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First Steps Day Nursery

Service has Local Offer

First Steps Day Nursery is a work place setting providing full day care and education to children aged between 3 months and 5 years whose parent(s) work at Wexham Park Hospital. When spaces permit, the nursery welcomes children from the local community.

Our graduate led team of highly qualified and skilled practitioners work within The Early Years Foundation Stage Statutory Framework (2017), to ensure all care and education practices support and benefit children as they progress in their individual learning and developmental journeys.

Who to contact

Dipmala Arora
Nursery Manager
01753 634365
Email or

Where to go

Wexham Park Hospital
First Steps Day Nursery
Wexham Street

There are buses from Slough Bus Station that runs direct to the Hospital. The bus terminal is outside the main entrance.

Other Details


Further information available on request to the nursery manager

Inclusion Information

Wheelchair Access

Has Provision
All on ground level with easy accessability and disabled toilet.

Special Needs

Has Provision
Experience with
Language impairment
Hearing Difficulties
Serious allergy
Physical impairment
Autism spectrum
Speech Impediment
Delayed Development
Severe dietary needs
Emotional needs
Trained to use an EPI Pen
Further information available on request to the nursery manager

Dietary Needs

Has Provision
Experience with
Further information available on request to the nursery manager

Cultural Provisions

Has Provision
Experience with
Further information available on request to the nursery manager

Childcare Information


Immediate vacancies
We have a number of vacancies in our preschool room. We welcome children from the local community, as well as children of hospital staff. Please contact the manager for further information about our vacancies.
Date updated

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlement

Intending to provide 30 hours entitlement
Registered to provide 30 hours entitlement
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

Tax Free Childcare

Signed up for tax free childcare?

Opening Times & Facilities

All Year
Day Time
Contact provider for details
Climbing Frame
Open Space
Sleeping Area
Baby Corner
Arts & Crafts
Quiet Room
Both indoor and outdoor activities
Out-door Play
Soft play area

School Pickups

Offers pickups

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

Local Offer


First Steps Day Nursery is a work place setting providing full day care and education to children aged between 3 months and 5 years whose parent(s) work at Wexham Park Hospital. When spaces permit, the nursery welcomes children from the local community. Working within The Early Years Foundation Stage Statutory Framework (2017), the aim of this document is to explain how we support the Local Offer within Slough.

What is the local offer? 

The Children and Families Act (2014) outlines the Governments plans to require Local Authorities to publish information on services and provision in the local area across education, health and social care for children and young people from birth to 25 with Special Educational Needs and Disability (SEND July 2014). 

The purpose of the local offer is to enable parents and carers to have a clear understanding of what services are available for children with SEND in their area and how to access them. The Special Educational Needs and Disability Code of Practice (2014) sets out a graduated approach  and the following information forms the local offer detailing how we at First Steps Day Nursery support children and their families.

Contact Name
Sharon Scott
Contact Telephone
01753 634365
Contact Email
Local Offer Age Bands
Early Years (0-4 years)

Extended Local Offer Response

Special Educational Needs Policy

What is the nursery’s ethos and policy for supporting children with special educational needs and disabilities? 

At First Steps we aim to provide the very best care in an environment which both nurtures and supports children to meet their potential across all areas of development and learning. We regard ourselves as facilitators in children’s foundation years, providing warm and consistent relationships and partnerships with them and their families in order that they will flourish and grow as lifelong learners, successful individuals and valued contributors to the wider community.  

We are committed to children’s inclusion; working in partnership with parents, carers and relevant professionals to assess, address and implement support for children’s individual needs. 

Our Special Educational Needs policy is reviewed every three years and the most recent review encompasses the Governments revised Special Educational Needs and Disability Code of Practice: 0-25 Years (2014).

Teaching and Learning

How does the nursery ensure that all children are learning and making progress?


Working within The Early Years Foundation Stage framework the four guiding principles that shape our practice are: 

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured
Children learn to be strong and independent through positive relationships
Children learn and develop well in enabling environments, in which their experiences respond to  their individual needs and there is a strong partnership between practitioners and parents and/or carers
Children develop and learn in different ways and at different rates. The framework covers education and care of all children in early years provision, including children with special educational needs and disabilities

Prior to joining our setting, children and their parents/carers are invited to attend several settling visits. This transitional period enables children and their families to develop a warm professional relationship with key practitioners where information is shared to benefit individual need. 

We assess children’s needs both during settling and their early weeks with us; these assessments enable us to gain a deeper understanding of children’s individual needs. 

Through observations of children’s play, practitioners are able to understand individual interests and stages of learning and development. This information, supported by assessments and monitoring facilitates planning of next steps differentiated to meet individual need.

Identifying and Assessing Special Educational Needs

How does the nursery know if a child needs additional support?  


Observing our children enables us to assess their development and learning progress so we can plan appropriately for their needs. The observation, assessment and planning cycle, underpinned by our professional knowledge of child development and discussion with parents/carers about behaviours at home enable us to identify areas where additional support is required.

Support may require short term strategies for example a child may find it difficult to engage in group activities and key practitioners would support this by planning and facilitating activities involving one other child, increasing the group number as the supported child becomes more confident.

Where a child’s required support may be specific or need specialised input, (for example from a Speech & Language Therapist) then practitioners and the setting’s Special Education Needs Co-ordinator (SENCo) in partnership with parents/carers will develop individual play plans. These plans identify areas where the child needs support and how this will be provided. They set small (achievable) steps for children which we review within the continuous observe, assess and plan cycle. 

