Kids Planet Stretton
Ofsted registered day nursery
providing childcare for children aged 0 - 5 years
Who to contact
- 01925 730277
Where to go
7, Tarporley Road
- WA4 4NB
Regular public transport service available-bus routes 9,44,45
- Table of costs
Table of costs Amount Cost type £4.40 Per hour
- 10% sibling discount Please contact provider for further cost details. Lunch - £4.50 per day Funded only Pre-school children pay for extra hours and meals
- Age ranges
- From 0 years 3 months to 4 years 11 months
- Local/National Service?
- Has Provision
- Has Provision
- Experience with
Autistic Spectrum Disorder ASD
- Has Provision
- Experience with
- Lactose intolerant , Vegetarian , Religious
- Has Provision
- Immediate vacancies
- Total Vacancies
- Vacancies vary depending on the age of child & days required, please contact for further details.
- Vacancy range(s)
- From 0 years to 5 years (spaces available = 12)
- Date updated
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlement
- Are you delivering?
Opening Times & Facilities
- Childcare availability
- Monday to Friday 8:00 - 18:00
Closed on Bank Holidays and Christmas week.
Outdoor play equipment
Daytime sleeping facilities
Ground floor toilet
Large selection of toys
- Offers pickups
- Ofsted URN
- Link to latest ofsted inspection report
Our nursery offers daycare to children from 0 to 5 years. We follow the Early Years Foundation Stage curriculum but have a unique focus on outdoor play.
Not all toilets and areas are accessible.
- Contact Telephone
- 01925 730277
- 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?
We all work to the Code of Practice and follow the EYFS so information about the child’s progress and development so far is gathered from the parents/carers during induction visits which take place before the child starts. If the nursery is informed of a specific need at this point, a plan would be put in place by the SENCo and the child’s key worker in liaison with the parent/carer, the manager and room leader. From that point the children are observed and assessed by their key worker and a record of development kept.
If a specific need emerges after nursery admission this would be identified based on observations and developmental assessments by the child’s key worker initially and subsequently by the nursery’s SENCo. A meeting with the parents/carers would be arranged so that we can agree on the best way to meet the needs of the child either within the setting or by referring to another agency (Speech and Language therapy etc).
- How will early years setting/school/college staff support my child/young person?
We are not a specialist setting but we have an open door policy for all of our parents/carers and are always happy to discuss concerns. We would usually suggest that you first chat with your child’s key worker who would convey your thoughts to the SENCo. There are many different worries for parents/carers and sometimes it is just a question of reassurance, at other times a special need emerges and is identified.
- How will the curriculum be matched to my child's/young person's needs?
This is a private nursery so the Principal would oversee all roles. The SENCo will set out any plan for a child with special educational needs (SEN), and will work closely with the child’s key worker, parents/carers and any other agencies that may be involved, to provide the best care and education for the child. Parents/carers will see their key worker on a daily basis and hopefully a two way flow of information sharing will ensure the best support is given to all involved.
- 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?
The plans would be tailored to your child’s individual needs as they are for all of the children at the nursery. Our approach to differentiation is to tackle a learning topic in small groups with a key worker, adapting the subject matter to each child’s developmental level. Each child would gain from an individualised approach (but not be separated from the group) ie; would be given scaffolded challenges which will build on and upwards from their current level. We have Development files recording observations and photos which illustrate the child’s understanding through actions or language. An IEP (or similar record) will be in place and regular observations recorded. Termly summative assessments will also detail the child’s development and what their next steps should be. Children’s progress in all EYFS areas is also tracked via a formal online system linked with WBC Children’s Services to ensure continuity for government statistics. Parents/carers are also signposted to local facilities such as Children’s Centre where more specialist services may be offered.
- What support will there be for my child's/young person's overall well being?
You will be in constant contact with the setting, you will see your key worker daily and have the opportunity to discuss any concerns or keep track of development. The nursery operates an open door policy so at any time you may come in and discuss your child’s progress. Your child’s development file is a live document, completed weekly by the key worker and is in the child’s room at all times, for you to access whenever you wish. When your child is approaching the transition to another room, the staff will suggest brief visits to gradually acclimatise the child – but they will first seek your approval and suggestions. (eg. They would not suggest visits before a holiday)
We welcome parents/carers involvement and encourage parents/carers to contribute ideas and suggestions. We have a Parents’ Evening, a Curriculum Evening and we have contact with all parents/carers daily.
Our parents/carers take a huge interest in the children’s day at nursery and many have come in to give talks about their jobs to help our children understand the way a community functions.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Our SENCo is experienced and can access community support and facilities. We have an ECaT trained Deputy and our Toddler Leader has completed a Speech and Language programme. Our Baby room Leader is proficient at Sign Language. We have access to the NHS Speech and Language centre. All our staff have full and relevant childcare qualifications and we have three staff with higher professional qualifications. All our staff have Paediatric First Aid certification which is regularly updated. Policies are stringent concerning the administration of all medicines and require two signatures. Where the administration of medicine or daily care is of a specialised nature, full training would be sought from a suitably qualified person. Behaviour boundaries are in place with positive reinforcement being the main strategy used, but the best way to support the child would be determined on an individual basis. Each child’s views and opinions are valued and contribute greatly to the plans which are done for them as individuals. Having a key worker to support your child and build trust will help the child feel emotionally secure; often a caring bond is formed between a child and the key worker. All children are encouraged to communicate their feelings and views through speech and language, Makaton, or whichever way they find communication is easiest.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We do not have medically qualified staff at the setting but have access to Health Visitors, Speech and Language, Social Services.
- How will my child/young person be included in activities outside this classroom including school trips?
SENCo has attended all special educational needs (SEN) training for over 15 years and cascaded it to staff. All staff have received in service training on SEN issues including disability awareness and amendment to the current SEN Code of Practice. Specific staff attended relevant training for Williams Syndrome. Principal and Manager both to attend ‘Cracking the Code in Early Years – the new SEN code training in September.
- How accessible is the setting/school/college environment?
We have an extensive outdoor area which caters for all the children’s needs and we do not take the children away from the setting.
- 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 building is an old Victorian house which has some wheelchair accessibility, but not to all rooms. There is a ramp giving access from the play area to the Toddler room, there are also accessible toilets and changing facilities in the Toddler room. There is no lift so wheelchair access to the pre school upstairs is currently not possible. No improvements have been made to the auditory environment. Stairs are fitted with anti slip grips. All external steps have visibility banding.
We have several children with English as an Additional Language (EAL) and work with their parents/carers to ensure good understanding and language progress, using photo books, word books and daily charts.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We believe in ensuring all our children are school ready. This involves meeting with Reception teachers and inviting them to visit the child in the nursery environment. With parental permission all relevant information regarding the child’s progress will be shared with the new setting. We give schools a tracking summary and an End of Year Report.
Pre school teachers ensure that children have the correct skills to enable a smooth transition to schools. Apart from the educational preparation, we practise independence skills which will help them settle quickly and cope at school (manners, fastenings, toilet competence, etc.)
- How is the decision made about what type and how much support my child/young person will receive?
There is no specific special educational needs (SEN) budget; should we have a child with SEN their needs will be assessed individually and allocation of budget determined at that time.
- How are parents involved in the setting/school/college? How can I be involved?
A decision about what type and how much support a child needs to receive are made on an individual basis taking all areas in to account. We would consult with the child’s parents/carers and any other agencies that may be involved including Warrington Borough Council. In such circumstances the support is assessed at regular intervals and the impact judged depending on the benefits to the child and the progress they are making.