Butterflies Montessori 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)
Butterflies Montessori nursery is set in the beautiful villge of Angarrack, close to Hayle and Connor Downs. We have highly qualified, dedicated, and enthusiastic staff who provide a caring, warm and friendly environment for your child to develop a fun, lifelong love of learning. We take children from 2 to 5 years of age.
2, 3 & 4 year old funding is available.
We offfer a breakfast club from 8am
Who to contact
Where to go
- Butterflies Montessori Nursery
Angarrack Community Centre,
13a Grist Lane
- TR27 5HZ
Butterflies Montessori Nursery is fully accessible having a ramp to the main door with an accessible toilet. There is a fun enclosed garden with patio, sloped lawn and vegetable/flower planters. The children may access their activities from a child-sized shed and have access to a mud kitchen, ride on cars and a slide, etc.
- Table of costs
Table of costs Amount Cost Type £14.00 Per 3 hour session £4.00 Breakfast Club
- Payments may be paid by cash, cheque or Bacs. We also accept childcare vouchers and Tax-free childcare.
Inclusion within our setting
- Has provision
- Experience with
- We adapt our snacks to provide the appropriate food choices taking each dietary need into account.
- Has provision
- Are there any pets at the setting?
- Immediate vacancies
- We have limited places available on Mon, Tues and Thurs pm- 12-3 for 2-4 yrs.
- Vacancy range(s)
- From 2 years to 4 years (spaces available: 5)
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 8am 3pm Tuesday 8am 3pm Wednesday 8am 12am Thursday 8am 3pm Friday Closed Closed
- Offers pickups
- SENCo name
- Michele Dann/ Stephanie Forshaw
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
Upon entry parents share information about their child’s needs and abilities. We require you to provide your child's 'Red Book' to share information about your child's development from birth and the name of your Health visitor. We require you to complete an ‘All About Me’ sheet, sharing for example your child's needs, likes and dislikes, special words etc. Children attend an induction session to introduce their keyworker. An entry baseline assessment is completed in their first week. Two year old checks are completed to share with your Health visitor at their two year old check. Ecat monitoring sheets and regular ongoing observations and assessments linked to the EYFS phases of development to help identify where a child’s progress is not as expected and may require extra support. Individual Learning plans and tracking sheets are used to record and monitor individual children’s progress needing additional support. Parents/carers are informed and a Individual Educational Plan(IEP) is set up and reviewed regularly to monitor progress. If necessary and only with permission from parents we may need to request outside help via the Early Help Hub by submitting a referral form to the relevant area, i.e. Speech and language Therapy or the Early Years Inclusion team.
- How we identify and support children's learning and development needs
Observations and assessment are carried out on each child during spontaneous play and planned activities to identify children’s interest, needs and development. Montessori materials and activities complement the EYFS areas of learning and are a graduated approach, available every day taking each child’s needs and abilities into account. We record your child’s progress in their Learning Journey and Individual Learning Plan; we use the ECAT monitoring tool and individual cohort tracking to identify speech and language needs and overall areas of developmental needs. When intervention is required by outside agencies we follow the guidelines given to us to support the child, and monitor closely to help each child's development and help close the gap to help prepare the child for school.
- Links we have to other agencies
We work closely with all multi-agencies via the Early Help Hub: the Senior Locality SENCO, Early Years Inclusion Team, Speech and Language Therapists, Social Communication Worker, Vision Support, Educational Psychologists, Community Paediatrician, Children Development Centre and Health Visitors. We are happy to make referrals for Parents wishing to attend Parenting courses, Toddler Talk or any additional service Parents feel may benefit their family.
- How we support children transferring to school
Having identified where each child is attending school we invite reception teachers to our setting to meet the children. Children attend transition sessions to the school reception class in the summer term. Some schools hold 'Play and Learn' sessions to help the transition. We attend transition, Team around the child (TAC) meetings alongside parents and other professionals for those children that require the support. Transference of the children’s Learning Journey with a summary of their current stage of development is shared with their new reception teacher.
Learning and development
- Specialist skills or training our staff have
All staff are Paediatric First Aid trained and have attended Safeguarding training to the correct level for their responsibility. SENCo Induction training and regular SENCo Network meetings are attended to maintain updates. Staff have attended Every Child a Talker (ECAT), Attachment, Equal Opportunities, Behaviour management , Visual Support and Makaton training and are experienced in using these in their daily practice. We use Ferre Leaven's 'Emotional well-being and Involvement' tools to aid children's learning and development.
- Support we offer regarding children's health and well-being
Individual Child Requirements are recorded to meet all children’s needs. Healthy snacks are provided. A quiet place for children to rest is provided. Free-flow outdoor/indoor play. Staff training is cascaded to the team to ensure all staff offer attachment, behaviour and healthy eating support. We use emotion and well-being tools 'A Box Full Of Feelings' from Professor Ferre Leaven to help children identify their feelings and help with social interactions.
- Ways we inform parents about how their child is being supported
Keyworkers are always available for daily informed chats and concerns about a child’s health and well-being, offering guidance and advice/ liaising with Health visitors where necessary. Information on healthy eating is displayed, with guidance from the Healthy Early Years (HEY) Project. Newsletters and Learning Journeys are used to share development and interests. Staff/parent concerns are always discussed with confidentiality.
- Our complaints policy
We have a Complaints and Suggestions policy available at all times in the policy folder in the cloakroom, to encourage parents to voice any ideas or concerns they may have.
- Alterations we have made to make our building accessible
The building and garden is fully accessible for all children and wheelchair users, with an accessible toilet. Visual support signs are used to label fire exits, stop signs on restricted areas.
- Facilities we have for personal care
Separate child toilets with child height sinks, soap and paper towels dispensers. Accessible toilet with sink and hand dryer. Nappy changing area and sleep area.
- Specialist resources we have
Montessori materials were originally designed for children with special educational needs and help all children according to their level of development support learning across each area of the Early Years Foundation Stage. All activities are freely accessible on child-sized shelves; the sensory materials are tactile and isolate each sense by their individual properties and design supporting children with hearing/ visual impairments.
- How we include all children in activities, such as trips
Increase adult/child ratios by providing extra staff and parents. Provide one to one support for children with additional needs.
Last updated: 23/09/2018