Lizard C.H.I.L.D Trust (0 - 5 years)
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)
The Lizard CHILD Trust is a registered charity, which provides day nursery care & sessional care for children aged between birth & 5 years during term time, breakfast and after school care for children aged between 5 & 11, and a holiday club for children between birth & 11 years.
We have a purpose built nursery catering for children from birth onwards. It is a single storey building with separate areas dedicated to each age group.
The building has suitably accessible and an enclosed outdoor play area. There is also ample parking and drop off facilities for parents in the roads outside the school itself. The 24 hour internal and external security cameras monitor the building which has its own security system. A safe, happy, stimulating environment has been created.
The nursery & clubs are staffed with a qualified and experienced Manager & Deputy Managers. Currently all 19 members of staff are qualified to a level 3 or above and all others are working towards a recognised childcare qualification.
We have a level 2 BSL qualified staff member who is currently studying towards level3 and another staff member training towards her BSL level 1
We are committed to the Early Years Foundation Stage Practice Guidance and Statutory Framework (EYFS). We place priority on children's well-being and work closely with parents and carers to achieve this. Staff are required to stay up to date with first aid, food hygiene, the prevent duty, and safe guarding as well as other relevant courses to update skills & knowledge accordingly to help maintain a professional and sensitive attitude to the needs of all children.
We use the ECAT monitoring tool to help identify speech & language needs
Who to contact
Where to go
- Lizard CHILD Trust
c/o St.Michael's School
- TR13 8AR
Buses to Trengrouse Way.
Time / date details
- Session information
- Monday : 08:00:00 - 18:00:00 Tuesday : 08:00:00 - 18:00:00 Wednesday : 08:00:00 - 18:00:00 Thursday : 08:00:00 - 18:00:00 Friday : 08:00:00 - 18:00:00
- Table of costs
Table of costs Amount Cost Type Full day 7.45 - 18.00 0-2yrs £50.00 2-3yrs £46.50 3yrs+ £39.50 N/A Long Day 8.45 - 18.00 0-2yrs £46.00 2-3yrs £42.50 3yrs+ £35.50 N/A Short day 8.45 - 16.30 0-2yrs £39.00 2-3yrs £36.00 3yrs+ £31.00 N/A School day 8.45 - 15.15 0-2yrs £37.00 2-3yrs £34.00 3yrs+ £29.00 N/A Half Day AM/PM 7.45 - 12.45 / 12.45 - 18.00 0-2yrs £30.00 2-3yrs £28.00 3yrs+ £23.00 N/A Morning 8.45 - 11.45 0-2yrs £19.00 2-3yrs £18.00 3yrs+ £14.50 N/A Afternoon 12.45 - 15.15 0-2yrs £16.00 2-3yrs £15.00 3yrs+ £12.00 N/A Long afternoon 12.45 - 16.30 0-2yrs £23.50 2-3yrs £22.50 3yrs+ £18.00 N/A Lunch hour 11.45 - 12.45 0-2yrs £6.50 2-3yrs £6.00 3yrs+ £5.00 N/A
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Has provision
- Experience with
- We keep an up to date allergy list and when possible will tailor special diets for religious or cultural preferences. Many of the staff have had specialist training to manage an anaphylactic reaction and some staff are also trained in NG tube feeding.
- Has provision
- Experience with
- All children are welcome in our home.
- Our curriculum reflects our user group
- Languages spoken
English, Makaton and British Sign Language
- Are there any pets at the setting?
- Immediate vacancies
- Part time vacancies, please call Sarah on 01326 573338 for details.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 08:00:00 18:00:00 Tuesday 08:00:00 18:00:00 Wednesday 08:00:00 18:00:00 Thursday 08:00:00 18:00:00 Friday 08:00:00 18:00:00
- Offers pickups
- St Michael's VC C of E Primary School
- Will collect on foot
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 13/11/2007 Integrated Good 09/10/2008 Inspection (Early Years Register) Outstanding 08/03/2012 Inspection (Early Years Register) Outstanding 16/06/2014 Inspection (Early Years Register) Good 03/08/2017 Inspection (Early Years Register) Good
- SENCo name
- Yvonne Picco & Vicky Paul
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We carry out baseline assessments during a child's first few weeks so that we have a starting point. This enables us to plan next steps for learning and development. We use termly cohort trackers to monitor the progress of different groups of children and this also helps to highlight any child who may not be progressing or needs challenging. Every Child's A Talker (ECAT) is also updated termly for each individual child to track their language development and highlight any cause for concern. We use observations to identify children who may need additional support and have systems in place for referral 'in-house' to the SENCO Vicky Paul & Lead Practitioner Yvonne Picco (Safeguarding Officer) who then carries out more specific observation and assessment. Our key person system means that every child is seen as an individual with home visits offered where required.
