Oasis Childcare Centre-Holiday Scheme
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 operate Kid's Club through the school holidays and are open all year except for two weeks at Christmas, our annual summer closure (usually the last two full weeks of August) and Bank Holidays. Holidays are fun packed and we aim to give the children lots of positive experiences during their time with us. In the past we have;
- Gone to the cinema
- Spent the day at the beach
- Held drama and dance workshops
- Taken part in leading the procession of our village country fair
- Built dens at Tehidy Woods
- Had football and cricket coaching
- Taken part in local play days
Who to contact
Where to go
- Oasis Childcare Centre
- TR20 8EX
- Table of costs
Table of costs Amount Cost Type 18.50 Per Half Day ( 5 hours ) 24.50 Per Full Day
- Half day covers any sessions up to 5 hours.
Full day covers any sessions over 5 hours.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Ramp access available
- Has provision
- Children bring own lunches.
- Languages spoken
- Are there any pets at the setting?
- List of pets
Other furred animal
- Immediate vacancies
- Varies daily - please contact to book. Holiday club spaces available for ages 5 - 14 years
- 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
- SENCo name
- Briony Sedgeman (Lead SENCO), Kirra Rann and Jennifer Wallis
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
On-going formative assessment is used to identify the young children’s needs, interests, characteristics and stage of development. Key persons observe children as they interact during everyday activities and planned activities. These observations are recorded daily onto post-its, which are later transferred into the children's learning journeys and used to form part of the babies/child’s developmental pathway. Cohort tracking is completed during the autumn, spring and summer terms to track the progress of individual children and groups of children such as boys, girls, peer groups, oldest and youngest, 2 year funded children, children who are eligible for Early Years Pupil Premium (EYPP), children in care, English as Additional Language (EAL), service families, children in need and children with additional needs. When completing these observations and assessments key persons are guided by the Early Years Foundation Stage (EYFS) to analyse the progress of their key babies/children and to identify the babies/child’s achievements or their need for further support. This enables staff to provide appropriate resources and promote inclusive practice to meet the needs of the child and encourage them to independently learn. 2 year old checks are in place to review young children’s progress in the 3 prime areas. This short written summary provides parents/carers with information about their child’s achievements, areas in which extra support might be required and a description of how the child’s key person will work alongside parents to address these issues. Baseline assessments are completed within 4 - 6 weeks of a child starting at the setting. This short written summary reviews the babies/child’s stage of development when starting at the setting and provides parents/carers with information about their child’s achievements, areas in which extra support might be required and a description of how the child’s key person will work alongside parents to address these issues. The Early Communication Assessment Tool (ECAT) is used by all key persons to identify speech and language needs and therefore support communication and language development.
- How we identify and support children's learning and development needs
- At the Oasis we strive to provide a differentiated curriculum that meets the individual needs and abilities of all children. Staff carry out regular observations which enables them to identify and document evidence of children’s particular interests, abilities, strengths and weaknesses. If a child is identified as having a developmental delay in one or more areas of their learning, we will undertake to help the child progress developmentally by providing the necessary additional support to meet their needs. Additionally, if a child is identified as being gifted and talented in one or more areas of their learning, we will undertake to plan experiences which can enrich and further develop the child’s interests, gifts and talents.
- We follow the graduated approach to support the individual needs of the children, which follows a continuous cycle of assess, plan, do and review. In the event of a child’s key person identifying that a child is experiencing difficulties with any areas of their learning and development, they will first implement some simple strategies to support their needs. They will gather observations of the child and analyse these to determine the nature of the child’s delay or difficulty. If further support is required the child’s key person will then work closely with the child’s parents and the settings SENCO to gather the information and decide if further action needs to be taken. If they decide that the child does require some additional support the child will be placed on the graduated approach and an action plan will be compiled. This information needs to be shared with the parent as soon as possible. The setting will ensure that the child’s progress is recorded and monitored in increasing detail and referrals to external agencies will be made where necessary. If further activities and observations continue to show that the child is making little progress then a request for an Education, Health and Care (EHC) Assessment and Plan can be made by either the setting or the child’s parents. Parents/carers should be fully engaged throughout all stages of the graduated approach and their thoughts and ideas will be considered when planning future actions for their child.
- Links we have to other agencies
Appropriate staff have good working relationships with the multi-agency team. Speech and language therapists and physiotherapists regularly visit the setting to work alongside parents/carers and staff to support the needs of individual babies/children. The setting works with other professionals to support speech and language chatterbox groups; mixed heritage families; multi-agency network meetings; and adoption groups and support for those brining up children who are not their own. We have previously supported 2 youth clubs for children aged 9-13 years and 14-20 years. Due to their own success their support is no longer required in our area but these services may be reinstated in the future if/when the need arises.