To ensure children are able to progress in their development, we may seek advice from other professionals about other appropriate support. Support from professionals outside the nursery environment is sought following discussions and agreement including consent, from parents/carers.

Involving Parents and Children and Young People in Planning and Reviewing Progress

How does the nursery involve parents/carers and consider the view of children when setting and reviewing targets? 

We work in close partnership with our parents/carers; this partnership helps us to ensure we offer the right support and make decisions which will benefit their child.  

Sharing information benefits children’s individual progress and helps inform joint planning decisions. We acknowledge parents/carers as children’s first educators and care givers; no-one knows or understands an individual child as deeply as their parents/carers. Their contribution is therefore vital to our work in the setting.  

Our parent/carer partnerships begin during the settling process where key practitioners and parents/carers share information regarding their child’s development and well being. 

We also value and acknowledge our children’s views when planning their next steps and gain information from them through observing their actions/interests and where possible by talking to them. 

Parents/carers are invited to share their thoughts and observations, sometimes through daily informal discussion and at others through formal meetings to discuss their 2 year old’s development check, for example or their 4 year old’s progress prior to moving into a school setting. These discussions strengthen links between home and nursery.

Additional Support

How will children’s learning and development progress be supported? 

Children’s care, learning and development needs are recorded on individual play plans which enable us to target specific areas of need. This can be in the form of 1:1 support with the child’s key practitioner or small group activities.   

Where a child continues to make less than expected progress and despite additional support/intervention it may be felt that the advice of other specialist professionals is required and parental consent will be sought before we proceed with this. When specialist advice is needed we may contact for example one of the following agencies within the local authority (Slough) or the local authority where the child resides: 

  • Special Educational Needs Support Services – Early Years and Outreach Workers
  • Speech and language therapists
  • Educational psychology services
  • Service for Autism
  • Sensory Consortium
  • Behavioural support services 

Extra Activities

How will children be included in activities outside of the nursery including trips? 

Additional activities are offered to all children while they attend First Steps Day Nursery. The nursery is situated within the grounds of Wexham Park Hospital, which offers a large area of open green land. Outings around the grounds afford children the opportunity to explore their immediate surroundings.  

Where children’s learning can be supported and extended we welcome the input of a range of educational visitors to the setting; for example, members of the emergency services, mobile farms and a children’s entertainer. 

Out of setting experiences are fully risk assessed to ensure safe and appropriate access by all of our children.

Meeting the Social and Emotional Needs of Children and Young People with SEN

How will the nursery support children’s well being? 

In order to thrive emotionally, children need to know that they and the contributions they make are valued and valuable. 

The emotional wellbeing of our children is of the utmost importance and is acknowledged as a prime foundation to all other learning and development within The Early Years Foundation Stage framework. 

Understanding the motivations of individual children and instilling care, kindness and consideration into our practices with them will support each child to feel secure within their environment and their partnerships; this in turn will enable them to feel increased confidence and an enhanced sense of self.

Keeping Up to Date with Knowledge and Skills

How are practitioners updated and supported in their knowledge and skills working with children with a SEND? 

Training needs are identified through discussions with practitioners and in consideration of children’s individual areas of need. We have close links with the local Special Educational Needs Support Services who offer training tailored to the setting.  

For our children who have a medical need we have close links with the paediatric department within the hospital and with parent/carers’ permission clinicians provide training where medical intervention is required. 

Practitioners have knowledge and experience in the following areas 

  • Speech, Language and Communication Needs (including Hearing/deafness)
  • Visual impairment
  • Feeding & Food
  • Care of children born prematurely
  • Epilepsy Awareness
  • Asthma Awareness 
  • Allergies 
  • Stoma Care 
  • Autism Spectrum disorder 
  • Physical and mobility impairment


How does the nursery support children’s transitions, including admission into the setting, between rooms and into new settings such as nurseries and schools? 

Children’s transition into the nursery is carefully considered and tailored to meet the individual needs of each child and family. Progressive child-led settling visits will be planned allowing parents/carers to feel assured that their child is secure and confident within their new environment.  

The setting has base play rooms roughly differentiated into under 2 years, 2-3 years and finally our preschool where children are aged 3-5 years. Transitions between these rooms are broadly based on chronological age but for all children the main consideration is that they are ‘ready, willing and able’ to make the move. Key Practitioners, having sound knowledge of each child’s stage of development and abilities will work in close partnership with parents/carers and the receiving key practitioner to plan and support the transition. Our aim is that it is the child who leads the change and the transition is smoothed for them by all adults working together. 

As our children prepare to leave us to move into school or a new setting the SENCo and key practitioners implement plans to ensure their transition is supported effectively. These plans involve visits to the nursery by teaching staff and the SENCo of the school/setting the child will be moving to. Transition visits support and benefit children. Through them we are able to share information and relevant reports such as those from speech and language therapists or medics and children are able to begin building relationships with staff there. Where it is thought to facilitate a smoother transition for a child and with the agreement of parent’s/carers and the receiving staff, key practitioners are able to accompany children during visits to schools or settings. 

Helpful Contacts

Who can parents/carers talk to in the nursery about their child’s needs?  

If they have concerns or questions regarding their child’s needs, parents/carers should talk with their key practitioner as a first point of contact. In addition the setting manager Dipmala Arora and SENCo Sharon Scott can be contacted on 01753 634365, to offer support and where appropriate, advise parents how to access further information. 

Last Updated


This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations