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Hainault Day Nursery

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Who to contact

Gemma Witchell
020 8501 6862
Hainault Day Nursery

Where to go

Hainault Forest Community Association
100bManford WayChigwellEssexIG7 4DF

When is it on?

Monday to Friday 8.00am to 6.00pm

Other Details

2, 3, 4, 5

Childcare Information

Provision Type(s)
Day nursery
Outdoor garden
Visits and outings
Parking available for pick up or drop off
Free Early Learning - 3 & 4 years
Sleeping area
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Fully wheelchair accessible
Offers pickups?

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
05/05/2009Inspection (Early Years Register)Good
05/12/2013Inspection (Early Years Register)Inadequate
06/05/2014Re-inspection (Early Years Register)Good
24/01/2018Inspection (Early Years Register)Outstanding

Local Offer


Age range
Early Years (0-4 years)
Shortbreak type

Education Offer


At Hainault Day Nursery we welcome all children and are trained to personalise care for children with Special Educational Needs.

Building on best practice, the SEND Code of practice sets us clear expectations of meeting the needs of children with disabilities and additional needs.

Our key person approach enables our team to have positive relationships with the children which give them the confidence to make steady progress in a rich stimulating environment.

We are an inclusive setting and value all children as individuals and include all children in play and activities making adjustments and adaptations where necessary.

We are open 5 days a week, Monday to Friday 8am until 6pm. We provide 2, 3 and 4 year old funding (11 hours per week/51 weeks of the year)

We are a ‘GOOD’ rated Nursery by Ofsted.

The building is on one level and situated on the ground floor. We have two entrances, one being a wide doorway accessible for all. On this entrance we have a ramp pathway.

We have an accessible toilet which caters for staff, parents/carers and children.

We have three base rooms, a dining hall and large spacious garden.

Furniture is arranged and adapted to meet individual needs of children.

Activities are set up and accessible to enable free mobility. Other reasonable adjustments are made where needed.

The Toddler Room (2-3 years) and Foundation Room (3-5 years) have direct access to the garden allowing the children to free flow with in and outdoor activities.

We endeavour to keep all passageways clear at all times to follow health and safety regulations and facilitate children’s mobility.

Base Rooms have a carpeted area to reduce noise level. The baby room (3 months to 2 years) have curtains in the sleep area to dim lighting and create a more cosy area.

Steps outside the building have visible yellow lines.

The main part of the outdoor area is all safety surfaced.

There is an accessible ramp outside which leads to our allotment area.

The Toddler Room (2-3 years) and Foundation Room (3-5 years) both have a separate nappy changing area.

Identifying children's needs

At Hainault Day Nursery we believe in identification of difficulties and appropriate intervention to support children’s progress, learning and development. We look at children individually, however holistically. We observe and assess a child’s development to precisely identify what a child may need before devising an Individual Outcome Plan straight away.

Our Nursery has a designated Special Educational Needs Co-ordinator who works in partnership with key people, parents/carers and all outside agencies.

Our key person system enables us to observe and monitor children’s development on an individual basis.

A child may display behaviours that raise concerns with the key person. The key person will discuss with the SENCO any concerns they have; the SENCO will look at all the evidence provided to see if it reflects the concerns. She will also observe the child herself.

The SENCO will look at the child holistically and decide whether there is a concern that needs to be raised with the parents/carers. Age will sometimes be taken into consideration. The SENCO may require the behaviour management co-ordinators involvement.

The SENCO works alongside the child’s key person, as the key person already has a relationship with the child and family. (The zone of influence and accountability)

The key person will seek permission from the parents/carers for the SENCO to carry out observations on the child.

Background information from families will be collected, recorded and updated.

Once a concern is raised with the parents/carers the nursery works in partnership to support the child’s learning. Where additional support is needed the SENCO gains permission from parents/carers and where necessary makes referrals to involve outside agencies such as the SEN Early Years Panel, Educational Psychologist and Speech and Language Therapy.

Parents/carers will be notified when observations are being carried out and given copies of all relevant information.

Dedicated contacts

Gemma Witchell the manager of Hainault Day Nursery is the overall ‘responsible person’ for Special Educational Needs in the setting. Gemma is responsible for ensuring that legislation is met. The Special Educational Needs co-ordinator has the responsibility for the day to day management of Special Educational Needs procedures. Her name is Emma Brookes; she has undertaken the following relevant training – NVQ 3 Childcare, Learning and Development, NVQ 4 in Special Education Needs and SEN Modular course.

