Woodlands Day Nursery

Last updated: 17/01/2023

Woodlands Day Nursery is a spacious purpose-built independent nursery, located in a woodland setting on the edge of Greenham Business Park on the A339.The Nursery is accessible via a slope leading up to a double front door, with no steps and wide corridors creating a wide and easily accessible setting.The Nursery is build on one level and consists of 4 Nursery rooms,  training room, large kitchen, staff room and an office area. It is set in spacious grounds with outside areas for each of the 4 Nursery rooms, promoting free flow across the age groups; one of these areas is set on an upper level accessible via outside steps and a ramp via the side gate. There is also a nature garden and vegetable/fruit garden on site, used to expand the children’s opportunities to explore nature and bring current indoor learning to the outside. The willow dens and ponds furthermore add to the endless opportunities for the children to stretch their imagination and encourage outdoor learning.

The Joint Nursery Managers are responsible the owner of the nursery with a further 2 Deputy Managers currently in place to support the smooth running of the nursery. Within each room there is a Room Senior who is responsible for overseeing the day to day running of the rooms of which they work in.We currently have 24 adults working within the Nursery, 1 of which is a qualified teacher who works within the preschool room, 17 level 3 qualified staff members, 2 level 2 qualified staff member and 1 training towards level 2 qualification. We also employ 2 further support staff, 1 of which is our chef who works with a kitchen  and 1 of which is our housekeeper.  We are committed to ensuring that all members of staff are provided with a range of training opportunities that both meet the standard requirements and that seek to develop them as outstanding practitioners.

 The Nursery is committed to providing high quality care and education to all our children, striving to ensure we provide a stimulating environment based upon the needs and interests of the children.Each room is provided with resources to meet each area of the curriculum, with areas within the rooms used to support these, such as a maths area and a creative area. Staff are also encouraged to ensure each area is used across the curriculum, including maths opportunities outside through our nature cards which seek to encourage number, shape and measuring as well as creative/imaginative skills being encouraged within various areas such as the role play area, mark making area and through adult led learning opportunities. We aim to take our inside learning outside as well as bringing our outdoor learning inside, encouraging children to explore, investigate and make links in their learning.

 We strive to ensure children are provided with real life experiences, with role play areas frequently expanding the children’s understanding of experiences such as hospitals, shopping and travel.

The diversity of our children and our society is recognised at all times, with many festivals being celebrated; supported by a range of resources. Children are provided with opportunities to share their personal experiences of different cultures as well as being encouraged to explore these within the nursery. The diversity of languages is encouraged throughout the nursery with parents asked to provide details of any additional languages their child may speak, these are then used to support the children within their setting, working closely with the parents to see if the use of additional languages are needed to support their child with key vocabulary. 

Who to contact

Contact Name
Louise Burcher/Emily
Contact Position
Joint Nursery Managers
Telephone
01635 33626
E-mail
enquiries@woodlandschildcare.co.uk
Website
Woodlands Childcare

Where to go

Name
Woodlands Day Nursery
Address
106, Weber Road Greenham Business Park
Newbury
Berkshire
Postcode
RG19 6HW

Inclusion Information

Dietary Needs

Has Provision
Yes
Details
Able to cater for most dietary requirements. Allergies catered for - Vegetarian menu offered everyday

Childcare Information

Vacancies

Immediate vacancies
Details
Limited number of varied vacancies throughout the nursery
Date updated
17/01/2023
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
3 0 1
7 2 2
9 3 5
0

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Yes
Are you registered to provide 30 Hours?
Yes
30 Hour Partner Summary
NA

Waiting List

Do you have a waiting list?
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

School Pickups

Offers pickups

Ofsted Information

Ofsted URN
EY349271
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
28/11/2022Re-inspection (Early Years Register)Good
07/12/2021Inspection (Early Years Register)Requires Improvement
12/12/2018Re-inspection (Early Years Register)Good
08/08/2018Inspection (Early Years Register)Inadequate
21/07/2015Inspection (Early Years Register)Good

