contact Email
- Local Offer Age Bands
- 0-5 - Early years
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Key person approach enables parents/carers to establish a good partnership between nursery and the family. By using this approach it enables all individuals to raise any concerns they have in respect of the child at the earliest opportunity.
The key person will complete observations, complete tracking documentation, and plan and assess for children’s individual learning and development. By using these it will enable all individuals to highlight any concerns about the child.
With parental permission we will consult and discuss with our named SENCo (special educational needs co-coordinator). All our SENCo’s have received additional training from the Local Authority to signpost and refer to outside agencies and professionals e.g. Speech and Language Therapy.
- How will early years setting/school/college staff support my child/young person?
Key person approach. As an organisation we offer to all our families a period of settling in to nursery. This involves visits, discussions with the parents/carers and an opportunity for the child to become familiar with the setting. During these sessions the child will be allocated a key person who will oversee these settling in sessions and form a attachment with the child. The key person will plan the learning and development of each child who attends the setting. We have a number of policies and procedures which cover settling children in to nursery. These policies and procedures are available for parent’s carers to view at all times.
Each setting has a SENCo (special educational Needs coordinator), who will support the key person and the family.
Sharing information. As an organisation we hold regular staff meetings, room meetings, supervisions where each practitioner can discuss any concerns or issues in respect of a child. Confidentiality is maintained at all times however sharing of good practice, skills and knowledge is beneficial to everyone.
Key persons, SENCo’s and Managers all have a specific job description and responsibilities.
- How will the curriculum be matched to my child's/young person's needs?
As an organisation we complete the following documentation for all children who attend our settings. These are:
- Communication diary’s
- Individual learning journeys
- 2 year developmental progress checks
- We track each child’s development inline with the Early Years Outcomes every 12 weeks
- Possible next steps to plan for children’s learning and development
- Transitional documents when children move from room to room
- Children’s care plans which include medical needs and behavioural needs. This includes allergies and long term medication for example asthma
- We ask for parent/carer comments on all of our documentation in respect of tracking children’s development and learning.
We also offer to parents and carers the following:
- Invite parents/carers in to the setting for parent’s evenings, play and stay sessions, taking part in day trips, involving parents/carers in any special occasions for example annual carol concerts, sports days, charity events and graduations
- Resources to take home which include story sacks, chatterboxes, wow moments, talking tickets. We also offer nursery mascots to go home on holiday encouraging parents/carers to take photographs and make notes about their child’s experiences outside the setting for example ‘Billy the Bear’ who has his own toothbrush and bag
- Attendance at Family Action Meetings. These meetings will include all agencies and professionals involved with the child and family.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Personalised learning which includes an initial assessment completed within the child’s first month of attendance at the setting. The key person will complete this with the facility for parents/carers to comment on their child’s first month at the setting. The key person will plan for the child’s learning and development and make an assessment against the EYFS outcomes. If the child’s progress is not within the expected EYFS framework we would differentiate using the Department of Education Early Learning Journals. These are designed specifically for children who are unable to achieve the expected outcomes of the EYFS and have been designed specifically for children with additional needs.
- What support will there be for my child's/young person's overall well being?
At the end of each session your child’s key person will discuss what your child has been doing, who they have been playing with and what they have achieved during the session. If necessary a parent/carer can request a 1 to 1 meeting with the key person and SENCo.
Displays around the setting will show what the children have been doing during their time at the setting. Scrap book of activities and experiences are displayed around the setting. Parents/carers can also request to look at their child’s learning and development journals.
Every 6 weeks when we review the child’s Individual Educational Plan (IEP) the parent/carer will be asked to attend the review meeting and make comments and suggestions about their child’s learning. It is often useful for the setting to have information about the child outside the setting, about any clubs the child may attend, involvement of other family member’s e.g. Grandma
Children are tracked every 3 months and their progress is highlighted. If there are identified gaps in learning or any concerns then the manager will meet with the child’s Key Person and the SENCo to discuss whether an action plan may be appropriate, this is then shared with the parent/carer. Every 3 months, to link with the tracking, the parents/carers are given a development review in the form of a report, of their child’s learning and development. Parents/carers are invited to comment on the review and add any information they feel may be relevant to support their child’s next steps.
Our Nursery website and Facebook page are updated regularly so that parents/carers can see what activities and experiences their child has been involved in. We are part of the Every Child a Talker programme and have a variety of resources available for parents/carers to take home to do with their child to support their communication and language development. Parents/carers then complete a feedback sheet to share with their child’s Key Person of how the activity went and this is put into the child’s Learning Journey to support us with planning.
Historically we have supported families in securing funding for 1 to 1 support from the Local Authority, helping the parent and carer with completing relevant documentation and providing reports on the child’s learning and development.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Relevant policies and procedures to include:
- Medication policy
- Behaviour policy and behaviour management procedures i.e. ABC observations.
- Training and development for staff
- SEND Policy.
