With Compliments

Mrs Caroline Taplin




The Wooden House Nursery School




EX16 7PT


The Wooden House Nursery School

Welcome to the Wooden House Nursery School.  We are situated in a converted barn in Chettiscombe which has been adapted solely for our use.  The facilities include a large garden, covered outdoor area and access to the surrounding countryside and the Knightshayes Estate.

Mission Statement

At the Wooden House Nursery School our aim is to provide high quality care and education in an enabling and inclusive environment that encompasses the principles of the EYFS (DofE 2017). 

Our staff are committed to maintain a high quality of care and as a result participate in various training to progress in their professional development.  The setting aims to have all staff trained in Paediatric First Aid and Safeguarding Awareness.


Children are observed at play in order to plan for their next steps, treating each individual as a unique person, whose development is important to us.  As a part of this process we aim to build positive relationships with each child’s families and carers, along with outside agencies who can assist in ensuring that each child has the very best start.


In order to ensure every child meets their full potential we make our planning flexible, play based and focused on the individual development, diversity and needs of the children in the group. We listen to our children’s ideas, interests and voices and as a result will value the unplanned event that can occur from the spontaneity of children and the environment around us.

We believe children learn best through play and being ‘hands on’ and that the outdoor environment provides an excellent space for them to do so. Children can develop their social and communication skills whilst practising their physical and cognitive abilities. As a result we aim to utilise our beautiful surroundings to enhance our children’s experiences and plan for the use of the outdoors whenever possible.

The Nursery has been approved and registered with OFSTED.  We were inspected in February 2016 and awarded Outstanding in all areas.

All children are eligible for the Early Years entitlement from the term after their 3rd Birthday.  This entitlement covers up to 15 hours of free nursery care per week for 38 weeks a year. Or 11 hours per week if taken over 51 weeks, (stretched funding).  30 hours a week of free nursery care, or 22 hours if taken over 51 weeks is available for families that meet the criteria.

In addition, we are an approved setting for families who meet the specific criteria for two year olds funding.

We serve many schools in the area and have links to those most local to us. 






The Wooden House Nursery School is open to all children from the age of two to statutory school age, without discrimination. 

Prospective parents are invited to make an appointment to visit us with their child.  Your child’s name can be placed on the waiting list by returning a deposit if applicable and the application form found on our website.  Once your child is offered a place and the start date is confirmed then a free 2 hour ‘taster session’ will be arranged between the class teacher and family.  This is generally the first session of the term the child is due to attend the setting.

Opening Times and Fees

We are open from 8.00am – 6.00pm Monday to Friday, 51 weeks per year. (We close at 12.00 noon on Christmas Eve and are closed on closed on Bank Holidays and during Christmas week).

For children attending term-time only, fees are paid half-termly in advance and are not refunded due to sickness or holiday.

Children attending full-time will be invoiced monthly in advance with a 4 week holiday allowance charged at ½ rate if required.

 Charges from September 2017

Fees are as follows:-

Morning (9.00-12.00)                 £15.00

Lunchtime (12.00-1.00)             £ 5.00

Afternoon ( 1.00-3.00)               £ 10.00

Whole day 8am – 6pm               £50.00

10% discount will be given to a 2nd. sibling attending at the same time, but only if they are not in receipt of government funding.

This discount is only applied to any hours remaining after the deduction of government funded hours to the older sibling.

For children arriving by 8.15am, breakfast will be available.

A full day, 8.00 am - 6.00 pm includes a light tea for children booked to attend after 5.00 pm, but this may be served earlier.

All hours after voucher hours have been used are charged at £5.00 per hour. All bills should be be paid within two weeks of the issue date or a 5% surcharge will be made .


When is your child eligible for 15 hours free Government funding?

2nd birthday some families may be eligible for 2 year funding information is available from the nursery or Tel: 0345 155 1013.

