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Eastwood Day Nursery

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Who to contact

020 8599 6073

Where to go

56Eastwood RoadGoodmayesIlfordEssexIG3 8UU

When is it on?

Monday to Friday - 8.00am to 6.00pm (closed all bank holidays Christmas and New Year’s Day)

Other Details

Cost Details
£52 per day or £260 per week
Under 1, 1, 2, 3, 4

Childcare Information

Provision Type(s)
Day nursery
Free Early Learning - 3 & 4 years
Free Early Learning - 2 years
Offers pickups?

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
19/11/2010Inspection (Early Years Register)Outstanding
29/01/2015Inspection (Early Years Register)Requires Improvement
05/01/2016Re-inspection (Early Years Register)Good
12/10/2018Inspection (Early Years Register)Inadequate
12/04/2019Re-inspection (Early Years Register)Good

Local Offer


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

Education Offer


At Eastwood Nursery we believe that each child must be given the opportunity to achieve and become a confident learner. The curriculum is adapted and taught in a fun and enjoyable yet understandable manner catering for children from 18 months to 5 year old's through a range of planned and unplanned activities All children access a full range of activities to develop and learn through play and support is given to children with special educational needs so they have full access to the curriculum. The staff at Eastwood Nursery communicate with parents and carers enabling them to have an active role in their child’s education.

The building is a two storey house catering for children from 18 months to  5 years , on the ground floor there are  three main class rooms (18 month to 3 years old )and a shared bathroom & kitchen which is away from the rooms. The first floor has three classrooms, two offices and a shared bathroom for the children (3 to 5years old) to gain access to upstairs, we have to walk up some stairs which are clearly marked with reflected circles, we also have a gate which is locked at the top of the stairs.

Furniture is arranged so there is room to move safely around and to give enough space so children can access all activities and resources. The furniture is height appropriate for all the children.

We are able to access the sensory room at our local school for all of our children.

Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility 

Identifying children's needs

Right at the start of the experience at Eastwood we liaise with parents /carers to enable us to gather information on their child i.e. what their medical conditions, recognised condition, diets likes and dislikes, and any needs they may have. This information is kept in the child's confidential folder and enables as to initially plan how best to settle in the child.

Once a child is settled we continue to use the information along with observations to plan for the child’s next steps, enabling their continuing development and participation. We believe in early identification of difficulties, and in appropriate intervention to support children’s progress, learning and development. Parents/carers are involved and kept informed at all times through informal and formal meetings and general discussions. Children who are experiencing difficulty in their learning are identified through discussions with parents/ carers, observations, routine health screening and discussions with colleagues.

Throughout their time with us children are observed, and we use various kinds of assessments to ensure that their learning is planned appropriately for their own individual development and needs.

Parents are given verbal feedback on a daily basis, and updated regularly with parents meetings.

Parents and carers are involved at every stage of their child’s learning and involvement

All assessment are play based and follow the Early Years Foundation Stage. (EYFS) Curriculum milestones.

If children do not progress at the expected rate despite additional individual planning to support the area/s of need, then we would liaise with parents /carers to decide on the next steps to evaluate the child’s needs, this may include approaching outside agencies for their advice, help and support. We will always seek parents/carers for written consent before we contact an outside agency.

These agencies can include our local SEN Co-ordinator, Speech and Language Therapist, Educational Psychologist, Occupational Therapist (information on these can be found on the FIND Redbridge web site).

These agencies will be contacted to provide suitable strategies to support the 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. 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 parent and carers permission.

Dedicated contacts
  • Manager- Mrs Jas Vohra
  • Deputy Manager – Mrs Sukhi Kaur
  • SENCo Miss Jayne Braund who has the responsibility of the day to day management of the SEN procedures.
  • Supporting SENCo Mrs Paula Ryan

Both SENco have undertaken the following relevant training:

  • SEN module Course
  • Makaton stage 1-4

Also the child’s allocated Key person

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 outcome 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 the children with SEND who require outside agencies support.
  • all children are assigned to a key person. He/She is also responsible for liaising with the key children's parents/carers, observing, planning and assessing children's progress.
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

Parents and carers are involved at every stage including where necessary medical protocol and care plans.

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

As a setting we have experience of using visual time tables, objects of reference,  visual aids and basic Makaton.

We have experience and are confident working with other agencies to support our setting, we also work with the children’s next setting to promote a smooth transition for both the child and parents.

Measuring children's progress

Each key person works closely with their children and families, building relationships with them and getting to know them very well, the key person observes their children as they play, assessing their individual stages of development.

Planning for children with SEN is done using an individual outcome plan (IOP), this identifies agreed outcomes for individual children and targeted small steps.  The IOP is reviewed termly with parents /carers and outside professional when relevant.

All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.

We communicate with parents termly about their child's progress across the EYFS. An additional Two Year Progress Check, is compiled at the age of 2. This assessment covers the child's attainment and progress in the Prime areas of the EYFS.

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

We work closely with other agencies and practitioners to support children with Send, we have experience of contacting and working with speech and language therapists, educational psychologist, local SEN co-ordinator, we activity seek advice and support, that supports the children in our care. We have also termly meeting where all agencies involved get together to discuss the child’s needs. 

Training undertaken but not with in the last 12 months

  • SEN Modular – SENCo
  • Basis Makaton SENco/supporting SENco (levels 1-4)
  • All staff hold current DBS
  • All staff hold first aid qualification
  • All staff have been on schema training
  • Setting has taken part in Redbridge top talker

Within the last 12 months

SENco – attends regular termly SEND forums

Mangers – Managers meeting / Safeguarding 

Accessibility of the school

All resources are located at children’s level in labelled and pictured boxes.

Basic Makaton signing is used by all staff and taught to the children during circle time/song time and during our general routine.

Children's toilets are fully accessible with small sinks, toilets at the children's levels.

The garden area is fully accessible to people with gross motor skills difficulties, the garden has an impact absorbing surface tarmac that cushions falls and gives that added element of safety.

Due to the design of the two storey house our nursery is not wheel chair accessible.


A risk assessments is completed daily for the nursery, classrooms, garden and toys  and for any outings we go on to ensure health and safety is maintained at all times.

Through working closely with the child and their families we will ensure activities are made available in ways enabling the child to participate alongside other children to an extent of which they feel comfortable. Activities are carried out in a group or on a one to one, we encourage children to explore and learn, and we include all children, no child will be excluded because they have an additional / special education need, disability or impairment. If we feel a child cannot access an activity we will research and purchase equipment to aid that child.

All activities are differentiated according to children's level of development.

Parents are regularly included at every stage of their child’s learning journey, we involve parents in the individual planning for their child, by having meetings with and in establishing aims for their child. The key person is available daily to speak to parents about their child’s progress, and their achievements for the session, we also take time or arrange meetings to speak to parents about any concerns or worries and work with them in an understanding partnership. 

Transition arrangements

Children undergo a gradual transition from room to room and from Key person to Key person. The transition process starts the month 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

What support and training is available from your setting to parents and carers? Place an ‘x’ as relevant and add supplementary information in the notes box    

We value parents/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. Parents are invited to come into our setting for parent partnership, where they can come into their child’s classroom and join in an activity of their choice. Information is shared with parents /carers through the use of home-setting books, open days and parents meetings.

We involve parents/carers in the provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.

  • Parent consultation
  • Coffee mornings with parents
  • Parent workshops
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