The SENCO has the responsibilitly to:

  • Liaise and work in partnership with colleagues, parents/carers and outside agencies.
  • Be responsible for the daily management of SEN.
  • Advise and support other practitioners in the setting.
  • Have regular contact with the area SEN advisor.
  • Ensure that appropriate learning and outcomes plans are in place, e.g. Individual Outcome plans.
  • Ensure background information is collected, recorded and updated.
  • Plan initial and review meetings.
  • Take the lead in monitoring and receiving any action taken to support the child.
  • Ensure that appropriate records are kept for all children with SEND who require outside agencies support.
  • Adhere to the SEND Code of Practice 0-25years (2014) and the graduated approach.
Involving children and their families
  • Planning and review meetings
  • Ideas/activities for home on Childs "Next Steps" sheet
  • Parenting advice
  • Regular contact between parents/carers and the setting
  • Newsletters
  • Questionnaires
  • Parents evening
  • Settling in period
  • Sign posting
Range of support available
  • EYFS Curriculum  
  • Support for behaviour Support for health needs
  • Partnership working with other professionals
  • Articles from nursery world
  • Staff training
  • Steps to outcomes
  • Visual time tables
  • Some staff are Makaton trained
Measuring children's progress

Support for children with Special Educational Needs is done using observation, assessment and planning. Individual Outcome Plans are devised with key people, parents/carers and outside agencies. These outcomes are identified and agreed to enable children to achieve small steps. Individual Outcome Plans are reviewed on a regular basis. All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.

Two-Year-Old checks are completed when the child is two years.

Termly tracking assessments are completed to monitor children’s progress across the EYFS.

Communication trackers are used to support children with speech and language difficulties.

The steps to outcomes tracker, which is used for children with SEN, is used to monitor progress. This is based on the EYFS prime areas.

Support and training for school staff

The SENCO Emma Brookes has achieved an NVQ 4 in Special Educational Needs, the SEN modular course and attends frequent forums to keep updated and refreshed.

All staff attended an In-house training day on SEN in April 2016 which the SENCO and Manager delivered.

Accessibility of the school

All equipment and resources are accessible to children; they are at children’s level in clear labelled boxes.

Some staff are trained in Makaton this is encouraged daily as part of all the children’s routine, especially key group times.

Children’s toilets are accessible and stools are provided to enable easy access to washing facilities.

Changing areas are discretely located within each room.

The outdoor area is fully accessible to wheelchair users and to people with gross motor difficulties.


Safety checks are completed daily in each room, to access the resources /equipment and environment.

Relevant risk assessments are displayed in rooms to reflect the activities which are out.

Outings are risk assessed.

The above are adhered to so that health and safety is maintained at all times.

Additional support, e.g. one to one is considered and provided for those children who may require intensive support to access activities.

All activities are differentiated and adapted according to children’s level of capabilities and development.

Practitioners provide parents/carers with handovers on a daily basis and meetings when needed to discuss a child’s development. Staff keep parents/carers informed with their child’s ‘next steps’ and require a signature on newly devised ‘next steps’. Ideas/activities for home are on the ‘next step sheet’ suggesting to the parents/carers what they could carry out at home.

We encourage parents/carers to complete ‘Wow moments’ for home life to add to a child’s learning journey. This gives us an insight to what a child enjoys at home, and helps us link home and nursery learning together.

Transition arrangements

When children are near to transitioning to a new room, a settling period is arranged, depending on the amount of sessions a child does. This can vary between 2 weeks to one month.

We also plan visits where the new key person will spend some time in the child’s current room before the transition to the child’s new room commences.

A transition form is completed before visits begin. This is a form informing new key people of important information.

Preparation for school usually starts a term before September, sometimes before. This includes; school visits, teacher visits (depending on school), transition meetings, school role play, school based activities, packed lunch days, uniform and P.E kit days.

The SENCO would liaise with the child’s school SENCO, and depending on a child’s additional needs an educational psychologist may be involved to assist with transition.

Relevant information is passed onto the school setting, e.g. reports, I.O.P, communication trackers, termly assessment and transition to school form.

Support and training for parents and carers

We welcome and value parents/carers comments, suggestions and knowledge of their own children. We ask that parents/carers take on board our suggestions/ideas for home by signing the child’s individual ‘next steps’.

We provide regular newsletters to families to inform them of what’s happening in their child’s room regarding up and coming events and reminders.

We have an open door policy where parents/carers can book some time to spend with their child at nursery.

Information is shared with parents/carers through daily records, learning journeys, parents evening and workshops.

We form as part of a multi-agency team and liaise with agencies when required. We support parents/carers by sign posting them to children centres; FIND etc and can provide them with some leaflets/literature.

Further information

Please contact us on our website for further information about us and to request a brochure.

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