3rd birthday between:                                             Eligible from:

 1 January – 31 March                                           After Easter                              Summer Term

1 April – 31 August                                                September                                Autumn Term

1 September – 31 December                                January                                    Spring Term

Holiday Club

Families on an ‘All year round contract’ have their sessions allocated throughout the year. If any spaces are available during the holidays (half-terms and the summer holidays) these are offered to our ‘Term time only’ families via a booking form which will be distributed beforehand. Siblings are welcome up to the age of 8; however we do not offer a 10% Sibling discount during holiday club. Once the closing date has been reached, we are not able to make changes; all booked sessions will be charged for and payable in advance.

For families wishing to access our holiday club but do not attend the Wooden House, will be offered any remaining sessions, after the closing date.

 School Uniform

 We have the following items of optional school uniform available:-

Sweatshirts                                          £ 8.00 each

Polo shirts                                            £ 6.00 each

 Staff and Classes

The Wooden House is arranged in separate classrooms.  Each class teacher is responsible for their group of children and is able to offer individual care and attention made possible by the high ratio of staff to children.

We aim that all our class teachers have a minimum  qualification of NVQ Level III or equivalent .

We attend regular training courses and all are qualified in First Aid and have a sound knowledge of Safeguarding procedures.



Forest School at the Wooden House Nursery School

At the Wooden House we have a member of staff, Mrs Kelly Reid, who has undertaken training in the area of Forest Schools. As a result of the training and in line with the statutory requirement of the Early Years Foundation Stage for outdoor play and activities, we aim to take groups of children outside for an adult initiated activity as often as we can. When staffing restrictions occur we plan the activities to facilitate the older children primarily and incorporate the younger children where possible.


Mrs Reid plans an activity for the older children about learning to take risks and feel comfortable in the outdoors; exploring, cooking, ‘hunting’ for resources and making fires. Each activity focuses on one of the seven areas of learning and is tailored to meet the needs and interests of the individual group. Prior to any activity, safety assessments are carried out.



Parents are asked to give written permission for their child to take part in either a class activity or on those occasions when the entire school may be involved.


Hierarchical Staffing Structure




Qualifications & Responsibilities


Linda Palmer


QTS, Cert. Ed, Safeguarding Children Group 3, Administration, Behaviour and Management.

Domestic Violence & Abuse Workshop

September 2007 – achieved Early Years Professional Status. Post Graduate Cert – July 2009, First Aid (Expires June 2019)



Caroline Taplin

Class 1

BA Early Childhood Studies, SENCO,

First Aid – (Expires April 2020)

Designated Safeguarding Officer Group 3 (Expires June 2020), Fire Marshall,

Domestic Violence & Abuse Workshop.  EYPS achieved 2011

Deputy Manager

Kelly Reid

Class 2

NVQ 3, First Aid (Forest School) – Expires November 2018

Forest School Leader – Level 3

Deputy Safeguarding Officer Group 3 (Expires June 2020), Health & Safety Officer


Elizabeth Williams

Class 4

NVQ 3, First Aid (Expires July 2019)

Safeguarding Group 2 (Expires Oct 2017)


Victoria Chappell

 Class 3

NVQ 3, First Aid (Expires May 2020),

Safeguarding Group 2 (Expires Oct 2017)

Room Assistant

Paula Harrison


NVQ 3, First Aid (Expires April 2020),

Safeguarding Group 2 (Expires Oct 2017) 

Room Assistant

Jennifer Syers


Cache Level 3 Diploma in pre-school practice, First Aid (Expires April 2020), Safeguarding Group 2 (Expires Oct 2018)

Room Assistant

Ella Stanbury


Cache Level 3 Diploma, First Aid (Expires June 2018), Safeguarding Group 2 (Expires Oct 2018)

Apprentice Emily Curtis  

First Aid (Expires November 2018) Safeguarding Group 2 (Expires Jan 2019). Children and Young People’s work force Level 2.


Clare Rooney


RSA III Typewriting, RSA II Word Processing, RSA II Audio Transcription


  What we can offer your child – our Daily Routine

 8.00am – 9.00am       Come and Play option – free play.

