Limes Play and Learn Ltd
Established in 1990. and taken over in December 2015 by Kathryn Axton (former practitioner of Limes Play and Learn)
Long established staff team who are dedicated. They provide a warm, friendly, and stimulating environment where children can reach their development potential.
Children can attend from the age of 2 years to 4 years of age. We have a key person system in place who work closely with the children and their families. Having a forested place to play outdoors encourages a child's sense of discovery, alongside fun indoor activities.
Who to contact
Where to go
- Limes Play and Learn
Appointments can be made to come and visit us.
Time / Date Details
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 18:00
- Table of costs
Table of costs Amount Cost Type £25 £12.50 £4 per hour Wraparound £11.00
- Has Provision
- We have disabled access for wheelchairs.
- Has Provision
- Has Provision
- Experience with
Other Behavioural Disorders
Speech And Language Difficulties
Universal Disability Provision
- Children with additional needs are welcome with trained senco staff to support the children and their families in their care and learning. We also have access to The expertise of the Birth to Five service and their inclusion team. We can also access funding for children with additional needs. Experience with Autism, ADHD, Downs syndrome, Diabetes, Asthma
- Has Provision
- Experience with
- SNACKS PROVIDED Vegetarian and diabetes diets. HOT DINNER AVAILABLE SUPPLIED BY MONKS DYKE £2 PER MEAL
- Age Range
- From 2 years 0 months To 4 years 11 months
- Do you cater for over 8's?
- 2 year old funding
- 3 & 4 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)
- LITTLE LAMBS PRESCHOOL GRIMOLDBY
- Registration exempt?
- Immediate vacancies
- Is there a waiting list?
- No vacancies at present. Please contact provider for future requirements. Last updated 14-May-2015
- Contact provider for cost details?
- Are there any cost reductions?
- No - Reduction for children from same family.
- Are there any age related price differences?
Role play dressing up
Small world toys
Songs, Rhymes and Music
Transport & Pickups
- Offers pickups
- Yes - MORNING AND AFTERSCHOOL DROP OFF - ST MICHAELS AFTERSCHOOL - KIDGATE
St Michael's CofE Primary School (Louth)
- MORNING AND AFTERSCHOOL DROP OFF - ST MICHAELS AFTERSCHOOL - KIDGATE
- Provider has their own transport?
- Provider is near public transport routes?
- Yes - Bus station close by.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 31/01/2017 Inspection (Early Years Register) Requires Improvement 27/11/2017 Re-inspection (Early Years Register) Good
At LIMES PLAY AND LEARN we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs.
We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorise children is inappropriate.
We are committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. We are committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of the nursery’s facilities. All children have a right to a broad and well-balanced early learning environment.
Where we believe a child may have additional needs that have previously been unacknowledged, we will work closely with the child’s parents and any relevant professionals to establish if any additional action is required.
Where a child has additional needs, we feel it is paramount to find out as much as possible about those needs; any way that this may affect his/her early learning or care needs and any additional help he/she may need by:
- Liaising with the child’s parents and, where appropriate, the child
- Liaising with any professional agencies
- Reading any reports that have been prepared
- Attending any review meetings with the local authority/professionals
- Observing each child’s development and monitoring such observations regularly.
All children will be given a full settling in period when joining the nursery according to their individual needs.
- Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice on the identification and assessment of any needs not being met by the universal service provided by the nursery
- Include all children and their families in our provision
- Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities
- Develop and maintain a core team of staff who are experienced in the care of children with additional needs and identify a Special Educational Needs and Disabilities Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs. Staff will be provided with specific training relating to Special Educational Needs and Disabilities (SEND) and the SEND Code of Practice
- Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies
- Ensure that children who learn quicker, e.g. gifted and talented children are also supported
- Share any statutory and other assessments made by the nursery with parents and support parents in seeking any help they or the child may need
- Work in partnership with parents and other agencies in order to meet individual children's needs, including the education, health and care authorities, and seek advice, support and training where required
- Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed
- Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities
- Encourage children to value and respect others
- Challenge inappropriate attitudes and practices
- Promote positive images and role models during play experiences of those with additional needs wherever possible
- Celebrate diversity in all aspects of play and learning.
Our nursery Special Education Needs and Disabilities Co-ordinator (SENCO) is VICKY NOBLE AND KATHRYN AXTON
- Contact Name
- Kathryn Axton
- Contact Telephone
- 01507 609199
- Contact Email
The role of the SENCO is to take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues; and in monitoring and subsequently reviewing the action taken. The SENCO should also ensure that appropriate records are kept including a record of children’s SEN support and those with Education, Health and Care plans. The practitioner usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action (code of practice 2015).
She/he works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special educational needs practice and policy of the nursery, always making sure plans and records are shared with parents.
- Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents
- Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015
- Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals
- Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery
- Ensure that our inclusive admissions practice includes equality of access and opportunity
- Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
- Work closely with parents to create and maintain a positive partnership which supports their child(ren)
- Ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's care and education
- Provide parents with information on sources of independent advice and support
- Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
- Use the graduated response system (see explanation below) for identifying, assessing and responding to children's special educational needs and disabilities
- Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities
- Provide differentiated activities to meet all individual needs and abilities
- Use a system of planning, implementing, monitoring, evaluating and reviewing Individual Educational Plans (IEPs) for children with special educational needs and/or disabilities and discuss these with parents
- Review IEPs regularly 6 WEEKS and hold review meetings with parents at this time
- Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability
- Use a system for keeping records of the assessment, planning, provision and review for children with special educational needs and/or disabilities
- Provide resources (human and financial) to implement our SEND policy
- Ensure the privacy of children with special educational needs and/or disabilities when intimate care is being provided
- Use the local authorities Assessment Framework (see details below)
- Provide in-service training for practitioners and volunteers
- Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
- Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
- Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages
- Monitor and review our policy annually.
The Family Information Service maintains the list of Ofsted-registered childcare in the county, although any information provided by us does not constitute a recommendation and you should satisfy yourself of the quality and standard of any service or childcare provider you contact so that it meets the needs of your family.