- How we identify and support children's learning and development needs
We take a whole family approach and work closely with our parents to generate partnerships. We prioritise these relationships and believe they help us to communicate openly with our parents. This helps us to identify additional needs early on and we use our own early support programme to monitor progress and plan next steps with individual education plans (IEP) providing targeted support. Observations help to assess children's learning and development which is then added into their unique learning journey. Small group work is built into our daily routines and this provides opportunities for children to be heard and for the targeted support to be implemented. It also allows practitioners to carry out more specific work with individual children e.g. working on turn-taking, sharing, communication, listening and physical skills. Continuous provision helps us to maintain planned learning throughout the year as well as provide opportunities for children to choose learning for themselves and develop independence.
- Links we have to other agencies
We work closely with the Health Visiting team and encourage our parents to share their 2 year checks at the health clinic. We have regular contact with the Speech and Language Therapists who advise us with how to support children's language development and Physiotherapists who help us to support individual physical needs which we continue in the setting. We also work closely with the Early Years Inclusion Team and the Child Development Centre (CDC) to provide specialist support for additional needs. We also work closely with the Hearing Support Team.
- How we support children transferring to school
Our practitioners work closely with local reception teachers and visit feeder schools with the children. This is often extended where an additional need is being supported. We take photos of new teachers and the school environment to create a key ring for children to take away over the summer. This helps them to 'keep it in mind' and share it with their family. Our cohort trackers and end of year summatives are shared with schools and 'Team Around the Child' meetings (TACS) are held for children with additional needs, where provision to support their individual needs is shared to create a smooth transition. Reception teachers are invited to visit children in our setting and we accompany children joining St Michael's for 6 weeks over June and July. Our lead practitioner on numbers and letters Yvonne Picco has an open dialogue with teachers so that we can work closely together on supporting children with transition.
Learning and development
- Specialist skills or training our staff have
Vicky Paul is studying for her BSL level 3 qualification and is currently qualified to BSL level 2. We have an additional member of staff training to BSL level 1. Vicky works with t he hearing support team to help support the team on maintaining their signing as well as challenging them to develop it further and staff have had basic British Sign Language training to support children and parents with specific hearing needs.
We employ a very experienced support worker for children who may need more specific help as well as a dedicated communication and language specialist. We take great pride to ensure we can provide specific support and actively seek training to meet the needs of our user group, such as; NG tube feeding, specific physiotherapy programmes, diabetic training, BSL. We work closely with the Equality and Diversity team to provide support for children with English as a second language as well as working with the Hearing Support team when required.
We have developed specialisms in music and have regular sports sessions with an outside agency. Our team offer Information, Advice and Guidance with an open door policy for parents and carers.
- Support we offer regarding children's health and well-being
The Leuven Scale for Well-being and Involvement is an integral part of our practice. This helps us to develop and adapt our provision to support children's well-being and is particularly helpful during the settling in period. Home visits help parents to share expertise on their child, this informs our approach to planning for their health, well-being, learning and development and supports children and families in building positive relationships with the setting. Health Care Plans and Individual Education Plans are put in place where needed to support more specific health and education needs and these are drawn up with parents and relevant professionals. We seek specialist training to enable us to provide for the health and care needs of children.
- Ways we inform parents about how their child is being supported
We use Tapestry, an online learning journeys which is available to parents at all times. We rcommunicated about learning and development daily via feedback between practitioners and parents. Communication diaries are used to support continuity between home, nursery and other settings where needed. When we feel that children may need that little extra support e.g. language development, we meet with parents to discuss it and decide together how to support their child. Should they need some support from an external agency, for example: a referral to the Early Years Inclusion Team or Speech and Language Therapist, we discuss this with parents and seek their permission.
- Our complaints policy
We value feedback from parents and if they believe that we can do something more effectively, we want to know. Our complaints policy is on display and complaints are taken very seriously with any actions or outcomes shared with the complainant. Where possible this will be dealt with face to face.
- Alterations we have made to make our building accessible
The main entrance to the nursery grounds has been tarmacked to create a flat surface with an accessible doorway. We also have accessible toilets.
- Facilities we have for personal care
Each nursery room has toilets, potties, trainer seats and child friendly wash basins for children to access. We have a separate toilet for adults and there are nappy changing areas in each room. Spaces are available for parents who may need a private conversation.
- Specialist resources we have
We use resources such as visual aids, Jolly Phonics, Sounds and Letters, transition aids such as key rings, Groovy Lizards music and movement, sports activity, Information Advice and Guidance on local parent support programs. We are also a nominated provider of vouchers for the local Foodbank.
- How we include all children in activities, such as trips
Learning and development opportunities are differentiated to accommodate all children's needs and abilities. The key person's observations inform responsive planning for each child. Parents are invited to join us on outings and any child who may need additional help is provided with an experienced support worker. Specific risk assessments are carried out to ensure all children's safety.
Last updated: 02/11/2021