We offer music sessions for all groups as well as woodland walks and sports. We are a forest school with qualified Forest school teachers on site.
Old MacDonald's Day Nursery
Who to contact
Where to go
- Old Macdonalds Day Nursery
- HP5 1UQ
- Venue Notes
Little Chalfont and Latimer Train/Underground Station is 5 minutes drive away.
- Cost Description
Please refer to our website regarding fees.
- 3 & 4 year old funding
- 2 year old funding
30 Hours Childcare
- This Provider is offering 30 Hours free childcare places
- Age ranges
- From 3 months to 5 years
- When is childcare available?
- Full Time
- No. of weeks a year we are open
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:30 19:00 Tuesday 07:30 19:00 Wednesday 07:30 19:00 Thursday 07:30 19:00 Friday 07:30 19:00
- Other Availability
- Morning: 8:30am to 1:00pm
- Afternoon: 1:30pm to 6.00pm
Not open Bank Holidays.
- Pickups/Collections offered
- Ofsted URN
- Link to latest Ofsted inspection report
Staff in the baby and toddlers units have completed Makaton training and our SENCo keeps up to date with the revised SEN and behavioural procedures. We have built a slide for direct access from the garden to the Mud Kitchen. We will continue to train and liaise with other settings in the surrounding areas to ensure inclusive practice. We offer a welcome pack to all new starters which allows the key person a thorough basis for meeting your child’s learning and development needs.
- Contact Name
- Shannon North
- Contact Telephone
- 01494 762336
- Contact Email
- SENCo Name
- Shannon North
- SENCo Email
- Needs Level
- All needs met
- SEN Provision Type
- Universal service (No referral required)
Early Years Local Offer Response
- How does the setting know if a child will need extra help and what should families do if they think their child may have Special Educational Needs and/or Disabilities (SEND)?
From the moment your child visits our setting it is essential all the necessary steps are taken in getting to know your child and their needs. We offer a welcome pack to all new starters which allows the key person a thorough basis for meeting your child’s learning and development needs. If there are any concerns surrounding their development at this point we would discuss this in order to get the correct support in place. We observe, evaluate, track and review your child's development according to the Early Years Foundation Stage (EYFS) curriculum through the use of individual planning and learning journals.
- How will staff in the setting support a child with SEND?
Each child has a strong team around them and a key person who specifically monitors their progress. We have high adult to child ratio and all unit managers are supernumerary to allow better continuity when staff members are away or on annual leave. We have a Special Education Needs officers (SENCo) who has many years experience. Resources and age appropriate equipment are used throughout the setting and are rotated through the rooms to provide an inclusive environment accessible to all regardless of development.
- How will the curriculum for the setting be matched to a child with SEND's needs?
Each child is planned for using the age appropriate curriculum by their key person. Using ongoing assessment your child’s key person can plan individual activities according to their interests and needs ensuring they have the correct support in place. Next steps are then evaluated according to the three characteristics of learning… being engaged and motivated during an activity and also whether they are thinking critically. A child that may need SEND support will also have regular support from one of our SENCo’s who will mentor that child’s key person in implementing up to date and relevant support for the duration of their session.
- How will staff work with families about how a child with SEND is doing and how to support a child's learning?
We have an open door policy and you are always welcome to discuss your child’s development with your key person or unit manager at any time. Our learning journals are a fantastic way to document your child’s learning and our trackers state whether your child is emerging, developing or secure in each of the subheadings in the EYFS curriculum. If there are concerns that a child may need SEN support and is not consistently developing through the age appropriate stages a meeting will be set up to discuss the next steps in supporting your child. It is at this point, with your parental permission, we can work with external agencies to offer you, your child and the setting extra provision and strategies to assist in your child’s ongoing development.
- What support does the setting offer for a child with SEND's overall well-being?
We have detailed policies and procedures in place that ensure your child’s wellbeing. We have clear policies for the administration of medicine, and for providing personal care to those that may need it occasionally and on a regular basis. We pride ourselves on being an inclusive setting ensuring that children with SEND or behavioural issues are treated individually, inclusively and respectfully. It is essential that all our children are valued and our staff ensure strong bonds with both you and your child. Staff are trained monthly on policies and up to date research as to keep provision fresh and current.
- What specialist services and expertise are available at, or accessed by, the setting?
Our staff team are highly qualified with a minimum requirement of a Level 3 qualification in Early Years Education. Our Management team have a combined experience of nearly 40 years with Old MacDonald's Day Nursery. We also have a Unit Support Manager who cares for all units from birth to three years. We have formed close links to outside agencies, including the Buckinghamshire Learning Trust Early Years’ Service, Speech and Language Therapists, Educational Psychologists and local schools in and outside of the surrounding area.
- What training have the staff supporting children with SEND had or are having?
