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Incey Winceys Day Nursery

Please contact Incey Wincey's for more information.

Who to contact

Telephone
020 8518 8001
E-mail
inceywinceys@live.com or inceywinceys@rocketmail.com
Website
www.inceywinceys.co.uk

Where to go

Name
The Oasis Centre
Address
10Eastwood CloseSouth WoodfordLondonE18 1BX
Postcode
E18 1BX

When is it on?

Time/date
Offering full daycare
Please contact the provider for details

Other Details

Ages
Under 1, 1, 2, 3, 4

Childcare Information

Provision Type(s)
Day nursery
Facilities
Free Early Learning - 3 & 4 years
Free Early Learning - 2 years
Offers pickups?
No
Schools

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
24/02/2010Inspection (Early Years Register)Satisfactory
24/04/2015Inspection (Early Years Register)Good
25/10/2017Inspection (Early Years Register)Good

Local Offer

Provision

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

Education Offer

Overview

At Incey Winceys Day Nursery we provide a homely environment in which all children are supported in achieving their full potential. We ensure that our provision is inclusive to all children, working with their parents and outside agencies as necessary to provide the care that each child needs.

Each of the age ranges we care for– baby room, 2-3 years and preschool – have 3-4 large rooms opened up to create a light, spacious, free-flow environment. The flexible routine is adapted for every child and individual ‘next steps’ are planned for by the key people in the room. We have a darkened sensory room, with a plethora of lights, mirrors and textured experiences for children of all ages. This room is regularly used for Speech and language sessions and is available to everyone as needed, providing a quiet, stimulating environment for children to thrive.

Identifying children's needs

Through a series of observations, initially by the key person and then supported by the SENCo, SEND needs are identified as quickly as possible, as we firmly believe that Early Intervention is key to providing appropriate support.

The SENCo is well known throughout the setting and has close relationships with all parents, speaking regularly to any parents with concerns or worries and offering support through children’s centres as well as referrals to outside agencies.

All assessments are 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 include: Local SEND Advisor; SEND Early Years Panel - SEYP (additional information on the remit of the group can be found on the Redbridge Local Offer website); Special Paediatrician, Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; Specialist teachers such as hearing impaired, CAF Team and others.

With parental consent these agencies may 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 may require 1:1 support through SEN/Additional resource funding in which case one member of staff is allocated to support the child during required 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.

Records are passed on to another setting/school with parents and carers’ permission.

Dedicated contacts

The setting’s Manager & Lead SENCo April Rohen is the overall ‘responsible person’ for SEN in the setting. The Deputy SENCo is Ruksar Rahman. April is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCo) has the responsibility for the day-to-day management of the SEN procedures but the strategies are planned and carried out by the key person who remains the first point of contact.

The SENCo has the responsibility to:

  • Liaise with outside professionals in regard to children’s individual needs
  • Advise and support other practitioners in the setting
  • Make referrals with parental consent
  • Be present if needed in review meetings, to provide advice
  • Ensure that background information is collected, recorded and updated
  • Advise on how to support learning at home, sign posting to family support services
  • Supporting parental involvement in settings I.O.P (Individual Outcomes Plan).
  • Providing support for behaviour or health needs
Involving children and their families

Planning for children with SEN is done by the key person 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 where 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).

Setting progress tracker is monitored at least monthly as an overall tracking system, The key person meets regularly with the SENCo to discuss needs and arrange sessions in the sensory room.

Range of support available

There are 2 trained SENCos at the setting, who attend the Redbridge workshops and forums as often as possible. They have completed the CERTSEY accredited SENCO training through the Local Authority and regularly attend SENCO forums and ongoing training.
EHCP (Education Health Care Plans)

Incey Winceys is able to apply for an EHCP for a child with significant or long term needs, particularly if they will require additional support at school. This is a legal document with statutory framework, more information can be found on the Find website.

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.

Setting progress tracker completed 3 times per year as overall tracking system, The Key person meets regularly with the SENCo to discuss needs and arrange sessions in the sensory room.  

Support and training for school staff

There are 2 trained SENCos at the setting, who attend the Redbridge workshops and forums as often as possible. Two of these have recently attended the Redbridge Top Talkers sessions with focus around the Autistic Spectrum and strategies to enhance communication.

Regular review meetings with Speech and Language therapists and Physiotherapists alongside staff ensure the practitioners are supported well and included in the planning and monitoring process. Additional training such as English As An Additional Language is provided as and when required- recently two members of the preschool attended this.

Accessibility of the school

The setting is accessible via the garden gate to the ground floor (2-3 year olds). The baby room is situated upstairs which unfortunately is not particularly accessible. The pre-school is situated in a separate building with access via a flight of stairs.
Inclusion

Inclusion

All children take part in activities throughout the day; for children with additional needs the support is adapted as required. Risk assessments are carried out daily within the room and garden, and as necessary during activities and appropriate measures taken to ensure the safety of each child. Practitioners supervise children to a degree that builds their confidence and allows them to learn or master skills while allowing their independence to thrive in a safe environment.

Sessions at local children’s centres and playgroups are attended as often as possible as part of the one-to-one inclusion funding that we offer for 2, 3 and 4 year olds. Also, the Sensory room and spacious garden are used for group and individual activities, with the option of visiting local parks, libraries and shops too.

Transition arrangements

Children who have previously attended a different setting are encouraged to provide us with the EYFS learning journals/ progress reports to allow us to have a clear picture of where the child is developmentally, and allow us to plan next steps accordingly.

The setting offers a free two week settling in period as standard when starting, building up from an initial meeting with the child and parent(s) to leaving them in the care of the setting from 1 hour to eventually a full day. The more information given before settling the better, as we love to be well prepared for every child. Reports, therapists contact details and any doctors information would be helpful in allowing us to have everything we need to look after your child.

When moving rooms, the key person supports the child through an internal two week settling period to ease the transition and encourage bonds with the new key person. A ‘room mover sheet’ is completed to ensure the new room is aware of the child’s individual needs- and reviewing the IOP with the old and new key people ensure consistency of care and clarity of next steps and goals.

A transition form is completed when the child leaves to go to school providing the school with information about the child and a final EYFS report.
Support and training for parents and carers

Support and training for parents and carers
  • Parent consultation
  • Links with Children’s Centres
Further information

We welcome children of all backgrounds, abilities and needs. If you have any questions please email inceywinceys@rocketmail.com or call us on the details given at the top of the page. Alternatively you can get in touch through our website contact page (see related links).

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