We offer everything you would expect from a 'Good' (2013) Ofsted registered nursery; high standards of daily care; a nurturing, safe environment; rigorously checked, highly qualified staff as well as thoughtfully arranged, well maintained buildings and outdoor areas. We try hard to make any arrangement work, for all concerned, you, your child and us. With the use of our sister company Leapfrog (Outstanding - Ofsted) we have wraparound care available, to help take the strain out of your daily routine. Learn to Leap is a ‘home from home’ we accommodate each child and family as individuals. Our dedication stems from one goal and that is to provide the best possible care and education for your child. We believe that the most effective way to achieve this is to ensure your child is happy. For a child to be happy they need to be busy, stimulated and engaged. This is at the root of everything we do. Make an appointment - Come see us in action
Learn to Leap
Who to contact
- Rachel, Josie or Maryanne
- 020 8590 1923
Where to go
1034-1036High RoadChadwell HeathRomfordEssexRM6 4BA
- RM6 4BA
When is it on?
- Monday to Friday - 7.30am to 6.00pm
Available all year
- Under 1, 1, 2, 3, 4, 5
- Provision Type(s)
- Day nursery
Adjustments for wheelchair users available
Hot meals provided
Visits and outings
Parking available for pick up or drop off
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
- Offers pickups?
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/10/2011 Inspection (Early Years Register) Good 29/08/2013 Inspection (Early Years Register) Good 22/04/2014 Inspection (Early Years Register) Good 06/12/2017 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Learn to Leap Day Nursery, we aim to provide an environment where everyone is equal and our practice is inclusive. We have a multicultural, dedicated staff team that are committed to supporting and guiding each child to achieve their highest potential and become confident learners.
Children access a full range of activities to develop and learn through play and are guided by adults who role model different ways of interacting with their environment.
There are named SENCO officers in the setting whose responsibility it is to work with staff, parents and professionals. The Keyperson also takes a key role in ensuring that all information is shared with parents on a regular basis and in a relaxed and friendly way.
The setting is a two storey house with a loft conversion that accommodates a sensory room and manager’s office.
On the first floor are our toddler and baby rooms and the ground floor has a room for our rising three’s and a large room with conservatory for our pre-school children.
There is a ramp at the rear of the building that provides easy access to the outdoor play area which has artificial grass and a tarmac pathway.
When children are joining or transitioning through the nursery, we take into consideration each individual child’s needs and development with regards to the room that they are based in.
Each room is arranged to accommodate children with mobility difficulties and we ensure access is made possible by using floor level activities where appropriate.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.
- Identifying children's needs
Each child at Learn to Leap has a Learning Journal that provides evidence of significant steps that children make during their time with us. Observations of what a child does and says whilst engaging in their play are noted and judgements are made to as to how this informs a best fit stage in their development.
We strongly believe in early identification of difficulties and in appropriate intervention to support children’s progress, learning and development . Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.
Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of need. This is done with written consent from parents and carers.
These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEN Early Years Panel (additional information on the remit of the group can be found on the Redbridge Local Offer website); Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team and others.
These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.
When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored. The setting follows the relevant guidelines for data protection and confidentiality.
Records are passed on to another setting/school as and when appropriate and only with parents/ carers’ permission.
- Dedicated contacts
The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures and she has undertaken the following training:
- SEN Modular course
The SENCO has the responsibility to:
- liaise with parents/carers
- liaise with outside professionals in regards to children’s individual needs
- advise and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies supp All children are assigned to a Key person. She is also responsible for liaising with the key children’s parents and carers, observing, planning and assessing children’s progress.
- Involving children and their families
Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
- Range of support available
Partnership working with other professionals
- EYFS Curriculum planning differentiation
- Support for communication needs
- Additional support strategies
- Specific teaching interventions
- Support for health needs
- Support for behaviour
We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.
Children are encouraged to provide feedback on the learning activities provided.
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our Senco has undertaken the SEN "Modular and Behaviour Management" training and this is cascaded down to other staff in the staff meetings, room meeting and senior meetings and is revisited when a new child joins the setting. She also attends termly SEN meetings and workshops to ensure knowledge and skills are up to date. If we identify an area that requires support, we source appropriate training to ensure we have the most up-to-date information available. Recent training includes:
- Identifying and Supporting Children with Social Communication Difficulties
- Supporting Children’s Communication and Language Through Story Telling
- Accessibility of the school
All resources are located at children’s level in clear, labelled boxes.
Children’s toilets are fully accessible and provided with stools and easy to reach washing facilities.
Changing areas are discretely located on each floor level.
The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties.
Weekly planning takes into consideration every child’s needs and interests. Keypeople work closely with parents to enable us to know as much as possible about individual children’s likes and dislikes and how to approach new activities or change in routine to enable us to support every child and prepare them for their day at nursery.
Risk assessments and daily checks are routinely carried out to ensure areas, equipment and resources are age appropriate, safe, accessible and meet the child’s needs for the purpose of use.
- Transition arrangements
As part of our settling in process, we make a home visit before the child starts nursery. We have found that this is an excellent starting point and helps with the transition from home to nursery for child, parent and Keyperson.
When moving to a new room, the transition is discussed with parents and time is spent visiting the new room, engaging with the children and staff for short sessions over a period of time that suits the child’s needs.
When transitioning to school, we once again we work very closely with parents and offer meeting with parents to discuss school readiness and what next steps have been set to support this process. We will attempt to make contact with the child’s school/setting to arrange a visit with the child so that they can see their new environment with their key person and peers.
We will also send a transition report to the new setting with all information about the child’s development to enable the school to be informed. We will attempt to have meetings with the school/setting prior to the child joining them again to be able to make links for the child before they start at the school/setting. We also do follow up checks with schools to ensure child is settling well and provide additional support if required.
- Support and training for parents and carers
- Parent consultation
- Links with children centres
We value parent and carers’ expertise and deep knowledge of their own children. Parents /carers’ comments are included in assessment and review.
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through review meetings and catch up sessions.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
We use the Redbridge interpreting service which is available in most community languages and for parents and carers who require British Sign Language.
We work in conjunction with other agencies to provide parenting support programmes such as Healthy Eating, Fussy Eaters and Weaning.