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Jack in the Box Day Nursery

Jack in the Box is situated in the grounds of Upton Hospital, within close walking distance of Slough town centre. The nursery offers spaces to both NHS and non NHS families and is set in spacious premises with a generous outdoor learning environment.

Who to contact

Name
Richard Wheeldon
Position
Acting Nursery Manager
Telephone
01753 635 480
Email
richard.wheeldon@berkshire.nhs.uk
Website
Jack in the Box Nursery
Notes
joanna.taylor@berkshire.nhs.uk, donna.campbell@berkshire.nhs.ukĀ 

Where to go

Name
East Berkshire Health Authority
Address
Upton Hospital
Albert Street
Slough
Berkshire
Postcode
SL1 2BJ
Notes

Within a short walking distance to Slough town centre and close to the bus and train station.

Other Details

Costs

Details
The nursery is open to all families who wish to use the service. A 10% sibling discount is offered against the eldest child's fees. NHS and Allied partner rates available to those who work for the NHS or Slough Borough Council.

Inclusion Information

Wheelchair Access

Has Provision
Yes
Details
The nursery is a single story building and on flat surface with a ramp or walk way to each garden area.

Special Needs

Has Provision
Yes
Experience with
Learning difficulties
Physical impairment
Autism spectrum
Asthma
Details
The nursery assess each childs individual needs and if we could provide what is required.

Dietary Needs

Has Provision
Yes
Experience with
Yes
Details
Any religious, cultural, health, allergies or diets are catered for. The nursery offers a vegetarian option to the daily menu; unfortunately we do not provide a halal option.

Cultural Provisions

Has Provision
Yes
Experience with
Yes
Details
This setting positively respects and valued children from all ethnic/racial groups, religious cultures, languages and backgrounds and abilities. All children regardless of gender are encouraged to particapte in a wide range of activities.

Childcare Information

Vacancies

Immediate vacancies
Yes
Date updated
05/11/2019

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes

30 Hours Extended Entitlement

Intending to provide 30 hours entitlement
Yes
Registered to provide 30 hours entitlement
Yes

Tax Free Childcare

Signed up for tax free childcare?
Yes

Opening Times & Facilities

Availability
Full Time
Part Time
Facilities
Games
Meals
Refreshments
Reading
Toys
Multicultural equipment
Computer
Garden
Themed Sessions
Sleeping Area
Visit & Outings
TVVideoDVD
Musical instruments
Arts & Crafts
Quiet Room
Both indoor and outdoor activities

School Pickups

Offers pickups
No
Details
n/a

Ofsted Information

Ofsted URN
EY460528
Link to latest ofsted inspection report 

Local Offer

Local Offer Age Bands
Early Years (0-4 years)

Extended Local Offer Response


Teaching and Learning

Each child and their family are invited into the setting for an information sharing session prior to the child’s start date. During this session, parents and practitioners are able to discuss the child’s individual needs, and we can discuss with parents what we can implement to support the child if needed. If other professionals or agencies are involved, an additional meeting can be arranged prior to the child’s start. By supporting an additional meeting, the setting can gain a truer insight into the child’s needs and interests. However, a meeting may not be necessary if parent/carers are happy to share relevant documentation. The setting supports parent partnership to a high standard and minimises barriers as much as possible, by supporting parent/carers wishes and the individual needs of the child.

Each child is allocated a key person and secondary key person; the key person is responsible for planning for each child’s individual needs and ensures they focus on what the child is achieving, rather than what the child is not achieving. If a child is achieving below average, the key person will plan each child’s next steps for development within the most appropriate age group. This ensures the child feels valued and the practitioner is building on the child’s self-esteem and abilities. If the key person observes the child needs more support in a certain area, they may plan small targets within the area of concern in order to further support the child. If the key person observes the child showing interest in a certain resource or activity, the practitioner will incorporate the chosen activity with the child’s next steps to enable them to engage in their learning and ensure it is fun.

