Teddies Day Nursery,
3 months to 5 years
Contact provider for details
Provider Availability Dates:
Available from 27/04/2004
Daily Session Times:
- Monday: 07:00 - 18:00 Funded Places
- Tuesday: 07:00 - 18:00 Funded Places
- Wednesday: 07:00 - 18:00 Funded Places
- Thursday: 07:00 - 18:00 Funded Places
- Friday: 07:00 - 18:00 Funded Places
Provider Additional Information:
Per hour: £8.50,
Morning session: £38,
Afternoon session £36,
Per day: £55,
Per week: £235
10% reduction available for NHS
Registered for 3/4yr Old Funding:
- Are there any reductions: Yes
- Do you accept childcare vouchers: Yes
- How Do You Involve Parents/carers In Identifying SEND: Yes
- Parents are involved every step of the way with their child''s development and we work closely together to support parents and provide consistent opportunities for our children.
- How Do You Identify Special Educational Needs And Disabilities (SEND): Yes
- We recognise that some children may have additional needs that may require particular help, intervention and support. At all times we will work alongside each child’s parents and any relevant professionals to share information, identify needs and help the child and their family access the support they need.
- How Will You Help Me To Support My Child's Learning And Development: Yes
- Our policy is to make parents welcome at any time. We acknowledge that parents are the primary influence on their children and we see our role as working with parents to achieve similar goals both within the pre-school and at home.
When parents and carers work together within the nursery setting, the result will have enormous benefits to the child’s achievements. This two-way partnership can provide opportunities for knowledge, expertise and information to come from the home to nursery and vice versa.
- How Will You Ensure My Child's Educational Needs And Well-Being Are Met: No
- How Will Both You And I Know That My Child Is Achieving The Agreed Outcomes: Yes
- We ensure that parents are consulted with and kept informed at all stages of the assessment, planning, provision and review of their child's care and education.
- How Accessible Is The Early Years Setting Environment, Both Indoors And Outdoors: Yes
- We organise the environment and equipment within the setting to meet the needs of the children. We ensure as far as possible, that the equipment, access and facilities are suitable for all children, including those with disabilities.
The building is one floor only and is easily accessed with no stairs or steps.
- How Do You Support Children Starting And Leaving The Setting: Yes
- We work in partnership with parents to support each individual child and ensure no child is disadvantaged and their individual needs are recognised. We:
* manage carefully the transition between home and setting and between
different settings, to support everyone involved
•establish feelings of trust and respect with parents and children
•treat children as individuals to ensure each child has equality of opportunity
•find out about the child’s ethnic, faith and cultural heritage and home
experiences, so that familiar experiences and interests can be used as starting points for learning and teaching
•promote self-confidence and positive attitude to learning in all children,
whatever their gender, ethnicity, home language, special educational needs, disability or ability
•recognise that being successful and feeling confident and secure are major factors in protecting children against failure
•inform parents of the value of a two-way flow of information, knowledge and expertise
• ensure all parents are made to feel welcome.
We use the following strategies to ensure children are supported during the transition process.
•create an appropriate environment for good communication with
parents pack including information on staff, policies, and daily routines
•send parents/carers regular newsletters;
•invite parents/carers to story sessions, and events;
•support parental needs, for example, literacy difficulties, English as an additional language (EAL) and special educational needs (SEN);
•have a flexible gradual admissions process, for example, building up the number of sessions the child attends in one week.
•use EYFS Early Years Outcomes.
•collect information about children’s initial interests to plan for their individual needs.
•use observations to identify the next steps in the children’s learning and development.
•liaise with other professionals when appropriate.
•pass on information about children’s progress to other settings with parents’ consent.
Contact provider for details