Day nursery open all year
Hospital Grounds, Oldham, OL1 2BA
0161 652 7156
Ofsted URN: 508105
From 3 months to 5 years old
Monday to Friday 7am - 6pm,
Morning session: 7am - 1pm,
Afrernoon session: 1pm - 6pm
Per hour: £8.50,
Per session: £38,
Per day: £55,
Per week: £235
Free childcare possible for 2 year olds
Free childcare possible for 3/4 year olds
Takes childcare vouchers?
Registered for 30 hours free childcare
|7am - 6pm
|7am - 1pm
|1pm - 6pm
|7am - 6pm
10% reduction available for NHS
All rooms are on the ground floor for easy access and the outdoor area has slopped path for access to all areas.
Special diets offered
Milk free, Halal, vegetarian currently catered for but all dietary requirements can be met.
Provides for different cultural needs
Religious/ cultural events celebrated (Diwali, Chinese New Year, Easter etc)
How do you identify special educational needs and disabilities?
We recognise that some children may have additional needs that may require particular help, intervention and support. At all times we will work alongside each child’s parents and any relevant professionals to share information, identify needs and help the child and their family access the support they need.
How do you involve parents/carers?
Parents are involved every step of the way with their child's development and we work closely together to support parents and provide consistent opportunities for our children.
How do you support a child’s learning and development?
Our policy is to make parents welcome at any time. We acknowledge that parents are the primary influence on their children and we see our role as working with parents to achieve similar goals both within the pre-school and at home.
When parents and carers work together within the nursery setting, the result will have enormous benefits to the child?s achievements. This two-way partnership can provide opportunities for knowledge, expertise and information to come from the home to nursery and vice versa.
How do we know my child is achieving agreed outcomes?
We ensure that parents are consulted with and kept informed at all stages of the assessment, planning, provision and review of their child's care and education.
How accessible is your service, outside and inside?
We organise the environment and equipment within the setting to meet the needs of the children. We ensure as far as possible, that the equipment, access and facilities are suitable for all children, including those with disabilities.
The building is one floor only and is easily accessed with no stairs or steps.
How do you work with other organisations?
Where we believe a child may have learning difficulties and/or a disability that has not previously been acknowledged, we will work closely with the child’s parents and any relevant professionals to establish the child’s needs and to secure any action that may be required.We recognise that children with disabilities may not have SEN but may need the nursery to make reasonable adjustments to enable them to make full use of the nursery’s facilities.
Where we have emerging concerns about a child and/or where a child has identified additional needs or a disability, we will find out as much as possible about the needs of the child and any support the child or family may need to ensure the child makes the best progress in their learning and development. We do this by:
•liaising with the child’s parents
•observing each child’s development and monitoring such observations regularly
•liaising with any other relevant professionals engaged with the child and their family
•seeking any specialist help or support
•researching relevant publications/sources of help
•reading any reports that have been prepared
•attending any assessment or review meetings with the local authority/professionals.
How do you support children when they start and leave?
We work in partnership with parents to support each individual child and ensure no child is disadvantaged and their individual needs are recognised. We:
* manage carefully the transition between home and setting and between
different settings, to support everyone involved
•establish feelings of trust and respect with parents and children
•treat children as individuals to ensure each child has equality of opportunity
•find out about the child’s ethnic, faith and cultural heritage and home
experiences, so that familiar experiences and interests can be used as starting points for learning and teaching
•promote self-confidence and positive attitude to learning in all children,
whatever their gender, ethnicity, home language, special educational needs, disability or ability
•recognise that being successful and feeling confident and secure are major factors in protecting children against failure
•inform parents of the value of a two-way flow of information, knowledge and expertise
• ensure all parents are made to feel welcome.
We use the following strategies to ensure children are supported during the transition process.
•create an appropriate environment for good communication with
parents pack including information on staff, policies, and daily routines
•send parents/carers regular newsletters;
•invite parents/carers to story sessions, and events;
•support parental needs, for example, literacy difficulties, English as an additional language (EAL) and special educational needs (SEN);
•have a flexible gradual admissions process, for example, building up the number of sessions the child attends in one week.
•use EYFS Early Years Outcomes.
•collect information about children’s initial interests to plan for their individual needs.
•use observations to identify the next steps in the children’s learning and development.
•liaise with other professionals when appropriate.
•pass on information about children’s progress to other settings with parents’ consent.
How are you/staff trained in extra needs?
We have a core team of staff who are experienced in the care of children with additional needs. Staff are provided with specific training to help them make any special educational provision needed.
We also have a Special Educational Needs Co-ordinator (SENCO) who is suitable trained with SEND