- Risk assessments
- Inductions/probationary periods for new staff employees
- DBS checks
- Written references for staff
- Expectations and golden rules for children.
When a parent/carer wants to enroll with Wind in the Willows we hold a meeting with the family to discuss the child’s needs, from this meeting we gain the families expectations and the child’s physical, medical and specific needs. As an organsation we would then assess if we could meet these needs by carrying out risk assessments, contacting other professionals for help and advice. Look at the support we can again from outside agencies including funding. Once this has been completed the manager, SENCo and parent/carer would then make a decision as to if we could meet the needs of the child and the child would be able to start. If we could not meet the child’s need we would signpost them to the Local Authority. As an organisation we will try to meet the needs of every child who enrolls with us through discussions, strategies’ and action plans all of these would have to be put in to place to ensure the safe and smooth transition in to the setting.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Within our organisation we have practitioner’s who hold the following qualifications:
- MA (Ed) Early Years
- BA (Education) with QTS
- BA in Early Years
- BA in Early Years Leadership and Management
- EYP (Early Years Professional Status)
- EYT (Early Years Teaching Status)
- SENCo trained practitioners
- NVQ at level 5, 4, 3, 2
- Play-work practitioners
All of our practitioners are encouraged to complete Continuous Professional Development programme in a variety of subjects throughout the year. These are usually accessed through each Local Authority.
Additionally all staff complete training plans.
We also offer staff in-house training in:
- Safeguarding children
- Positive Behaviour Management
- Early Language Development Programme
We can also make referrals to specialist agencies through the Local Authority such as Speech and Language or Disability Teams.
We also have practitioners who have attended The Portage Basic Workshop and put the Portage Principles into practice within the setting. Some members of staff are also trained in Makaton and this is used routinely to support language and communication.
- How will my child/young person be included in activities outside this classroom including school trips?
When a child has enrolled with SEND or been identified while at our setting with SEND, within our organisation we discuss with parents/carers the outside agencies which may need to be involved with their child. We will then make a referral to that agency or we may need to access additional training for our staff to enable the child to start with us e.g. Epi Pen training for all staff members which is usually through the Local Authority or Health Services for a child with severe allergies.
We also have staff at the setting who have attended the Portage Basic Workshop and also Makaton training and these approaches and strategies are used routinely within the setting to support all children.
- How accessible is the setting/school/college environment?
When organising any trips and outings all parents are encouraged to attend as the ratio is 1:2 on outings. We encourage all parents/carers to come along and join us. Before all outings, activities and experiences a risk assessment is carried out. All venues are checked for accessibility and suitability ensuring children will gain the maximum from the experience. If a child has funded 1 to 1 support we would arrange for the support to be used during the outing if possible.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
The setting is fully wheelchair accessible. There is a sloped walk way to the front and the rear of the building.
We have an adult disabled toilet in the entrance foyer.
If a child with SEND were to attend the setting then an initial meeting would be held to ensure any necessary adjustments and provision can be put into place, this would also involve any specialist training required by staff and risk assessments would also be carried out. In the past we have had support from the Visual Impairment Nurse, who advised on aspects of our environment that would require changing or adjusting such as painted yellow stripes on the steps and hand rails and also how best we could support a visually impaired child with regards to setting out the environment and suitable seating arrangements during group time and meal times.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Wind in the Willows support children who are new to the nursery and those transferring to new educational settings in the following ways:
- Settling in sessions
- Enrolment Forms
- All About Me booklets
- My first day at nursery document
- Initial Assessments within the first 4-6 weeks of starting
- Key Person allocated to each child
- Observations of children
- Transition documents completed by key persons as the child moves from room to room
- Transition documents completed when a child leaves the setting
- Termly liaisons if the child attends more than one setting
If a child is leaving the setting to start school, the teacher from the school will be asked to visit the child within the setting. The teacher will meet with the child’s key person to discuss any concerns or issues and to discuss the child’s development. We will seek parental permission before we invite the teacher into the setting.
Intake meetings at schools from the afterschool club to introduce the service that we provide. This provides an opportunity for any prospective parents/carers to ask questions about the service that we provide.
- How is the decision made about what type and how much support my child/young person will receive?
Resources are allocated to all children as far as possible if we need specialist equipment then this will be sourced from the local authority or health department involved with the child. As a private setting we do not have a budget for special educational needs, if a child needs specific equipment we would try to source it from various agencies for example in the past we have been able to lend walking frames for a child with impaired motor skills.
- How are parents involved in the setting/school/college? How can I be involved?
Multi agency meetings will be held to discuss the needs of individual children and how to meet their needs, SENCos, key persons, teachers and other professionals from health will give information within the meeting. This will help to determine the level of need of the child. The child’s with the need may be referred to the Provision Agreement Panel (PAP) this will then determine how much support they will be allocated whether it be finances in the provision of a personal budget or resources or time for specific activities.