- How we support children transferring to school
Our aim is to work in partnership with parents to ensure transition periods are as smooth and trouble free for children as possible. We ensure that children experience a smooth transition from the pre-school to Foundation Stage and that the quality and pace of learning are maintained to support children in continuing to make good progress. We ensure that children follow the Foundation Stage as their needs define. All staff see transition as a process rather than an event. Parents and children are informed and involved throughout the transition process. All children are provided with equal opportunities to an effective transition in which there are no barriers based on race, gender, culture and ability. Opportunities are planned daily to ensure children of all ages have time to play and learn together. Children and parents are actively involved in the process of transition and their perceptions are explored and valued. The progress of all children at transition is monitored to quickly identify additional needs. Children who are identified with having additional needs are discussed with appropriate staff, parents, SENCO and other professionals. Strategies are then put in place to ensure that children are able to develop to their full potential.
Throughout the Foundation Stage children’s learning and development is regularly observed through the use of focused planned observations, learning journeys and spontaneous observation. These assessments of children’s learning are recorded in their learning journals, which are shared with children, parents and staff. The Early Years Professionals will have overall responsibility to ensure that the process of transition is smooth, effective and a happy process. They will report to the Chairperson and Management Committee on the effectiveness of the transition, any changes made and any new national initiatives on the process of transition.
Nursery to Primary Transition - Nursery staff and primary staff work together to organise meetings for parents to meet the reception class teacher, discuss enrolment, school routines and the Foundation Stage Curriculum. At this meeting parents are consulted on their views, opinions and concerns on the transition to Foundation Stage. Notices, information packs and monthly newsletters containing information from local schools are displayed in the setting. Primary staff are encouraged to visit the setting and spend time with the children at snack time, reading stories, joining in with music sessions and attending fundraising events.
As the majority of pupils go to Ludgvan School we are able to offer the Pre-School children the opportunity to: • Have lunch in school and meet the kitchen staff • Watch school performances • Participate in walks around the indoor and outdoor school environment • Visit the reception class to participate in play sessions and story time • Join in with morning break and meet play time pals/school buddies/teachers and teaching assistants • Visit the office to meet the school secretaries.
Where children attend other schools selected by their parents, we aim to work directly with these schools towards a smooth transition for the benefit of the children and their families. Pre-school staff and the Reception Class Teacher meet to discuss their key children’s learning journals, Progress Matters Assessments and share other observations and records. Pre-School staff will encourage the parents to attend primary events, such as sports day, open days and Easter and Christmas Fayres.
One member of the school staff works in both Ludgvan School and Oasis to ensure that the process of transition from nursery to school is a smooth, effective and happy process.
Learning and development
- Specialist skills or training our staff have
All staff are qualified to a level 3 or above and their professional knowledge and understanding has a positive effect in the children’s progress and outcomes. All staff hold current qualifications in Child Protection, Paediatric First Aid, Food Hygiene and Health and Safety, which are renewed every 3 years. All staff have also received Epipen training to ensure they have the skills, knowledge and confidence to manage children’s allergies effectively. Staff are committed to attending regular training to continue to improve their own professional development and how they can use this knowledge to support their key children. The settings SENCO’s have attended specialised training to develop their knowledge and understanding to support children with peg feeding, serious allergies, physiotherapy, a nutritious diet and adapting equipment such as walking frames, chairs and splints.
- Support we offer regarding children's health and well-being
We work closely alongside parents and provide each child with an 'All About Me Profile' to help us provide a home from home environment, ensuring that the babies/children’s routines stay the same. The staff work closely with the children’s parents/carers to develop good relationships, ensuring continuity between the setting and home. We have consistent, friendly key persons whom ensure that all babies/children are made to feel included, safe and valued in the setting. The children are given constant opportunities to make their own choices and develop their independence throughout sessions. The settings overall approach to the children’s learning and development is to follow the lead and the interest of the child. We operate a free-flow system which gives the children constant opportunities to make their own choices throughout the day, in both the inside and outside environments. This allows the children to take control over their own learning.
The learning rooms are spacious, bright and airy, giving the children a sense of freedom whilst still in a rich learning environment. The children enjoy free-flowing from inside to outside throughout the day. All children have constant access to the outdoor area. We plan a daily physical focus and encourage physical play in all aspects of learning. The children are taught about personal hygiene and encouraged to wash their hands at appropriate times.
The setting has been awarded Healthy Early Years Status due to the wide range of physical activities that staff provide for the children and the wide variety of healthy foods that are provided at café snack time. Children have free access to drinking water both inside and outside. We offer children a choice of milk or water during daily snack times, and a choice of diluted juice or water at lunch times. Children’s dietary needs and preferences, including any allergies or cultural requirements, are established through the initial induction forms when a child starts at the setting. A list is kept within the kitchen area and inside the cupboards in each of the learning rooms, ensuring that all staff are aware of children’s individual dietary needs and preferences. The settings Manager and Room Supervisors will continue to liaise with the child’s parents/carers to ensure that all information regarding their child’s dietary needs is kept up to date and that their individual needs continue to be managed effectively within the setting.
- Ways we inform parents about how their child is being supported
At Oasis we recognise that parents are children’s first and most enduring educators and the team strive to build strong, positive relationships with all parents/carers. Parents are actively encouraged to be involved with their babies/child’s learning. We provide many opportunities for them to become involved through the learning journals, next step and home-learning bags and we welcome feedback about their babies/child’s interests at home. The parents are fully engaged in their children’s learning through the learning journals, daily communication diaries and assessment meetings. The parents have a substantial input into planning through daily discussions, wow sheets, diaries and other feedback from assessments about what they would like their child to experience/what their child’s interests are at home. Every month key person’s complete a ‘Learning Story’ as part of their babies/children’s learning journals. These are shared with parents/carers to inform them of their babies/child’s progress and to share with them how they plan to extend their learning and development and support their individual needs and interests.
Parent consultations are held twice yearly to provide opportunities for parents/carers to meet with their babies/child’s key person to discuss their progress, achievements and any areas where they may require extra support. Summative assessments are completed in January and July before the meetings, which are then shared with parents/carers during these consultation evenings. During these consultation evenings, families with children who have Special Educational Needs are given extended time slots.
In the event of a child’s key person identifying that a child may need extra support with an area of their development, they will liaise with the setting’s SENCO and the child’s parents/carers. Together they will write Individual Education Plans (IEP's) to support the child’s individual needs. These will be reviewed monthly by the setting’s SENCO, who will continue to work closely with the child’s key person and parents/carers to monitor their progress. Parents are encouraged to be actively involved with devising and reviewing IEP’s.
- Our complaints policy
Below is a copy of the settings complaints policy:
Statement of Intent: The Oasis centre believes that children and parents are entitled to expect courtesy and careful, prompt attention to their needs and wishes. We welcome ideas and suggestions on how to improve our services and will give serious and prompt attention to any concerns that are raised about the running of the centre. 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 then we have a set of procedures for dealing with concerns.
Aim: We aim to bring all concerns about the running of the centre to a satisfactory conclusion for all parties involved.
Method: Should you have need for complaint, please contact Mrs Lorna Trudgeon (Manager) in the first instance. If the problem is not dealt with to your satisfaction then please put your complaint in writing to the Chair of the Committee of The Oasis Childcare Centre.
Parent’s views are respected and acknowledged. Appropriate and prompt action is taken on any concerns raised and complaints will be investigated. Complainants will be notified of the outcome within 20 days.
Chairperson of Oasis Management Committee:
Miss Zoe Curnow
Oasis Childcare Centre
Cornwall TR20 8EX
Telephone: 01736 741528.
If you are still not satisfied with the way in which your complaint has been dealt with, please contact:-
The Regulators of the Early Years Services
OFSTED (Office For Standards In Education)
North Regional Centre
Royal Exchange Buildings
St. Ann’s Square
Telephone: 0300 123 4666
- Alterations we have made to make our building accessible
The new building was specially designed and built in 2010 with the needs of Early Years at the fore. With plenty of parking and disabled access, the building is freely accessible to all.
We have an Accessibility Plan in place that is used as a working document to support good practice and is reviewed termly.
- Facilities we have for personal care
The building provides accessible toilets for adults and children within the main reception area, which also includes a shower and changing facilities. Within the children’s toilet area there is access to a child’s size accessible toilet, a shower and changing facilities.
- Specialist resources we have
We have 3 large open planned rooms specifically designed to meet the needs of all children. We have a spacious baby room with an adjoining sleep room, a toddler room and a separate pre-school room. These rooms are all on one-level, with free-flow access to the outdoor areas. This ensures that all children have opportunities to be outside on a daily basis and can move freely around the different activities within the learning rooms. We have adaptable furniture which can be altered to meet the needs of individual children and adaptable stands for tray-top activities, such as sand or water. We have a sensory room, which was designed and built by us to provide a quiet, calming space for the children. This provides a separate space away from the main learning rooms where children can come to relax and wind down if needed. We also have a sensory garden outside, different sensory baskets and heuristic play activities to support children’s sensory development. The team work closely with other professionals to support children with using any specialist equipment that they may require within the setting, such as chairs, walking frames and splints. This enables the staff to confidently support children’s individual needs and enables the children to freely access all areas of the setting.
- How we include all children in activities, such as trips
Our staff are committed to working within an equal opportunities framework. We treat all children with equal concern, regardless of gender, racial origin, ability, cultural and linguistic background or religious beliefs. We feel that play should promote self image and value the experiences of each other and a respect for our different backgrounds. We work closely with children’s parents, and other professionals where necessary, to ensure that all children are given equal opportunities to engage in activities provided for by the setting. When planning trips and outings away from the setting a risk assessment is completed prior to the trip, which takes into consideration the individual needs of all children. Staff will then liaise and work with the child’s parents to ensure that adequate procedures are put into place to support their child on the trip and enable them to fully access the learning opportunities on offer. Ratios for trips are increased to a 1:2, and a 1:1 where necessary to support individual children. The setting has access to the school’s mini-buses, one of which has wheelchair access, and some staff members have business insurance on their cars, which we can use to transport any necessary equipment if needed. We regularly plan trips within our immediate environment, visiting the Local Park and Community Field. These can both be accessed via the school ground which has wheelchair access, enabling us to walk across to these areas without going on the main road.
Last updated: 03/09/2019