St Erth 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)
St Erth Nursery, previously St Erth Childcare Centre, opened on the 30th October 2018. We are part of a partnership (The Barn Day Nursery) that offers childcare to the communities of St Ives, Carbis Bay, Hayle and St Erth.
Here at St Erth Nursery, we offer childcare for children aged 2 to school age. We have an enclosed outdoor area with access to the school playing field. We use a very child-centred approach and plan activities around children's interests that extend their learning and development. We also like to go on trips and outings and make use of the partnership's 8-seater and 17-seater minibuses to frequently explore whats on offer in the wider community.
Who to contact
Where to go
- St Erth Nursery
- TR27 6HN
We are located in the grounds of St Erth CP School. We are situated to the right of the school: you will need to appraoch the gate and ring the doorbell for assistance.
Time / date details
- Time of day
- Session information
- Monday : 09.00 - 15.30 Tuesday : 09.00 - 15.30 Wednesday : 09.00 - 15.30 Thursday : 09.00 - 15.30 Friday : 09.00 - 15.30
- Age ranges
- From 2 years to 5 years
Inclusion within our setting
- Has provision
- Has provision
- Immediate vacancies
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 09.00 15.30 Tuesday 09.00 15.30 Wednesday 09.00 15.30 Thursday 09.00 15.30 Friday 09.00 15.30
- SENCo name
- Autumn Christie & Joseph Greenfield
- How we make our service inclusive
All ares are wheelchair-accessible. Equipment/furnishings at appropriate height for children and those with disabilities (i.e. those in wheelchairs).
- Staff SEND experience
Highly experienced SEN team who have all attended the SEN 2 day training course. We have experience with children with physical disabilities, developmental delay, behaviour management, food allergies and intolerances and Autism Spectrum Disorder (ASD).
All staff regularly undergo training that will aid and enhance provision to make us more inclusive.
- How our service supports providers / schools / colleges
We have strong links with local schools, colleges and other providers. We welcome students/trainees from local colleges/schools to take their placements (subject to satisfactory induction procedures). We draw on experience from our other settings; pooling knowledge and training.
- Support at key transition points
We provide a warm and welcoming environment in so that children and families can settle with ease. We understand that some children may take longer to settle than others and will adjust our provision accordingly. For example, we may ask that parents stay a little longer/shorter.
We hold termly parent consultations with parents to discuss children's progress and the transition to school. Parent's are incorporated into their child's learning and development at all times; through weekly planning and also through Tapestry.
- Other local or national support
We take our advise from local and national policies and incorporate them into our practice. We refer children to the Early Years Inclusion and Speech and Language Services where needed (only with parent/carer consent).
- Resolving disagreements, mediation and making complaints
We have a warm and 'open door' environment where parents, visitors and staff can always come forward with a grievance. We take grievances very seriously and always try to provide the best standards of care possible; We have a complaints policy in place.
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We ensure that all children are settled and happy in order to access all areas of the curriculum. This extends to our environment; we offer 2 large open spaces where children have free access to resources.
On induction, we speak with parents to ascertain what children will need in order to settle and for us to meet their individual need. In addition to this, we ask that parents fill out an 'All About Me' form proir to children starting.
All of our staff will closely observe and monitor each child to ensure that their needs are met. Where children are not meeting certain milestones, we have systems in place to support them.
- How we identify and support children's learning and development needs
Observations and assessments via learning journals and Progress Trackers, consultation with parents, staff meetings. SENDCO employed for work with children who need support.
- Links we have to other agencies
We have strong links with our sister setting(s) (The Barn Day Nursery & Headstart Day Nursery) and with all Local Authourity Educational Services (Early Years Inclusion Team, Speech and Langauge Therapy etc.)
We draw on the knowledge and expertise of our sister settings, introducing new systems for children with Special Educational Needs that are effective and responsive.
- How we support children transferring to school
We have exceptional links with the local primary schools and work very cloelsy with prospective teachers. During the past academic year, this involved taking the children to their new class each week a term before they started in reception.
Learning and development
- Specialist skills or training our staff have
All staff have completed in-house visuals and Makaton training and use the appropriate visual aids and signs within the setting. Our provision is lead by Joe Greenfield (our Early Years Teacher) who has completed the 2 day SENDCO training (in addition to Autumn Christie).
- Support we offer regarding children's health and well-being
We access indoor and outdoor spaces every day and take regular trips out of the setting.
We have a strong 2-person key-worker system for each child to ensure that they settle and are happy.
We assess the well-being and involvement of all of our children (using the Leuven Scales) in our observations and assessments.
- Ways we inform parents about how their child is being supported
Parents can instantly access their childrens' learning journals using Tapestry. In addition to this, we hold termly parent consultations to discuss childrens' progress and learning.
IEP/ILP'S are written with SENDCO and parents and signed to ensure agreement all round. Additional support that is highlighted as necessary is sought via the Inclusion or Speech and Language services with parental consent. We feedback to parents daily when they pick up their child/ren.
- Our complaints policy
We have a full complaints policy which is available in the hall/via email.
- Alterations we have made to make our building accessible
Provision is on one level with wheel chair access. All areas can be accessed by reduced mobility visitors.
- Facilities we have for personal care
There are two toilets that are suitable for younger children and one accessible toilet: all areas inside have suitable basins for washing hands. Changing areas are located in the accessible toilet.
- Specialist resources we have
Sensory equipment and experiences provided for younger children.
- How we include all children in activities, such as trips
We have access to 8 seater and 17 seater transport (provided by our sister setting -The Barn Day Nursery). We regularly go out and engage with our community (shops/post office/park etc.) and use the minibuses to go further afield.
Last updated: 01/09/2019