We have a Main SENCo who is responsible for relevant training in behaviour and supporting children with possible SEND. Our 3rd in Charge is fully responsible for booking staff on training courses and managing individual training plans. All staff receive a full three day induction which is shadowed by our Area Manager to ensure all new staff are aware of our health and safety procedures, policies and daily routine. They are also given time to get to know the children in their care and their Unit Manager then ensures they understand the curriculum and each childs’ individual learning goals.
- How will a child with SEND be included in activities outside the setting?
All children attending that day of the trip will be included regardless of SEN, disability or behaviour. Our trips include Willows Farm, Woburn safari, theatre trips, the garden centre, library and the Chinese restaurant to celebrate Chinese New Year! Where necessary any additional support will be discussed with the parents/ carers prior to the visit and necessary risk assessments made.
- How accessible is the setting's environment (indoors and outdoors)
Our setting is all on one level including the outdoor area. We are fortunate to have a Mud Kitchen in the woods which is accessed through the side of the building. The building is easily reached through a gradual slope path from the car park to the entrance for easy wheelchair access. All of the rooms are fitted with blackout blinds and/ or child friendly blinds to enable us to change the light levels in the rooms. We also have numerous quiet rooms for children that may be sensitive to high noise levels allowing them space and individual time if they should need it.
- How will the staff prepare and support a child with SEND to join the setting or transfer to a new setting/school?
When children join our setting we offer a flexible settling in period where you and your child can stay for one to two hours to discuss your child’s needs and development with the key person. All children are initially invited to visit the setting and familiarise themselves with the environment, key person and children who attend their session. In some cases where transition has been difficult we have made transition books for a child to take home so that they can familiarise themselves in their home environment. We also offer home visits so that a child can feel confident in their own surroundings whilst meeting their new key person. When your child starts with us, their needs are monitored on a daily basis with parents being regularly informed via hand overs or phone calls to ensure they are involved in any decisions made until your child has settled. We also complete SEN Development Logs that document any initial concerns that staff may have observed regarding their ongoing learning. This is then confidentially conversed with one of the SENCo’s and then the child’s parents/ carers in a supportive and sensitive manner. In terms of a child’s transition to school we have close links with the local and surrounding area schools. To ensure a smooth transition to Reception Class, all prospective schools are invited to visit the setting and where possible staff have been able to visit the school accompanied by the children to support a more positive transition. Staff also complete ‘All About Me’ forms that disclose information regarding their current learning, likes, dislikes, social skills, self-care and knowledge of Phase one and two Jolly Phonics. These together with their Development Summaries (EYFS progress review) are sent to the school to support the children’s individual needs and learning.
- How are the setting's resources allocated and matched to a child's Special Educational Needs and/or Disabilities?
Progress Reviews and three monthly cohorts provide Management information regarding the children’s current learning and progress within the curriculum. This gives staff a general overview of where groups of children are excelling and where areas are needed to be supported. It is at the point strategies and resources can be looked at being implemented so that these areas can be improved, for example buying more resources that support Mathematics. We are fortunate to have very hands on Directors who purchase new equipment and resources as and when they are needed. Management and staff review and risk assess equipment on a daily basis to ensure that the building and equipment are safe and promote the curriculum.
- How is the decision made about what type and how much support a child with SEND will receive?
The decision is made through ongoing communication and detailed assessments with the parents and by the key person, SENCo and Management. Once permission has been granted a Support Plan can be written by the team and family around the child to ensure all information and goals are being used in the most effective way. Support Plans and individual targets are set to monitor and observe a SEND child’s needs. This together with the support of our Buckinghamshire Learning Trust Inclusion Officer we can deliver and promote learning and development through stimulating activities and tested strategies. This is a concise and vigorous process that relies on thorough records, information and care. We also use our links to outside agencies to provide support where we or they feel is necessary; e.g. visiting speech therapists and also inviting them to do sessions with the child and key person in the setting so that these can be implemented during the child’s session.
- How are parents involved at the setting?
We have an open door policy and promote and value all parent’s views and opinions. We regularly review the feedback at Managers meetings and value staffs opinions on the day to day running of the setting. Parents are encouraged to contact staff via individual unit emails or the office directly if they have any comments or concerns. We carry out annual parent questionnaires that ask parents to review provision and nominate staff members for outstanding provision so that they are recognised by the team. We hold Parent mornings where Mummies and Daddies can come in for a morning or afternoon to promote an interest, occupation or festival or just come to play with the children. We also hold special days like Daddies sporting breakfast morning and Grandparents tea party annually. Our parent’s notice board communicates current nursery issues or recent studies as well as our monthly newsletter and comments box. We encourage learning journal feedback forms and have ‘Activity at home’ sheets to promote the children’s current interests outside of nursery.
- What future plans does your setting have for developing its SEND provision for example, training, facilities?
We have employed a staff member that will offer 1 to 1 care for children with SEND. We will continue to train and liaise with other settings in the surrounding areas to ensure inclusive practice.
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