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Dobwalls Nursery
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 nursery comprises of two rooms: 0-3 years (Yellow Room) and 3-5 years (Red Room).  Both rooms have a dedicated team of staff who are experienced practitioners following the Early Years Foundation Stage (EYFS) curriculum. Activities are planned according to each individual child's age and stage of development. Staff are childcare qualified and hold DBS disclosures, all staff attend regular training and continual professional development. 

The nursery has a secure garden with all weather grass which allows free-flow indise & outside.  The children also have access to the on-site school amenities which include a large playground area, large grass field and adventure play equipment. All outside areas are secure.

The breakfast & after school provision runs in-line with the primary school's term times. Children are given the opportunity to express their interests and input into planning activities they like to participate in, this can include craft, outdoor activities, cookery, drama etc. quieter areas are available for the children to be able to read or to do their homework.


Who to contact

Contact name
Tracy Hicks
Contact position
01579 320777
Parent organisation
Dobwalls Community Primary School

Where to go

Dobwalls Nursery
Duloe Road
PL14 4LU

Other details


Table of costs
Table of costs
AmountCost Type
£4.50 Per Hour
£3.50 Per Sibling
Do you offer a free or reduced rate to carers?


Age ranges
From 3 months to 11 years

Inclusion within our setting

Wheelchair access

Has provision
Setting fully accessible.

Dietary needs

Has provision
Experience with
Lactose free
Gluten free
Egg intolerance
Nut allergy
Dairy free
Expressed breast milk is welcomed

Cultural provisions

Has provision
Multi-cultural curriculum.
Languages spoken


Pet provisions

Are there any pets at the setting?

Childcare information


Immediate vacancies
Please contact for current availability as places are very limited.
Date updated

Funded places

3 & 4 year old funding
2 year old funding

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 8.00am 6.00pm
Tuesday 8.00am 6.00pm
Wednesday 8.00am 6.00pm
Thursday 8.00am 6.00pm
Friday 8.00am 6.00pm

School pickups

Offers pickups
Dobwalls Community Primary School
Dobwalls School

Inclusion details

Saint Piran's Flag
SENCo name
Tracey Staley

Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

We understand that to enable children to reach their full potential early identification of SEND together with a proactive approach to early intervention is vital in supporting children and their families. We have highly experienced, dedicated SEND trained staff who have an extensive knowledge and understanding of child development which enables early identification of any needs which may arise. Our settling process has the ability to be flexible to suit every child's individual needs. A dedicated staff member will be able to discuss with the parents/carers their child's needs, routines and any concerns they may have before they start attending. This opportunity is vital to ensure all needs will be met, including any support that may be being accessed through external agencies such as the names of the Health Visitor; Speech & Language Therapist or Paediatrician. When starting Nursery for the first time we request that settling visits are made to firstly gather information regarding the child and allowing an important time for the parents/carers to make relationships with staff members. It is vitally important to us that the parents/carers feel that they are happy and ready to leave their child in our care and that we feel fully informed and ready to provide the best possible care we can. Settling visits will start briefly and frequently and build up to the child's usual session time with the mutual agreement between key worker and parent. Thorough and honest feedback is given at the end of each session which allows trust to build between key worker and parent. Every child is individually observed, assessed and planned for, ensuring that they each have access to a curriculum tailored specifically to them which take into account their strengths, interests and areas which require support. In short a holistic approach which extends and supports their development and learning. The planning is regularly reviewed and evaluated to ensure progress is being made.

How we identify and support children's learning and development needs

We have a dedicated team of staff who are very aware of the varying and diverse needs of every child in their care. Our SENCo has a wealth of knowledge and experience to call upon and attends regular training to ensure she is up to date with current guidelines and thinking. Together with our SENCo we have senior staff that are trained in SEN, along with each room having Makaton Mentors who help and support not only other staff members but parents also who wish to learn Makaton. Makaton is used in all aspects of the setting each and every day as part of our general routines. We carry out a specific progress check of each child's learning & development between the ages of 2 & 3 years, ensuring any concerns, special educational need or disability is identified and acted upon at an early stage. This progress check is shared with parents/carers and their input is valued and welcomed. In addition to the specific two year check we carry out regular observations on all children which are assessed against the developmental phases of the EYFS, together with termly assessment sheets to ensure each child maintains strong and steady progress. We use a monitoring sheet specific to communication, understanding and language called an Ecat sheet (Every Child A Talker) which allows us to identify any delay with understanding or articulation. When a concern is identified the key worker and SENCo work closely together, putting into place additional support either by working in small groups; setting individual achievable targets or implementing visual supports such as visual timelines, traffic light system or 'now & next' pictures, all of which will be shared with parents/carers. If any significant concerns arise we always talk to parents/carers and, with their consent, we will make a referral to the relevant professional or to the Early Years Inclusion Service and follow advice given.

