Please contact us for more information
Chestnut Nursery (at Ray Lodge)
Who to contact
- Georgia Froud
- 020 8559 2393
Where to go
91Ray Lodge RoadWoodfordWoodford GreenEssexIG8 7PG
- IG8 7PG
When is it on?
- Monday to Friday - 8.00am to 6.00pm
Available during summer and half term holidays
- Under 1, 1, 2, 3, 4, 5
- Provision Type(s)
- Day nursery
Hot meals provided
Visits and outings
Free Early Learning - 3 & 4 years
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Partially wheelchair accessible
- Offers pickups?
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 12/02/2018 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
We are an inclusive nursery that caters to children with additional needs. We work closely with professionals from the Borough to offer the support needed to ensure the children who access our service receives the best possible care. We believe it is imperative to communicate effectively with all our parents and professionals, to be able to ensure that we are providing them with a safe and stimulating environment regardless of SEND.
Our nursery is based in Woodford Green, on the same site at Ray Lodge CC and Primary School. We have 3 age group rooms all on the ground floor level, with a large outdoor space for both 0-2 and 2-5 year olds. The setting is registered for 67 children across all 3 age group rooms.
We are currently trying to turn a small space into a sensory room for our children to access. This is in the beginning stages currently. We envisage it to be a calming and stimulating space for children to access either on a 1-1 basis with their key person or for small groups of children. We are aiming to resource the sensory room with equipment such as, bubble tubes, mirrors, sensory toys, messy play etc as a way for the children to explore resources in a quieter space.
- Identifying children's needs
For every new child that joins the setting we will have a process called their on entry assessment. This will be the key person’s responsibility to ensure is completed to monitor the child’s interests, areas of strength, areas of concern detailed by the parent/carer and areas that may need to be observed further.
We also get the parent involved by making them feel part of the settling process, completing an ‘all about me’ form which states details of the child’s routine, likes, dislikes, interests, family and friends etc. Then throughout the year parents will be updated with information via parent meetings.
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.
Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.
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.
- Dedicated contacts
Our Senco is Georgia Froud and her Deputy is Lucy
Lucy has attended the Local Authority SEN Modular course and they have 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 support
- Involving children and their families
- Planning and review meetings
- Parenting advice
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book
- Range of support available
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
- EYFS Curriculum palnning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Measuring children's progress
Termly reviews of IOP’s will take place with SMART targets for each individual child. Parents will be asked to contribute to this process, as well as involving them in the nursery next steps process based in the rooms, getting all parents to be involved in what the child’s next steps should be.
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).
A Communication & Language Tracker is used for those children where there are concerns with their Communication 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
- SENCo training: 1
- SEND training: 1
- Makaton training: 1
- Accessibility of the school
All on one level with buzzers and entrance fobs at wheelchair accessible levels (including light switches etc.) The gardens in all rooms are on the same level with double door entrances so children can easily access if desired.
- Work alongside our inclusion policy
- Resources that encourage diversity and inclusion
- Next steps with parents are updated and displayed in the room
- Provision for 1-1 is provided for children who have inclusion funding
- Transition arrangements
Training will support staff working alongside these children by offering them specific strategies and advice from professionals. It will also provide practical skills (such as Makaton that can be cascaded to other staff when they complete the course).
Children undergo a gradual transition from room to room and from Key person to Key person. The transition process starts the term before the child is due to move to a new room.
School visits and transition meetings with the receiving school are organised at the beginning of the summer term to get the child accustomed to the new environment. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).
- Support and training for parents and carers
- Parent consultation
- Links with Children’s Centres
- Further information
Information can be found on our website, or call in person to book an appointment to view the nursery.
Who to contact
Contact Georgia Froud
Telephone 020 8559 2393
Where to go
Address 91 Ray Lodge Road, Woodford Green, IG8 7PG
Postcode IG8 7PG