9.00am - 10.15 a.m. A full morning of various activities appropriate to your child’s age and ability.  We plan individually for each child and build on what they already know. We try to ensure that all children enjoy a whole range of activities that enable them to make progress towards the Early Learning Goals. On a typical morning the children have a variety of Free Play and adult initiated activities with their class teacher. Activities include painting, craft, cooking, singing, imaginative play, construction, board games, play dough, clay, sand and water play, computing and physical development. 

10.15am The children have a snack of milk or water and healthy food.

10.30am Break which is outside either in the garden or the covered area.  We have a good range of outdoor and indoor play equipment.

 11.00am The end of break, the children either return to their classrooms for further activities or remain outside for supervised play activities.

11.40am At the end of the morning assembly when all the classes meet together. Each day a different teacher leads the assembly and the children may hear a story, or talk about a theme as well as singing, music and movement, sharing news celebrating birthdays.

12.00 noon Children bring their own packed lunch and we ask that you do not send nuts, sweets or fizzy drinks and minimize the inclusion of crisps and chocolate. A cool pack may be advisable in warm weather and water is accessible freely throughout the day.

All children staying for lunch eat together, and afterwards play outside if possible.  If not, they remain together in a communal room.

1.00pm Afternoon session.  The children are regrouped for various activities which are free play and are planned by a different teacher each day.

2.15pm Snack of milk or water and healthy food.

2.30pm Outside play/story time/games.

3.00pm Afternoon session ends.

3.00pm – 6.00pm Stay and Play option – free play.

 The Early Years Foundation Stage & Early Learning Goals

The children begin the Early Years Foundation Stage, when they first attend the setting and it will continue through to the end of their foundation year in primary school.

The Wooden House Nursery aims to offer a curriculum for the Foundation Stage that takes children’s learning forward and provides opportunities for all children to succeed in a secure, warm and caring environment.

The Early Years Foundation Stage is divided into seven learning and development areas and with three prime areas we aim to support each child by planning an environment that enables holistic learning.

The statutory framework for the Early Years Foundation Stage (2017) identifies:

The seven areas of learning and development that must shape educational programmes in early years settings.  All areas of learning and development are important and inter-connected.  Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.  These three areas, the prime areas, are:

We also support children in four specific areas, through which the three prime areas are strengthened and applied.  The specific areas are:

·        Literacy                                                                                   

·        Mathematics                                            

·        Understanding the world

·        Expressive arts and design


The early learning goals


The prime areas


Communication and language


Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.


·        Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.


·        Speaking: children express themselves effectively, showing awareness of listeners’ needs.  They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.  They develop their own narratives and explanations by connecting ideas or events.


Physical development


·        Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

·        Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


       Personal, social and emotional development                         


·        Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.


·        Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

·        Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.


The specific areas                                    



·        Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.




·        Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


·        Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


·        Understanding the world


·        People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.


·        The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


·        Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Expressive arts and design


·        Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

·        Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.



Key Person


Every child is assigned a key person who is generally their class teacher and their name will be provided as part of the information received in our starter pack.  Their role is to support both you and your child in the process of settling in whether you are a new family to the setting or as a new key person in a new class. As part of this settling in and on a day to day basis they will keep you up to date with information regarding your child’s time in the setting and offer help and advice about how we can work together to help your child make progress.  At any time they are available to talk to if you have any questions, concerns or indeed celebrations that you think they should know about.  This relationship will build to be a process of two way communication that enhances your child’s opportunities and will support you in the setting.  The aim of the key person is to become a consistent person that your child can trust and become confident with and also to ensure that you, as a parent, have a designated member of staff that you can refer to at all times.


The Key Persons role also includes recording your child’s progress and monitoring their strengths and weaknesses so we can identify any areas of development that we need to focus on specifically.  They will also give you regular informal updates about your child’s progress.  The Key Person will support your child in the early days to get to know the routines of the day, adjusting them if necessary to meet their settling in needs.  They will also help them with their self care and support your child to keep themselves safe whilst ensuring that their learning is tailored to meet their needs in all areas of development.