Links we have to other agencies

We work closely with the Early Years inclusion Service and have gained experience and knowledge from the Area SENCo's. Regular meetings with Speech & Language Therapists; Health Visitors; Educational Psychologists; Teacher of the Deaf; Child Development Centre Teachers; Autism/Communication Support Workers & Children's Centre Teachers allows the setting to continually improve and to be able to provide a wider depth of experience for the children attending.

How we support children transferring to school

We have a fully supportive transitional programme in place for all children which has a proven track record. We are very fortunate to be situated on the primary school site and we pride ourselves on the close relationships that we have built and nurtured over the years with not only our on-site school but with all the local reception class teachers and teaching assistants, it is this hard work and dedication that ensures a seam free start to primary school. Reception class staff are invited into the setting to see the children and to meet and talk with their key worker. This opportunity allows a special insight into the child at play in a familiar environment, the key worker can share the characteristics of the child with their new teacher which is as equally important as knowing their stage of educational development. We also like to, when possible, join the children at their new setting for a 'stay & play' session, this allows the key worker to share the experience of the child's new school with them and allows them to share any hesitations or concerns that the child or the parents may have. When moving onto the reception class at Dobwalls CP School transition usually starts in earnest two terms before the child is expected to move up. A buddy system with the children of the existing reception class is in place so that when visiting and when starting reception class each child has a familiar face and friend to look out for them. Picture booklets are used both in the setting and at home to enable parents/carers to share the experience of 'moving up' with their child, ensuring that opportunity is given to parents to ask questions and to become familiar with their child's new carers. Visits from the class teachers and teaching assistants allows an opportunity for sharing a special story or showing the children around the school, stay and play sessions are used to ensure that parents fully understand their child's new routines and inviting parents to an informal meet the teacher over a cup of tea allows any small concerns to be addressed before the start of the school year.


Specialist skills or training our staff have

We have an age/experience diverse mix of practitioners, each bringing something special and individual to the setting. In total 12 practitioners, the majority of which are level 3 qualified, work full and part time at the setting. We currently have one member of staff trained at level 4. Staff members have successfully completed training in the following areas: SENCo Induction; Behaviour Management; Makaton; Sensory Processing; Safeguarding; Paediatric First Aid; Speech & Language Programmes; Autism; Health & Safety; Food Safety & Nippers Nutrition.

Support we offer regarding children's health and well-being

We carry out daily health & safety checks to ensure that the learning environment is safe and fit for purpose. Risk assessments are carried out and regularly reviewed, alongside reviews for policies and procedures to ensure we maintain safety and well-being for the children, their families and the staff. Children have free access to fresh drinking water throughout the day and we operate a free flow system whereby the children can access both inside and outside activities whenever they choose. The children are offered healthy snacks, morning and afternoon, with the opportunity to eat, enjoy and try new fruits and vegetables. We also offer advice for parents on providing a healthy lunch, portion size, baby led weaning & sleeping. Regular evaluation of the room layout is key to providing a continuing stimulating environment and we welcome outside agencies such as the library service and children's centre teachers to come in and provide new ideas and advice.

Ways we inform parents about how their child is being supported

We operate a 'open door' policy at the setting with parents receiving feedback and support on a daily basis. For those parents who we don't see regularly we provide a daily communication book detailing their child's day. This allows parents to write comments, concerns or notes/messages to their child's key worker. Twice yearly parent consultations are in addition and a little more formal but always in a friendly, trusting and professional way. Whenever intervention for a child is needed parents/carers are always consulted first. Within their induction parents/carers are informed verbally and in writing through our prospectus on how we support everyone in our care.

Our complaints policy

We anticipate that most complaints and niggles can be resolved quickly and professionally by an informal approach to a member of staff, parents are encouraged to let us know when we are getting things wrong so that we can put them right swiftly and for the benefit of everyone. Annually a parent/carer questionnaire is circulated and responses are able to be anonymous so as to protect parents if they do feel uncomfortable about sharing concerns and niggles. However, if an informal approach does not resolve the issue we have a set procedure for dealing with complaints, we also clearly display the contact details for Ofsted on our noticeboard. The policies and procedures folder is kept in full view of parents/carers and available at all times.


Alterations we have made to make our building accessible

None at present as the building was a new development and purpose built in 2011 complying with regulation.

Facilities we have for personal care

We have child sized toilets and wash hand basins in each room. A separate and discreet nappy changing area offers privacy but is within the room and sight of other staff members. We have separate bathroom facilities for staff members.

Specialist resources we have

We use a wide and varying range of sensory equipment, speech and language resources and visual supports.

How we include all children in activities, such as trips

All children are given the opportunity to experience activities set outside the grounds of the school site with permission from parents/carers. During such activities adult child ratio is extremely high to maintain safety and to allow the children to receive the maximum benefit from the experience.

Last updated: 03/09/2018

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