Belmont Day Nursery
We have no further information available for this provider. For details of the registration please visit www.ofsted.gov.uk.
Who to contact
Where to go
69, Belmont Road
- IG1 1YW
- View IG1 1YW on a map
- Has Special Needs provision
- Has provision for special dietary needs
- Can make special cultural provisions
- Has 3 & 4 year old funding
- Has 2 year old funding
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Friday 08:00:00 18:00:00 Monday 08:00:00 18:00:00 Thursday 08:00:00 18:00:00 Tuesday 08:00:00 18:00:00 Wednesday 08:00:00 18:00:00
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Free Early Learning - 2 years
Does not offer school pickups
- Ofsted URN
- Link to latest Ofsted inspection report
- Inspection history
Inspection History Date type Outcome 12/04/2006 Integrated Satisfactory 22/07/2009 Inspection (Early Years Register) Good 23/04/2013 Inspection (Early Years Register) Good 09/12/2016 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Belmont Day Nursery we believe that each child must be given the opportunity to achieve and become a confident learner. We ensure that all children access a full range of activities to develop and learn through play. Support is given to children with special educational needs so they benefit from full access to the curriculum with inclusion in activities alongside their peers. Belmont Day Nursery places strong emphasis on fostering positive partnerships with parents, which includes holding parent workshops regularly, this enables them to play an active role in their child’s development and learning.
The setting comprises of two floors, on the ground floor is the manager’s office, kitchen, children’s toilets and two classrooms. The upstairs contains one classroom, children’s toilets, nappy changing area and a self-contained kitchen. The outdoor area is complete with an all-weather proof canopy and a soft surface play lawn which is shock absorbent.
Each classroom is carefully arranged to accommodate children with mobility difficulties with low level furniture. Passageways are kept clear at all times in order to adhere to health and safety regulations and facilitate children’s mobility.
- Identifying children's needs
We believe in early identification of difficulties and in appropriate intervention to support children’s development and progress. Parents are involved and kept informed at all times. Children who are experiencing difficulty are identified through observations, discussions with parents and colleagues. Children’s assessments are play based and in accordance to the Early Years Foundation Stage (EYFS) Curriculum milestones.
If a child is not developing at the expected rate despite additional individual planning, outside agencies who specialise in specific fields may be involved, with consent from parents and carers. Agencies include Local Authority Inclusion/SEN Advisor; SEN Early Years Panel; Educational Psychologist; Speech and Language Therapist, Occupational Therapist, Physiotherapist and CAF teams. The agencies assist in providing appropriate and suitable strategies to support children who have additional needs in certain areas of development. The agencies may also be involved in the child’s transition to other settings or schools. Some children are given 1:1 support through SEN/inclusion funding, a member of staff will be allocated to support the child during daily activities. This helps to ensure that the child develops independence skills, if the child reaches expected progress, the support can be withdrawn.
If a child has a recognised condition or medical needs information is sought from parents and carers on admission and this is kept in the child’s folder which is locked securely in the office in line with data protection and confidentiality. Any records that are passed on to another setting/schools are done only with the consent of the parent/carer.
- Dedicated contacts
The setting’s manager Sam Shergill is the overall “responsible person” for SEN in the setting. He is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCO) Aisha Majid, has the responsibility for the day to day management of the SEN procedures and has undertaken the following relevant training.
- SEN Modular Special
- Educational Needs and Disability
- Involving children and their families
- Parenting advice
- 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
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
- Support for health needs
- Specific teaching interventions
- Support for behaviour
The setting uses various communication methods (Makaton signing, visual timetables and visual aids) to support children’s speech and language and social communication development. Children are encouraged to provide feedback on learning activities.
- Measuring children's progress
The setting plans for children with SEN using an Individual Outcomes Plan (IOP) which identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents/carers and external professionals when relevant. Activities are differentiated in order to meet the child’s needs allowing them full access to the learning curriculum.
Assessments are done regularly including the Two Year Progress Check which covers the child’s progress within the prime areas of the EYFS. The steps to outcomes tracker is also used at the setting to monitor progress, this is based on the EYFS prime areas of learning and development and the Early Support Development Journals.
- Support and training for school staff
Our training plan is closely linked to the setting’s improvement plan.
Recent training attended:
Aisha Majid (SENCO)
- SEN Modular Beginners
- Special Educational Needs and Disability
- Accessibility of the school
The setting ensures that all resources are easily accessible and at children’s level with clear labelled boxes where appropriate.
Makaton signing is used by fully trained practitioners through general routines.
The setting has fully accessible children’s toilets provided with stools and easy to reach low level wash basins.
The outdoor area provides a rich and stimulating experience with a variety of resources which assist children’s learning and development in line with the curriculum.
Daily risk assessments are carried out to ensure health and safety standards are fully maintained at all times.
One to one support is provided for those children who may require intensive support to access learning activities.
All activities are differentiated according to the child’s level of development.
- Transition arrangements
Children undergo a gradual transition when moving to different classrooms and from key person to key person, the transition period starts a few weeks before the child is due to move to a new classroom.
- Support and training for parents and carers
Parents and carers views, expertise and knowledge of their child is highly valued and are included in assessments and reviews.
The setting operates an “open door” policy allowing parents to have informal chats and where necessary formal discussions including consultation meetings.
The setting benefits from having multi lingual staff who are able to communicate in most community languages.
We organise parent workshops throughout each term which enables parents to gain an insight and an understanding into their child’s development, play and learning. Parent’s evenings are also held at the end of each term.
The setting works in conjunction with other agencies and parenting support programmes such as Parent Gym.
- Links with children centres
- Parent workshops
- Home visits