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Little Pickles
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)

Coronavirus status: Closed - COVID-19

Little Pickles is a purpose built setting built in 2010 and is located on a quiet road in Callington. It has easy access to the main road from Launceston to Plymouth with plenty of parking. It is a modern eco-friendly building with benefits such as under floor heating and economic lighting. It's design includes dedicated indoor spaces for the different age ranges and two outdoor spaces in which the children can safely play.

We have excellent caring, nurturing and friendly staff who are all well qualifed to offer high quality childcare for families in Callington and the surrounding areas.

We care for children from 7.00am to 6.00pm Monday to Friday for children aged 0 months to 5 years.

Who to contact

Contact name
Amy Davey
Contact position
01579 382937

Where to go

Little Pickles
Granite Way
PL17 7SB

Other details


Babies 0-2 years - £5.77 per hour
Toddlers 2 - 3 years - £5.46 per hour
Pre-School 3 - 5 years - £5.35 per hour
Nursery Lunch £2.50

Inclusion within our setting

Wheelchair access

Has provision
Fully accessible modern building

Dietary needs

Has provision
Experience with
Lactose free
Gluten free
Egg intolerance
Nut allergy
Dairy free
Our cook is Level 5 trained in 'Hospitality Management', and has the level 2 awards in 'HACCP Awareness -Early Years' and 'Food Allergy Awareness- Early Years'.

Cultural provisions

Has provision
Experience with
Multi cultural training
Languages spoken



Pet provisions

Are there any pets at the setting?

Childcare information


Immediate vacancies
Please ring for vacancies as they vary according to age and days required
Date updated

Funded places

3 & 4 year old funding
2 year old funding

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 07.00 18.00
Tuesday 07.00 18.00
Wednesday 07.00 18.00
Thursday 07.00 18.00
Friday 07.00 18.00

School pickups

Offers pickups

Inclusion details

Saint Piran's Flag
SENCo name
Amy Davey

Early Years Local Offer response

Learning and development

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

At Coombe Valley Nursery, we believe that it is important to have all information relating to a child's development from the moment they begin their 'Early Learning Journey' with us. Our admissions policy states that each child will have two settling in sessions to create a sense of security for the child and also to build relationships with parents/carers. This means we have an opportunity to obtain relevant information about the child's needs and interests from the beginning. Parents/carers are asked if they have any concerns about their child's development or if their child is receiving any additional support from external agencies, ie, Health Visitors or Speech Therapists. This information then contributes to a child's baseline assessment within the 'Prime Areas' of Personal, Social, Emotional Development; Communication and Language Development and Physical Development. The baseline assessment is created during the first 3-5 weeks depending on how often a child attends. Any areas of concern are highlighted, providing a starting point in relation to development which is monitored through observation. then, by using Tapestry (our online Learning Journey), we track progress. If an area is identified as not developing at the expected rate and an SEN is suspected, support can be implemented at a very early stage. We use the ECAT (Every Child A Talker) monitoring system to assess a child's communication and language development, from entry and every six weeks. This enables us to identify any signs of speech delay or difficulties quickly and accurately. Referrals will be made to SALT (Speech and Language Therapists) after discussions with the parents/carers and consent is gained. We feel at Coombe Valley that it is vital a child receives any early interventions to enable a child to reach their full potential. 

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

Our designated SENCO is responsible for ensuring that any children who have Special Educational Needs or a Disability, have access to all the facilities and resources they require. We are an inclusive setting and support all children's learning throughout our daily routine and planning. 'Circle times' are planned and focus upon the 'Prime Areas' of learning, ie, 'Letters and Sounds' for communication and language development and 'Fun Fit'  for physical development. We use this during wake and shake to support sensory and physical needs. The observe, plan and review cycle is used for planning and assessment, this helps to identify any additional needs. Key Workers spend time talking, observing and listening to a child about their interests and needs. These are then incorporated into our short term/weekly planning enabling all children to access a broad and balanced curriculum targeting their own interests and needs. Observation and assessment ensures that any child's strengths and developments are identified. All of which is overseen by the Inclusion manager (Nursery Manager) to ensure that the children's developmental requirements are being met. Our SENCO creates an Individual Education Plan (IEP) for any child with SEND and strategies are put in place to support developmental next steps; such as Makaton signing or visuals clues. All members of staff have access to a child's IEP. All members of staff are trained in the use of Makaton and visuals. We have two members of staff who are trained in 'Emotion Coaching' and 'Five to Thrive'. Parents are always fully involved in this process and have constant access to their child's online learning journey.

Links we have to other agencies

We work closely with the Early Years Inclusion Team. They visit specific children on a regular basis to advise us on strategies to use in order to support children with additional needs. We are currently working with a CDC teacher who has provided valuable information and help to enable us to expand our knowledge, experience and understanding in many different aspect of SEND. We also work with SALT, Educational Psychologists, Locality SENCO, Occupational Therapist, Family Support, Health Visitor, Social Workers and our Local Children Centre Team. Our SENCO at Coombe Valley has attended the 3 Day SENCO Induction Training course and SENCO cluster meetings. This all ensures she has up to date knowledge and information. 

How we support children transferring to school

Coombe Valley has a wide catchment area and we feed into many Primary Schools.  We invite all class teachers from 'feeder' schools to visit the children who will be joining their class. They also meet with the Key Workers and discuss the stage of development for each child. The summer term is key to getting our pre-school children ‘school ready’. We focus some of our activities in the nursery about the children's new schools; create individual transition books, read stories about schools, ensure children are independent with toileting and dressing and create group displays. We offer meetings  with an interpreter for parents/children with English as an Additional Language to discuss the transition to school. We plan transitions in detail for children who have additional needs and the SENCO will work closely with parents, other professionals and the new setting to ensure a smooth transition, ie, going on visits with the child to their new school for visits. 


Specialist skills or training our staff have

Staff at Coombe Valley have appropriate training for SEN, ie, six members of staff have epi pen training and all members of staff have First Aid Training. Key members of staff have attended relevant training in regards to SEN, ie, SENCO induction days, Behaviour Management, Safeguarding, Child Protection, Health and Safety, Makaton, Visual Aids Training, Emotion Coaching and Five to thrive. Our manager has a Level 6 (BA Degree), the Deputy has a Level 5 (Foundation Degree), one member of staff is Level 4, two are Level 3, three are Level 2 - working towards their Level 3. All our staff are fully trained and have relevant childcare qualifications and are experienced at observing children and assessing them within the EYFS Development Matters Framework. 

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

At Coombe Valley we have a team of staff who are naturally nurturing and are all fully trained with the appropriate levels of safeguarding. Everyone continuously observes the behaviour of the children and any abnormal characteristics of a child will be reported to our designated Child Protection Officer (Hannah Lloyd). Hannah has the relevant Level 3 Child Protection Training to respond to any concerns appropriately that may arise from any safeguarding issues. Personal, Social and Emotional Development is promoted throughout the setting and we have a range of resources to promote the well-being of all the children. Emotion cards (which the children have access to) along with stories and puppets are used to encourage the children to understand their emotions, talk about, or show us, how they feel using props. Using these resources we can build self-confidence and self-esteem. We promote healthy eating and lifestyles by providing healthy snacks and drinks at nursery and providing a healthy, nutritious hot lunch. We encourage healthy lunch box choices by making information available to parents/carers. Members of staff model healthy eating when sitting with children at lunch time, using this as an opportunity to talk about healthy foods. For children who are with us all day there are areas for sleeping babies in cots, toddler beds and a cosy rest area with cushions and books available for older children to take some time out if they need some quiet time. We operate a free flow system of play, so children can access the outdoors for play when they wish, outside we provide activities for more energetic play such as running games, a climbing frame and bikes and obstacle courses. We also encourage children to use the toilet facilities appropriately and provide anti bacteria soap for washing their hands. These routines are modelled by adults and supported until the children are independent. 

Ways we inform parents about how their child is being supported

At Coombe Valley Nursery, we have an open door policy where parents/carers are welcome to come in and speak to us about their child. We use an online 'Learning Journey' to record observations and assessments. Parents or Carers can access this via their smart phones or computers and can also upload photos and observations of what the children are achieving at home.  At the end of each half term we hold a 'Stay and Play' session inviting parents/carers to come along and participate in activities with their children. This is also another opportunity for parents/carers to see how the Nursery Practitioners interact with the activities and talk about how they can support at home. We have end of year parent evenings when we discuss the child's overall progress and achievements. Children with English as an Additional Language or SEND have appropriate support in place to support their learning and any individual plans are reviewed termly. If a child is identified as requiring an IEP, we will discuss this with the parents to set achievable targets to support their development. Newsletters are sent out termly, we also send out a questionnaire for parents yearly to ensure we are meeting the needs of both parents and children. 

Our complaints policy

We have a Complaints Policy and Procedures in place for any issue's that arise in order that they can be resolved quickly and efficiently. 


Alterations we have made to make our building accessible

We have full wheelchair access throughout the building and lowered door handles which are easily accessible. Our outdoor area is wheelchair friendly with flat tarmacked surfaces meaning it can be enjoyed by all. We have an accessible disabled toilet which also includes a changing facility and support for individuals with a disability. There are visual supports displayed in our environment, for example fire exits, toilet signs and restricted areas which are for staff use only. There are discreet changing areas available in different parts of the setting.

Facilities we have for personal care

We use visual sequencing strips to encourage toileting/hand washing. We have fitted low level toilets and sinks, for easy use by the children. There are baby changing facilities in each room (baby and pre-school room) and in the disabled toilet. The Yellow Room has an area where children can be 'showered' in case of a 'soiled' accident. 


Specialist resources we have

We have a range of resources to support children with English as an Additional Language. We also have a variety of Polish, Slovakian and Portuguese resources available throughout the Nursery, ie, stories, displays, small world resources and flash cards. Weighted resources are used for children who need additional support for sensory needs or wedged cushions for physical needs. We have a talking pen which speaks many different languages; this helps us to communicate with both children and parents with English as an Additional Language and supports settling sessions well.

How we include all children in activities, such as trips

Before any trip outside of the nursery environment, a risk assessment is carried out of the location by a members of staff to identify any potential risks. Trips are usually based on a certain topic or community events and stem from particular observations of the children, discussions with the children about their trip takes place before and after the outing. Trips are inclusive to all children and children with additional needs can be supported by having more adult 1:1 support. Activities within the nursery environment are also inclusive to all children, some activities take place on the floor, some on tables and some outside. The resources are stored at child height and are readily accessible for the children.  

Last updated: 29/04/2019

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