Local Offer

Description

Woodlands Day Nursery is a spacious purpose-built independent nursery, located in a woodland setting on the edge of Greenham Business Park on the A339.The Nursery is accessible via a slope leading up to a double front door, with no steps and wide corridors creating a wide and easily accessible setting.The Nursery is build on one level and consists of 4 Nursery rooms,  training room, large kitchen, staff room and an office area. It is set in spacious grounds with outside areas for each of the 4 Nursery rooms, promoting free flow across the age groups; one of these areas is set on an upper level accessible via outside steps and a ramp via the side gate. There is also a nature garden and vegetable/fruit garden on site, used to expand the children’s opportunities to explore nature and bring current indoor learning to the outside. The willow dens and ponds furthermore add to the endless opportunities for the children to stretch their imagination and encourage outdoor learning.

 The Joint Nursery Managers are responsible alongside the owner of the nursery with a Deputy Managers currently in place to support the running of the nursery. Within each room there is a Room Senior who is responsible for overseeing the day to day running of the rooms of which they work in. We currently have 24 adults working within the Nursery, 1 of which is a qualified teacher who works within the preschool room, 17 level 3 qualified staff members, 2 level 2 qualified staff member and 1 training towards level 2 qualification. We also employ 2 further support staff, 1 of which is our chef who works with a kitchen  and 1 of which is our housekeeper.  We are committed to ensuring that all members of staff are provided with a range of training opportunities that both meet the standard requirements and that seek to develop them as outstanding practitioners.

 The Nursery is committed to providing high quality care and education to all our children, striving to ensure we provide a stimulating environment based upon the needs and interests of the children.Each room is provided with resources to meet each area of the curriculum, with areas within the rooms used to support these, such as a maths area and a creative area. Staff are also encouraged to ensure each area is used across the curriculum, including maths opportunities outside through our nature cards which seek to encourage number, shape and measuring as well as creative/imaginative skills being encouraged within various areas such as the role play area, mark making area and through adult led learning opportunities. We aim to take our inside learning outside as well as bringing our outdoor learning inside, encouraging children to explore, investigate and make links in their learning.

 We strive to ensure children are provided with real life experiences, with role play areas frequently expanding the children’s understanding of experiences such as hospitals, shopping and travel.

The diversity of our children and our society is recognised at all times, with many festivals being celebrated; supported by a range of resources. Children are provided with opportunities to share their personal experiences of different cultures as well as being encouraged to explore these within the nursery. The diversity of languages is encouraged throughout the nursery with parents asked to provide details of any additional languages their child may speak, these are then used to support the children within their setting, working closely with the parents to see if the use of additional languages are needed to support their child with key vocabulary. 

Contact Name
Louise Burcher
Contact Telephone
01635 33626
Contact Email
enquiries@woodlandschildcare.co.uk
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
0 to 1
1 to 4
Needs Level
Low

Early Years Private, Voluntary & Independent Settings

1: How does the setting identify children with additional needs or SEND?

We have an onsite qualified SENCO is available to offer advice and provide opportunities to support children who are not meeting the expected level for their age and who are struggling to achieve their next steps, for these children our SENCO will observe them and work with their key person to put support in place that meets their specific needs as well as discuss the possible need for a support and achieve play plan. These initial concerns are then recorded on a 'initial expression of concern' form where the appropriate adult will identify where these concerns lie and discuss with the SENCO and the child's parents. A support and achieve play plan can then be set up to outline targets for the individual child and will be used alongside an 'intervention timetable'. These targets are then monitored according to the child's individual needs and used alongside outside professional support. Parents are consistently involved in setting these targets and work alongside the Nursery to establish next steps.

All staff members are support by a senior member of staff in ensuring that each child's individual learning plan is used to support them in tracking their children's development, using an ages and stages tracker to monitor and record each individual child's progress. We are constantly striving to ensure we provide opportunities that meet all the children's needs and this year have had a focus upon developing this, with the SENCO frequently visiting outside professionals within their own setting to gain ideas and discuss further provisions that we may need to meet the child's requirements. These professionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may needs to develop. For example we have worked closely with the Dingley Centre.