The setting works alongside the ‘I TALK’ programme which monitors a child’s speech, language and communication skills. This form of monitoring supports early intervention with regards to communication, speech and social development. It can also be implemented within a child’s next steps for development and parents/carers are involved throughout the process. At the beginning of each month, each child’s key person will liaise with parents to ensure the parents and family of the child are aware of what the child is working towards. This allows parents to become involved in their child’s learning. The setting also operates on an ‘open door policy’. This ensures parents/carers are aware that they can share any concerns or opinions at any point throughout the day by either telephone, email or in person. In addition to this, the setting offers open evenings for parents to view their child’s development records, parent evenings and appointments with your child’s key carer can be made on request, meeting the needs of your personal work commitments.

At the end of each day, practitioners will share feedback with parents/carers and any concerns would be raised on a daily basis, rather than quarterly parent’s evenings. This enables early intervention and forms strong partnerships.

Identifying and Assessing Special Educational Needs

If practitioners have a concern regarding your child, it would be shared on a need to know basis to ensure confidentiality policies are adhered to at all times. Each of the playrooms are led by a team leader. The practitioner who has a concern would work in partnership with the team leader and the parent/carers to gain a more in-depth understanding of their concern, which may involve a discussion or meeting. The team leader would liaise with the management team and discuss next steps. The management team would share information with the parent/carer and sign post them if needed to relevant professionals or agencies. This may involve the management team asking for parents’ consent for a team around the child meeting (TAC). A TAC meeting involves multi-professionals to ensure your child is gaining the greatest support that they are entitled to and allows all individuals involved to discuss what support is available to the child and their family. It may also allow the parent to share their views and feel valued and heard as all professionals are together. This also allows parents questions and concerns to be raised.

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

The setting supports ‘children’s choice’ with regards to resources and learning opportunities. The choice of the child is incorporated within daily learning opportunities. This is also supported within ‘show and tell’ and the setting’s ‘Benny Bear and giggles bear’ resource. This incorporates the child’s home experiences with nursery life and allows each child the opportunity to take Benny or giggles home over a weekend to spend time with their family and friends in the home environment.

By engaging children in learning opportunities, the practitioners will implement opportunities incorporate each child's individual interests. Every 6 weeks each child's key person will complete each of their key children's' achievements and what the child will be working towards over the next 6 weeks, the child's parents will also be involved in this process. On collection, the practitioners share with the parents what the child participated in and what the child’s  interests for that day were. Each practitioner encourages the parent/carer to discuss their learning experiences at home that evening.  By completing this process, the child is able to become involved within their own learning and inspires the child's creative abilities. A summative assessment will be completed after a child is moving onto the next playroom or setting. This summarises the child's learning and development throughout the child's learning experiences within the playroom.

Additionally, the setting supports ‘WOW moments’. This is a programme which incorporates home learning into the child’s learning journal. The process involves parents taking WOW moment slips home and completing small captions observed within the home environment. This involves parents within their child’s learning and allows the child to feel valued and confident by sharing home experiences within nursery with their peers and practitioners. 

Each child has a flower presented in the nursery which lists the child's current interests, this is reviewed regularly in line with change of interest.

The nursery has a birthday table, which displays when a child reaches a birthday mile stone, the table offers a variety of celebration resources for each child to choose from on their day of celebration, to which a balloon and  birthday mask can be chosen.

The setting works in close partnership with multi-professionals. The setting has a strong and consistent partnership with physiotherapists, speech and language therapists, educational psychologists and the local borough’s Special Educational Needs Coordinator (SENCO). The setting also works in regular partnership with the local borough’s children’s centres, who offer additional support to children and their families. They offer a wide range of sessions and groups, ranging from budget control to behaviour management sessions. If the setting or parent has any concern with regards to a child’s development, the setting can sign post or contact the necessary specialist to support the individual needs of your child.

The nursery offers parents evenings, dental information events, paediatric first aid courses, fetes and fundraising events , which are often ran on late evenings and weekends to support working families.

