Skip to main content

Polperro Primary 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)

Small group size allows staff to get to know children really well, and for the children to make strong friendships. We go exploring on the school fields, we have our own grass and soft play outdoor areas. Children enjoy lots of different crafts and making display posters.
We liaise with the school reception teacher for resources and we regularly use the school hall for gym and exercise with equipment such as hula hoops and mini trampolines.

We encourage the children to be independant and are able to understand & recognise their own names as well as numbers & letters.

Who to contact

Contact name
Julie Peat
Contact position
Manager
Telephone
01503 272249
E-mail
secretary@polperroprimary.co.uk
Website
https://www.polperroprimary.co.uk

Where to go

Name
Polperro Nursery
Address
Polperro Primary Academy
Brentfields
Looe
Cornwall
Postcode
PL13 2JJ
Notes

Bus 281

Other details

Costs

Table of costs
Table of costs
AmountCost Type
£3.80 Per Hour

Availability

Age ranges
From 2 years 0 months to 4 years 11 months

Inclusion within our setting

Wheelchair access

Has provision
Yes
Details
Ramps to entrance doors and all facilities ground floor

Dietary needs

Has provision
Yes
Experience with
Lactose free
Gluten free
Egg intolerance
Diabetic
Nut allergy
Dairy free
Details
Yes with guidance from parents. We have worked with children who have had milk allergies, nut allergies and a diabetic child who required a specific food plan. The healthy and varied snack that we provide does not contain meat but if it did we would provide a vegetarian option. We happily adapt our menu when any special requirements arise.

Cultural provisions

Has provision
Yes
Experience with
All children are welcome in our home.
Details
Yes, with guidance from parents. We celebrate Chinese New Year, Diwali, Australia day, Easter, Christmas, St. Piran’s Day. We have books on the subject of these festivals and we also have an interest table which we set up each week on a different topic. On this table we include photographs, books and objects focused around each festival. We use the library loan bag which includes an dual language book. All staff in the setting learnt to say a few simple Spanish words and phrases to help to settle a EAL child into the nursery.
Languages spoken

 English and basic Spanish

Pet provisions

Are there any pets at the setting?
No

Childcare information

Vacancies

Immediate vacancies
Yes
Details
2 vacancies under 5. Thursdays and Fridays
Vacancy range(s)
From 2 years to 4 years (spaces available: 2)
Date updated
05/12/2019

Funded places

3 & 4 year old funding
Yes
2 year old funding
Yes

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 8.45am 3.15pm
Tuesday 8.45am 3.15pm
Wednesday 8.45am 3.15pm
Thursday 8.45am 3.15pm
Friday 8.45am 3.15pm

School pickups

Offers pickups
No

Inclusion details

Saint Piran's Flag
SENCo name
Jane Groves

Early Years Local Offer response

Learning and development

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

When the children enroll with the nursery, an ‘all about me’ sheet is completed by the parents and the child’s key person. Questions on the sheet cover the areas of the child’s personality, their home life, their interests and basic questions regarding their development. We complete EYFS tracking sheets on all of the children. The key person of the children will set 2 weekly targets for the individual children in an area they think they may need support in. These individual targets then help to put together our weekly planning, ensuring all of the children’s individual needs are met through the activities and resources set out. They key person will then observe the child with this target in mind to establish how secure the child is in this developmental area. We also carry out an evaluation of our weekly planning to see what worked well and discuss any activities that could be developed further. We also use the ECAT monitoring tool to enable us to highlight any areas where our key children may need more support. We carry out 2 year checks to ensure there are no issues and this helps us to build up an idea of the child’s developmental level in the prime areas of learning. We carry out observations weekly and complete a learning and development record at the end of every term to provide an overall view of the child’s development in the seven areas of learning. We then use this information to complete a termly cohort sheet We have not had to apply for place plus funding in this setting yet, however we are aware of the procedure for applying.

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

Staff in the nursery have attended the Makaton training course and behavior training. We use Makaton as part of general practice in the nursery. When a child is also working with other outside professionals, we liaise them to work as a team and follow specific targets set by them. We use visual timetables, sand timers and spot timers in the nursery. We also carry out small group work for children who may need additional support. We work closely with other outside agencies in providing the support for children to meet their individual needs.

Links we have to other agencies

We have worked with speech therapist, locality senco, local children’s centre teacher, social workers, health visitor, paediatrician and Early years inclusion worker. However, if a child with additional needs starts to attend the nursery, we would work with the necessary professionals.

How we support children transferring to school

We know who our feeder schools are, the main school is Polperro Primary Academy. We are now part of Polperro Primary Academy and we work closely with them throughout the year. We regularly use the school hall and the school field so all of our children are used to going into the school. For the children who are moving up to school, we work with the school to ensure those children have weekly visits to reception class to enable the children to become familiar with the teachers and the environment. We also ensure that the children’s learning journey’s are handed over to the teacher at the end of the school year so the teacher can gain an understanding of the developmental level of the individual children.

Welfare

Specialist skills or training our staff have

 One member of our small team here have completed their BA hons Degree in Professional Practice in Children's services. All staff have up to date paediatric first aid certificates, health and safety certificates, basic safeguarding training, food safety training. 2 members of staff have undertaken Makaton training, visual support training, Behaviour management training, promoting positive behavior, Speech and Language development training and when we previous had a child with diabetes attending the setting, all staff had training on administering insulin.

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

All the staff have up to date paediatric first aid qualifications to ensure that any first aid procedures that may need to be administered, will be done so correctly. We provide a varied and healthy snack menu and provide the children with two snacks during the day. We also encourage parents to provide a healthy lunch in their child’s lunchbox. We carry out risk assessments of both our indoor and outdoor areas and we review them regularly. All staff in the setting have completed safeguarding training and the designated person currently is Julie Peat. We have an effective key person system in place, we carry out 2 year checks which are then discussed with parents. Parents understand that we have and open door policy that allows them to share relevant information regarding their home life. We have experience working with Penhaligon’s friends to provide emotional support where needed and have used the bereavement toolkit. Our nursery room offers a quiet area for children to access when needed. We promote personal, social and emotional development in the setting through the use of puppets, emotions stories, discussions at circle time, reward systems, our wow! Board, show and tell, etc.

Ways we inform parents about how their child is being supported

As we are a small village nursery, we have good relationships with all of the parents/carers of the children who attend the nursery. When a child starts attending Polperro nusery, we provide them with a parent pack which outlines what we do here at the nursery and how the child will be supported. We work closely with the parent/carer to build up a picture of the child’s interests and development through an ‘all about me’ form. We then meet with parents termly to discuss their learning and development and for the parent/carer to see the child’s learning journey. We have a wow! moment display board to encourage parents to take an active role in their child’s learning. Currently all of our documentation is accessible to all of our parents, however if a parent did express any additional needs, we would cater for them. We send out questionnaires to our parents/carers to provide us with feedback on all areas of the setting. We also send out termly newsletters to the parents/carers.

Our complaints policy

10.12 Making a complaint Policy statement Polperro Nursery believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our Nursery and will give prompt and serious attention to any concerns about the running of the Nursery. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our Nursery to a satisfactory conclusion for all of the parties involved. Procedures - All settings are required to keep a written record ('summary log') of any complaints that reach stage 2 and above and their outcome. This is to be made available to parents as well as to Ofsted inspectors on request. A full procedure is set out in the Pre-school Learning Alliance publication Complaint Investigation Record which acts as the 'summary log' for this purpose. Making a complaint Stage 1  Any parent who has a concern about an aspect of Polperro Nursery’s provision talks over, first of all, his/her concerns with the Nursery Manager – Julie Peat.  Most complaints should be resolved amicably and informally at this stage. Stage 2  If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the Nursery Manager and the chair of the management committee.  For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent.  Polperro Nursery stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.  When the investigation into the complaint is completed, the Nursery Manager meets with the parent to discuss the outcome.  Parents must be informed of the outcome of the investigation within 28 days of making the complaint.  When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 3  If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the Nursery Manager and the chair of the management committee. The parent should have a friend or partner present if required and the Nursery Manager should have the support of the chairperson of the management committee, present.  An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.  This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 4  If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.  Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.  The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives. Stage 5  When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.  A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted) and the Local Safeguarding Children Board  Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of Polperro Nursery’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.  The number to call Ofsted with regard to a complaint is: 0300 123 1231 or 0300 123 4666  These details are displayed on Polperro Nursery's notice board.  If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.  In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records  A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed.  The outcome of all complaints is recorded in the Complaint Investigation Record which is available for parents and Ofsted inspectors on request. Other useful Pre-school Learning Alliance publications Complaint Investigation Record (2012)

Access

Alterations we have made to make our building accessible

As the nursery is a relatively new building (2009) it had to meet building regulations with regards to accessibility. Our doors are wide enough to accommodate a wheelchair, ensuring that our outside area is accessible to all. We have ramp access outside both our front and side doors. We have an accessible toilet at the end of our toilet area. All switches in the setting are highlighted to stand out for a visually impaired person. We have a discreet changing area and the room has visual support labeling around it, (fire exits, toilets, restricted area, etc.)

Facilities we have for personal care

We have a discreet nappy changing area in the accessible toilet area of the setting. All staff are DBS checked and we have an effective key person system in place. We use visual sequencing photographs in the toilet area but prompt children to wash their hands correctly reminding them to use water and soap, to dry their hands and then place the used paper towels in the bins provided.

Specialist resources we have

We currently have no specialist to resources to aid physical needs however if a child joined the nursery with such a need, we would provide the necessary resources. Many activities in the nursery involve the principles and themes from the Letters and Sounds Programme. We ensure that staff have some small group time with all of the children in the nursery daily, carrying out Letters and Sounds activities to ensure effective sound and speech development and listening skills.

How we include all children in activities, such as trips

At Polperro Nursery we believe that children benefit from being taken out of the setting to go on visits or trips to local parks or other suitable venues for activities which enhance their learning experiences. The Nursery is very fortunate to have direct access to a varied and safe outdoors provision. Staff in our setting ensure that there are procedures to keep children safe on outings; all staff and volunteers are aware of and follow the procedures below. We ask all parents/carers to come along on trips and outings to supervise their child or children. However, if for some reason a parent cannot attend, other arrangements are made with nursery staff to ensure the child is included. Risk assessments are carried out on the venue of the trip and available for the parents/carers to see. For the week before the trip, we prepare the children for the trip by using books, pictures and social stories to enable them to become familiar with what to expect. We usual make arrangements with parents to meet at the venue of the trip, making arrangements for parents who do not drive.

Last updated: 05/12/2019

Back to top
Powered by Open Objects ©