2: How will I be informed / consulted about the ways in which my child is being supported?

Parents are consulted throughout initial observations and expressions of concern and are informed about any targets that are set through parents meetings.

The SENCO is responsible for overseeing the child's needs within the setting and supports the relevant members of staff in ensuring that the targets for each individual child are meet.;

A Support and achieve play plan and the provision timetable the relevant adults are identified and it is clearly outlined the frequency of support that will be provided. This provision is frequently reviewed to ensure that the needs of the child are being met and any changes are made.

3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

All children are supported by an assigned key person, with the older children being provided with an additional teacher who overseas their educational development. These members of staff use feedback from parents, open observations and planned observations of each individual child, as well as transition information as the child moves between the rooms of the nursery to set up an Individual Learning Plan for them Within this learning plan strengths across each area of the curriculum are established as well as setting next steps for the children. These next steps are then recorded on our ‘Next steps tracker’, which is used on a weekly basis to direct our weekly planning, ensuring that the children’s next steps are being met within the planned provision. The key person is then responsible for planning opportunities for the child to achieve these next steps, raising any issues that occur with the relevant member of staff and using their observations to plan for the child’s next learning plan. 

If a child requires a support and achieve play plan this is set up with the support from our SENCO, the child's key person and their parents. This support and achieve play plan then forms the basis for our planning, ensuring that each individual child's needs are met through activities that are differentiated. These activities are then observed with these observations then forming a fundamental part of our assessment and future planning. 

4: What teaching strategies does the setting use for children with additional needs or learning difficulties?

The Nursery is consistantly striving to ensure we adapt our teaching strategies to meet the needs of each individual child. When additional needs or learning difficulties are identified the nursery ensures that they seek advice and support from both the SENCO and external agencies to develop resources for the individual child. The nursery have previously used Makaton and some staff have received Makaton training.

5: What additional support does the setting provide for children with additional needs or SEND?

When appropriate the SENCO visits outside professionals within their own setting to gain ideas and discuss further provisions that we may need to meet the child’s requirements. These professionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may needs to develop. The nursery accesses support from a range of external agencies. We have worked closely with the Dingley Centre, visiting the centre itself as well as members of staff from the Dingley Centre visiting us to discuss provisions for individual children. We furthermore have accessed support from The Early Years Team within West Berkshire with regards to advice and exceptional needs funding, Portage worker from within Hampshire, Speech and Language specialists and Pre-School Teacher Counsellors. The nursery ensures that they respond to any advice given and communicate regularly with all Professionals that are involved with each individual child. 

The advice we receive from external agencies and our own observations are then used to plan the provision that we provide. This provision is delivered in a variety of ways including small group activities anad one to one intervention sessions, depending on the needs of the child and what is appropiate for their age and level of additional needs. 

The nursery ensures that we support children with a range of difficulties, using social stories to support those with difficulties around their social skills, visual prompts and Makaton to support those with communication difficulties and an age appropriate behavior strategy such as behavior ladder to support those that struggle with managing their feelings and behavior. Specialist resources that are sent by external agencies are also used to support each child and enable them to meet their individual targets. 

Meetings are regualrly set up to ensure parents are involved with the setting up of their child's suppoet and achieve play plans with the nursery communicating advice that has been provided through the external agencies. It is paramount that the parents, the nursery and external agencies work together to set achievable targets and seek to establish the most apropiate provision for the individual child. 

6: How will the setting monitor my child's progress and how will I be involved in this?

Each child’s individual learning plan is used to support them in tracking their development, using an ages and stages tracker to monitor and record each individual child’s progress. The Two Year progress check is also used to monitor and track each individual child's progress. These tracking systems are then used to support the relevent members of staff in developing the support and achieve play plan and provision timetables, which are the reviewed according to the advice from external agencies and the needs of the individual child. These review meetings which are attended by the parents, SENCO and relevant staff members can be brought forward if it is felt more immediate review and actions are required. 

When external agencies visit our setting, we seek to ensure that the child is introduced to them and is aware of what they wil be doing during the interntion session. Then during interventions provided by the nursery staff the individual child is made aware of the purpose of the activity and are encouraged to take ownership over resources that are used throughout the sessions. 

The nursery encourages parents to inform them if their child attends another setting and will seek to ensure that any relevent information is shared accordlingly. For example a book may be set up to share a childs work and observations that have been made. 

7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

The nursery is dedicated to ensuring that all children are included and thier provision os planned for on an individual basis. We seek to develop the provsion we provide through the training of our staff and any reasonable adjustments they we may need to make to the learning environments. We ensure that we gather advice from external agencies and when needed we apply for execptional needs funding to ensure that chnages can be made to meet the needs of the individual child. As a team we ensure that all children are able to participate in the activities that we plan, ensuring that any risk assessments are carried out where necessary and parents are informed of any additional activitie ssuch as trips or special vistitors to ensure that they are aware of how their child will be supported during these times. if the nursery feels it is necessary external agencies are contacted for advice on adjustments that maybe needed. 

Training is provided to all relevnet staff members with additional resources and software purchased by the nursery to ensure teaching stratagies and the resources provided seek to support the child's additional needs. 

8: How accessible is the building for children with mobility difficulties / wheelchair users?

The Nursery is build on one level and is accessible via a slope leading up to a double front door, with no steps and wide corridors creating a wide and easily accessible setting.It is set in spacious grounds with outside areas for each of the 4 Nursery rooms, promoting free flow across the age groups; one of these areas is set on an upper level accessible via outside steps and a ramp via the side gate.

We also have a designated disabled toliet facility with changing facilities within all of the nursery rooms.

The nursry has Makaton software with some staff receiving Makaton training. The resources made through this software is then used in the relevent rooms to support specific children. For those children with english as a additional language, vocabularly and visual clues are used to suuport them in developing their language and in communicating effectively with others.

9: How will you support my child's transition to a new setting or school?

When a child with special educational needs is due to attend our setting our SENCO seeks to ensure that they visit external proffessional within their own setting to gain ideas, information and additional provisions that we may need to meet the child's requirements. These proffessionals are then encouraged to visit our setting and provide feedback upon what our strengths are as well as discuss any areas that we may need to develop to ensure our setting is suitable in meeting the needs of the individual child. Throughout this process the parents are regsualrly consulted and meetings are set up to discuss their child's transition into our setting. We seek to ensure any addional resources, training or support arrangments are in place prior to the child starting or immediately after. 

We are consistently striving to ensure that the nursery works closely with parents, outside agencies and settings to ensure that relevant information is passed between us, adhering rigorously to our confidentially policy. 

For our older children we consistently striving to ensure a smooth transition for the child between our setting and school supporting them emotionally with this change. Once the children have been allocated their school place our teacher within Squirrels makes contact with each of these schools, contacting them via a letter to invite them in and discuss the child/children moving to them. At these meetings the school is provided with the opportunity to firstly have a discussion with the teacher about each individual child, looking through their learning journal and education file, discussing their strengths, next steps and looking at their Early learning goals tracker. The school is then invited to meet with the child if both sides feel that this would be appropriate at this time. Our nursery teacher furthermore contacts each of the schools and strives visit to their setting to familiarise themselves with where our children are going to so that they are able to discuss them with the relevant children. During these visits if possible our teacher will also take photos of key areas within the school such as the child’s classroom, the playground and the school hall to then share in a large transition book, which is shared with all the children during group times. This transition book enables children to become familiar with where they are going to, sharing their new school with their friends and enabling them to become more emotionally prepared.

 During all of our transition stages we strive to communicate frequently with the parents and carer, ensuring that they are aware of what is happening and support them as well as their child in these transitions. During the older children’s summer term we furthermore invite the parents in for parent meetings with the teacher to discuss transition, share their learning journal, education file and to share in the achievements that their child has made as well as discuss next steps.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

We are a team that are constantly striving to improve the provision that we provide for every child within our care, striving to develop an inspirational setting for their early development and working together as a team to achieve the best for the individual child.  Our qualified teacher/education manager works closely with all members of staff across the rooms and with management to develop the overall effectiveness of the nursery. Through this we have been able to make changes to our practice including introducing a more consistent and thorough approach to tracking the children’s development and using this to plan for both their interests and to meet their specific needs.