 

Additional Support

Each practitioner is eager to develop their knowledge and expertise to ensure every child has the opportunity to thrive within Jack in the Box. This includes additional training and care, above and beyond duty, to meet the needs of each child. In addition, specialised equipment and additional resources are supported within the setting to meet the needs of the child.The setting has accessible toilet facilities on a larger scale and the changing areas are structured to meet the needs of all children.The setting is accessible to all children and families. The entrance and building is accessed on flat ground with a large door entrance. There is a small ramp from the baby room playroom to the outside environment, which is also accessible to meet the needs of all children.

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Extra Activities

As the setting operates on an adult: child ratio, the practitioners and children are not able to leave the setting often. However, on quieter days and with parent support, we use this time wisely to allow the children an experience out with the setting. We sometimes take the children out to the local park or into the town, Windsor day trips, or to buy supplies or toys. Children are also sometimes taken to the local library. When the children leave the setting our ratio drops to 1 adult for every 2 children. This ensures that the children are safe while outside the nursery.

The setting works in partnership with outside agencies to allow the children to participate in a variety of experiences within the setting .i.e. Zoo Lab and local figures within the community. These experiences often tie in with different topics that the children are talking about within their playrooms, such as ‘people who help us’ or ‘animals’.

The pre-school children participate in a dance class once per week and a football class once per week.

The toddlers participate in a music and movement class ' jo jingles' once per week.

The nursery participates in activities such as car wash week where the children participate and work together to wash a practitioners car in a safe area within the nursery grounds. This also includes 'transport week' and each child brings a method of transport (bikes and scooters).

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

   

To support the child’s needs, the setting may offer additional  sessions or less hours to enable the child to become more familiar and confident around peers.  Each of the practitioners would ensure that the child is always involved. The setting may contact additional services with the consent of parents/carers to enable the setting to further support the child’s needs through other services. This may include play therapists, physiotherapists or speech and language therapists. The nursery works closely with a variety of professionals to support children's identified needs for e.g. physiotherapists, occupational therapists, paediatricians,  health visitors, sensory consortium and SEBDOS which supports the nursery with behaviour management plans

In addition, the setting also supports the Patient Advice and Liaison Service (PALS) which enables children to overcome barriers within emotional and social development.

 

Keeping Up to Date with Knowledge and Skills

  

Each practitioner completes regular training and participate in completion of level 2 courses led by the curve group . This ensures that the knowledge of the team remains at a high standard. As part of the NHS we are required to complete mandatory and statutory each year, this includes, safeguarding , paediatric first aid training, information governance and infection control. The team also attend in house funded training to support particular areas of interest to the setting or those that meet the needs of children and their families.

 


 

 

Transitions

The setting has an allocated transition officer and also a SENCO. During the time of transition to school, the transition officer and SENCO would liaise with the child’s parents/carers, as well as the next setting prior to the transition. Where necessary a team around the child meeting (TAC) is arranged prior to the child starting school.

This allows information to be shared face to face and any additional questions that arise can be answered, either from parents, practitioners or teachers. In addition, the transition officer will gain consent from the parent/carer to complete a transition report for each child and share it with the setting the child is moving to. The report includes areas of achievement, likes, dislikes, family set up, languages spoken, individual needs and additional comments. Moreover, the term before the child starts school, the setting supports Physical Education (PE) lessons throughout the week to further support independence with dressing/undressing. This enables each child to become familiar with school routine. Throughout this period, each child’s key person will also share school readiness next steps with the parents/carers. This allows parents to become involved in their child’s transition process and incorporate home/ nursery learning, ensuring the  best outcomes for each individual child.

Helpful Contacts

 

Nursery contact number 01753 635 480  

Nursery Manager – Richard Wheeldon 

Richard.wheeldon@berkshire.nhs.uk   

Nursery SENCO – Leona Smithen

contact 01753 635480

Nursery Deputy Manager/Transition Officer- Miss Joanna Taylor (Joanna.taylor@berkshire.nhs.uk)  

Slough Family Information Service - 01753 476589, fis@slough.gov.uk

Last Updated
05/11/2019

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