Gooseberry Bush - Breakfast club
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)
We run a breakfast club that is accessible for children from the age of 4 years old until 12 years old. The After-School Club runs a drop off/collection service to/from your child's primary school within the local Camborne area.
Qualified staff = EYP’s & EYT's (Early Years Practitioners & Early Years Teachers), NVQIII's, NVQII's and training NVQ's.
During quiet times, if ratios allow, we organise outings to the local parks, stores and much more.
Who to contact
Where to go
- Gooseberry Bush - Breakfast, After-School and Holiday Club
The Gooseberry Bush Day Nursery
Cliff View Road
- TR14 8QH
The Gooseberry Bush - Breakfast, After-School and Holiday Club is located on the same site as the Gooseberry Bush Day Nursery. We are located directly next to Rosemellin Community Primary School, although we do have a separate car park.
- Table of costs
Table of costs Amount Cost Type 4.80 Per Hour
Inclusion within our setting
- Has provision
- Experience with
- Our setting understands some children have sensory needs around food and texture; we will adapt our menu for the individual child to cater for this.
- Are there any pets at the setting?
- Immediate vacancies
- Date updated
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 7:30am 8:30am Tuesday 7:30am 8:30am Wednesday 7:30am 8:30am Thursday 7:30am 8:30am Friday 7:30am 8:30am
- Offers pickups
Weeth Community Primary School
Trevithick Learning Academy
Rosemellin Community Primary School
- We only provide a drop off/collection service to primary schools in the local area (Camborne).
- SENCo name
- Danielle Bawden and Laura Matthews
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We offer home visits with the parents and the child to help the family feel comfortable in their own environment. This allows time to have discussions about their child and to discuss any additional needs, dietary, medical, cultural requirements. Every child will have their own keyworker who will aim to build a good relationship with the child and family. We do regular ongoing observations and assessments to identify next steps to help the child progress. Our planning is based around children's next steps, interests. We use the EYFS tracking sheets to monitor progress, we use the emerging, developing and secure tool to identify children who make slow progress and identified with additional needs. We use the ECAT monitoring tool to identify areas of speech and language, this helps us to monitor progress and any areas that may need further support. We do 2 year old checks with the parents to discuss their child's development and to identify strengths, weaknesses and plan actions together. Each room have regular room meetings to discuss the children's next steps and planning, and any concerns highlighted will be discussed with the parents.
- How we identify and support children's learning and development needs
We have an established data tracking and monitoring system is in place. We use the ECAT monitoring tool termly. We use Tapestry which is an online learning journal where we record and celebrate children progress, parents can access this at all times through email, and they can add their own observations and comments. We can hold Early support and CAF meetings, it is rarely that we wouldn't attend, but if this was the case we would send an up to date report. We have a plan, do and review system in place for children with additional needs, using an IEP (Individual Educational Plan), having review meetings with the parents and professionals and planning new next steps. We work with targets set from the SALT, Early years inclusion team, Portage, Occupational and Physiotherapist We use behaviour support plans and health care plans when required. We provide stage appropriate activities and resources to meet each individual child's needs We use visual support strategies (Visual timetables, spot timers,traffic lights, now and next board, choosing board, use pictures to break down routines e.g. lunch time, washing hands, toileting). The Setting SEND-CO regularly supports staff within the rooms, in meetings, making appropriate targets, review meetings, referrals, managing challenging behaviour, behaviour support plans etc. Staff have had Makaton training and regularly support childrens speech and language development by signing and saying.
- Links we have to other agencies
We work closely and alongside with: Speech and Language Therapy Services, Child Development Centre, Health and Social care team, Locality 2 Early Years Inclusion Team, Camborne Childrens Centre, Occupational and Physiotherapist, Autism workers, CIN team and social workers, CDC teachers, teacher of the deaf, paediatricians, family support workers, health visitors, educational psychologists and portage Teat.
- How we support children transferring to school
We have a Transition policy in place. We give support in arranging visits to a new setting/school. We transfer relevant records with parents permission. We hold and attend transition meetings with other professionals, schools and parents. We invite school teachers in from other schools to meet the child attending. We can provide detailed communication passports with parents permission and their input. We have close connections with Rosemellin School, they run a transition group, this is a pre-school group running for your child for the term prior to them starting. They will be in a school environment and get used to the surroundings which will make them more confident when they join in September. They will get to know the children who they will be starting with and their teachers and other members of staff. We hope that it will provide you with an opportunity to discuss with the SEN Managers all issues that will affect your child's entry to school.
Learning and development
- Specialist skills or training our staff have
Learning language and loving it, Makaton Training (we have a designated person to be the Makaton lead), Behaviour management training Making sense (understanding sensory issues and strategies), CAF training, Early Support training, Epilepsy training, SENCO induction training, Baby massage, Speak easy, up to date safeguarding. We have two Early Years Professionals in our setting and an Early Years Teacher. Staff will have relevant and up to date training to meet the individual needs of the children in our setting e.g. Epilepsy Training, Makaton Visual Support training Paediatric, first aid, Prime areas, Nippers nutrition, and Portage training. We have worked with children with physical disabilities, social communication difficulties, language delay and disorders, sensory needs and challenging behaviours.
- Support we offer regarding children's health and well-being
All children in our setting will have a key worker and be offered a home visit. We offer as many settling in sessions as the individual child needs, until the parents and the key worker feel they are ready to start. If needed we will offer more home visits. We have a settling in policy in place. We have regular stay and play sessions in each room, this gives parents an opportunity to meet with the staff. This is also a good opportunity for a smooth transition when children are moving up to a new room. We offer regular in house parenting groups (upbeat parenting). Jean Scoffin runs a group 'Superdads' which is monthly on the first Saturday, this is an opportunity for dads, step dads, gran dads and male carers to spend quality fun time with their children and make new friends. Some staff have had Nippers nutrition training, baby massage, nutrition classes, healthy eating and baby weaning. We work alongside Camborne children’s centre who offer baby clinic, WILD group, Citizens Advice Bureau, Oasis, Health Clinic, Looking Up group. We will Sign-post parents to other agencies and services. We pass on regular newsletters and share up to date information. We hold Parents Evenings. We have a good outdoor area with a sensory garden, we feel it’s important for children to have access to the outdoors as much as possible, and will use suitable outdoor wear (waterproofs and wellies) to encourage this in all weathers. We have accessed the bereavement box to support a child and the family. We have engaged with other services to support children’s emotional well-being such as Penhaligan friends, CAMHS, play therapists. We have Gilly’s Cafe; located just behind the nursery and is open to all of the public. We encourage healthy eating in our setting and offer healthy snacks in the morning and afternoon. Our cook prepares a nutritious menu of fresh and healthy meals. We regularly encourage children to participate in cooking activities. We have a positive management policy in place. Parents and carers are invited to attend special events.
- Ways we inform parents about how their child is being supported
We meet with parents daily, and will discuss achievements and concerns, if needed we can discuss their child privately. Policies and Learning Journeys are freely available. We use Online Tapestry and parents are able to add observations and comment. Parents are always welcome to discuss anything over the phone. We set up regular review days or evenings to discuss progress and set new targets alongside parents. We have an open house policy. Home books can be used if required. We can hold Early support and CAF meetings and will attend when required.
- Our complaints policy
We have a Complaints Policy in place and this is available on request.
- Alterations we have made to make our building accessible
Our nursery is all on one level and has wheelchair access.
- Facilities we have for personal care
Our setting has private nappy/changing area in all rooms and individual toilets for children and adults. There are sleep rooms in the baby and toddler rooms. We have quiet areas in the all rooms for rest/calm time.
- Specialist resources we have
We use visual support resources, wobble cushion and a fidget box. We have used specialist equipment for individual children supplied from other agencies e.g. chair, walker, cutlery, We have many speech and language resources e.g. babbling babies, toddler talk, letters and sounds. We have some sensory equipment e.g. lights, dark tent, textured resources and heavy equipment.
- How we include all children in activities, such as trips
All children with any need are always included in our trips, we would do risk assessments to identify any alterations and adaptions needed. We would use additional staff and ask support from parents to help manage trips. We are aware that some children find change difficult, to help reduce anxieties we will use of pictures, photos and talk about the trip. During the trip we will use visual strategies.
Last updated: 11/06/2019