 Our SENCO works to ensure that any specific needs are identified as early as possible with steps put in place to support the individual child within our setting, as well as seeking additional advice and support from outside settings to ensure every child is able to achieve their full potential.

We are committed to evaluating and developing our current practice, to ensure that we are consistently up to date with any changes to the EYFS that may occur and to ensure that are children are able to thrive within their environments. All members of staff are openly encouraged to reflect upon their practice through planning evaluations and personal reflection time, discussing anything that may arise with a senior member of staff to ensure that we are not only reflective but also proactive in putting changes into action. 

Parents/carers views and responses are sought on a daily basis through conversations with members of staff within the rooms and on a weekly basis through our home-nursery link books, where the parents are encouraged to share what their child has done at home as well as provide any information that they feel the staff may need about that child for the previous weekend. We operate an open door policy with parents so that they can raise any concerns they may have as well as any positive feedback on a daily basis, this not only enables us to gain further insight into our children but also allows us to reflect upon our practice and ensure that this is adapted to meet the needs of their child.

 Staff views are encouraged on a daily basis through both informal and formal discussions throughout the day as well as regular whole staff meetings and rooms meetings taking place throughout the year. All staff are provided with annual appraisals, which are documented and kept within the staff members individual CDP file, our trainees have 12 weekly reviews with their training manager and training provider. All staff members have individual observations and supervisions meets once every term to evaluate their practice and set targets. We furthermore openly encourage our staff to discuss their views with our senior management who operate an open door policy for the staff to discuss their feedback on a daily basis .

We are constantly eager to receive support from outside agencies to enable us to reflect and adapt our provision, seeking free support from outside to assist us with our families and making full use of the advice line from the Local Education Authority. Any recommendations from these professionals is recorded within the child’s learning journey as well as within the SEN file, with these recommendations and discussions being used to support us in ensuring the provisions are adequate and supportive of the individual child’s requirements, including using these to create an Individual Education Plan for that child.

 

11: Who should I contact if I am considering registering for a place at the setting?

The nursery is commited to regularly updating our website http://www.woodlandschildcare.co.uk/ which provides parents with information about our setting as well as contact details for any enquiries. Once a parent has enquired about a place at our setting a proepectus in sent out to them, they are then invited to come meet the staff and view the nursery, during this visit they are provided with further details about the services we provide as well as being given a parents handbook and registration form (detailing t&c's). Once they have registered with us and their depsoit has been paid, visits are set up for their child, during these visits a meeting takes place between the parent and the Room Senior to discuss in detail the needs of their child.

12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

The first point of contact within the nursery is our Nursery Manager, there is furthermore 4 Deputy Managers and one of which is a Training Manager, and one of which is an education manager. All of which can be contacted during nursery hours. Our designated SENCO is also onsite five days a week for parents to discuss any concerns regarding their child's individual needs. The parents are also provided with a direct email address for the nursery owner who they are able to contact as and when they need to. 

Our nursery notice board is used to provide parenst with information on useful voluntary agencies and support groups, we are also developing an additional page to our website where useful links to these agencies will be dispalyed .

Parents/carers views and responses are sought on a daily basis through conversations with members of staff within the rooms and on a weekly basis through our home-nursery link books, where the parents are encouraged to share what their child has done at home as well as provide any information that they feel the staff may need about that child for the previous weekend. As operate an open door policy with parents able to raise any concerns they may have as well as any positive feedback on a daily basis, this not only enables us to gain further insight into our children but also allows us to reflect upon our practice and ensure that this is adapted to meet the needs of their child.

A copy of our 'Complaints and compliments' policy is displayed within our reception area as well as an information poster outlining Ofsted's advice regarding feedback about the nursery.

We then seek to use feedback to develop and evaluate our SEN and overall provision. 

Quality checks

  • DBS check

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

Back to top of page