We keep a record of achievements for each child, which is used for their individual planning.  Parents are free to look at their child’s achievements when they bring or collect their child.  We also hold Parents’ Consultations every term, which may be arranged with the class teacher at a time convenient to the family.

Progress check at 2 years of age

In addition for those children aged between 2 & 3 years of age the key person will provide a short written summary of the child’s development in the prime areas.  This will identify both strengths and weaknesses and if appropriate specific area of need involving outside professionals if necessary.

Settling in

Following your initial visit to the setting the class teacher will invite your child to a free ‘taster’ session. This date is agreed between the setting and family and is a shorter two hour session and enables exchange of information before and after the morning.

For the ‘taster’ session parents and carers may wish to stay with their child or they may choose to leave their child for this initial session or part of the session. The nursery is flexible and will adjust to meet each individual’s needs. We do ask that a parent is contactable and available should they decide to leave their child in order that we can communicate with them if necessary.

During the ‘taster’ session should you wish to receive a telephone call relating to your child’s settling in please do not hesitate to ask and we will ensure this happens.

General notes/Advice tips

 Children will take part in messy activities and consequently please bear this in mind when choosing their clothes for nursery.

We require 12 weeks notice in writing when your child is due to leave. This enables us to plan ahead and offer places to those on our waiting list.     


Term Dates

Autumn Term 2017

First day of term  - Monday 4th September

Half term - Monday 23rd – 27th October inclusive

Last day of term - Friday 15th December


Spring Term 2018

First day of term – Tuesday 2nd January

Half-term – Monday 12th – Friday 16th February

Last day of term – Thursday 29th March


Summer Term 2018

First day of term – Monday 16th April

Bank Holiday – Monday 7th May & Monday 28th May

Half term – Tuesday 29th May – Friday 1st June inclusive

Last day of term – Friday 13th July


Autumn Term 2018

First day of term - Monday 3rd. September

Half term - Monday 22nd. - Friday 26th. October, inclusive

Last day of term - Friday 14th. December


Spring Term 2019

First day of term – Monday 7th. January

Half-term – Monday 18th – Friday 22nd. February

Last day of term – Friday 5th. April


Summer Term 2019

First day of term – Monday 23rd. April

Bank Holiday – Monday 6th May & Monday 27th. May

Half term – Tuesday 28th May – Friday 31st. May inclusive

Last day of term – Friday 19th July




School Policies


This is the list of policies we work to. The contents of these are available on request.


Acceptable use


Accident & Incident Policy



Anti-Bullying Policy & Procedures

Behaviour Management

Break & Lunchtime Ratios

Bumps & Bruises

Children’s Welfare Policy & Procedures for shared care



Confidentiality – including camera usage policy

Data Protection

Disciplinary & Grievance

Epipen Training

Equality & Diversity

Equal Opportunity

Forest School

Hand Washing


Holiday Club

ICT Misuse

Inclusion & Additional Needs

Intimate Care

In the event of a Power Cut

Key Person

Lost or uncollected

Mobile Phone

Moving & Handling

Nappy Changing

Online Safety


Parental Involvement

Partnership with other Professionals & Agencies

Partnership with Parents

Recruitment of Ex-Offenders

Recruitment & Selection


Risk Assessment

Safety Policy & Procedures


Safeguarding children confidentiality and client access to records

Safeguarding children – information sharing

Smoke free



Sun Protection

 Volunteers, Students and Parent helpers



How to find us:

Directions when driving from Tiverton. (Should take approximately 4 minutes)

There are many different ways to reach The Wooden House Nursery School, but for a first visit, we recommend a starting point at the Tiverton roundabout right next to Petroc College.

From this roundabout, (with Petroc on your left) take the 2nd exit onto Lea Road roundabout. Go up the hill, and you will see a left turn signposted to Chettiscombe and Chevithorne. Turn left here, go over the link road bridge and turn immediately right. Follow this road for approximately ½ mile and you will see a right turn for Chevithorne. Take this road, go past a few cottages on your right, the road naturally bears left over a small bridge and then sweeps right, you will find us immediately on your left.

Please check when accessing our website for directions that you have the current setting and postcode.