We offer ‘30 hours childcare for working parents’ in partnership with other childcare in our area.

We are a day nursery located in Great Lumley, Chester-le-Street. Our day nursery has 41 places and prides itself on a welcoming atmosphere. Staff are qualified to a high standard and are all first aid trained. 

All meals are included in the prices and food is cooked on site from scratch. We have a daily routine that is structured to meet each child's individual need.

Our grounds have a secure outdoor play area. We also offer weekly Ready Set, Go activities. We have two Level 3 Forest School trained staff who provide sessions for children aged 3 years and over. 

To find out more about help with childcare costs please visit www.durham.gov.uk/childcarecosts

When is it on?

Session information
Monday to Friday 7.30am - 6.00pm
Half day sessions: 8.00am - 1.00pm or 1.00pm - 6.00pm

Who to contact

Contact name
Leanne Goundry
Contact position
07594 371 849
0191 388 1978

Where to go

Great Lumley
County Durham

Other details

Cost description
£39 per day 0-2 years
£27 1/2 session (8.00am - 1.00pm or 1.00pm - 6.00pm)
£37 per day 2-4 years
£26 1/2 session
Age range
From 0 years 0 months to 5 years 0 months


Childcare availability
Closed bank holidays
Free 3/4 yr places
Free 2 yr places
Will be providing 30 hours
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)
We offer 'stretched' funding with Lumley Nursery.

Vacancy details

Immediate vacancies?
Other information
Immediate vacancies available (updated 2 July 2020).

Other details

School drop off/collection
Lumley Junior School
Lumley Infant and Nursery School
Further drop off/collection details
Before and after school are is available. Also wrap around care for Lumley nursery children
Last Ofsted inspection grade
Ofsted report
Click here to view the latest Ofsted inspection report

Local Offer

Local Offer description

We pride ourselves on providing a safe and secure environment for children of all abilities to learn and develop. As a team we are passionate about providing an inclusive curriculum that can be specifically designed to a child's individual needs. The setting is a converted house spread over two floors with three child based rooms. Where possible reasonable adjustments are made to accommodate a child’s needs.

Staff attend regular training courses outside of the setting to continuously update their knowledge and practice in supporting children, and staff have had specific training in house in supporting children with Downs Syndrome and Autism. Parents are encouraged to feel confident and comfortable in talking to us regarding their children’s needs and how we can support them as well as the child.

We recognise that children and their families within the community have a wide range of needs and they will endeavour to play a part in meeting those needs. We are committed to inclusion. We understand the importance of children with special educational needs having access to mainstream settings. The best interests of the child will always be paramount.

We understand the importance of working together with parents when their children are placed in their care. Communication is paramount about their child’s development, individual needs and progress. We will always seek permission and agreement in regard to contacting outside agencies and discuss the most appropriate course of action based up the individual. Where possible, children will be involved in expressing their views and preferences about their care. All children have the right to be listened to and valued within First Steps.

Children with special educational needs, complex medical needs and disabilities will be required to fill in the standard application forms and will be invited as per routine to visit the nursery and meet the staff within their allocated room. Additional arrangements will be made with parents' permission however to contact professionals involved with the child as to gain better understanding of the child’s individual needs. The number and length of settling visits will be dependent upon the child’s needs and emotional wellbeing. If required, the SENCO and Key Person will investigate any additional training that may be available to us in preparation for the child starting their place at First Steps.

When a child with special educational needs is admitted to the nursery, the SENCO will work closely with the child’s parents, other professionals and other settings, if applicable, to ensure smooth transition and admission for the child in line with the Transition, Continuity and Interagency Working Policy.

Contact name
Leanne Goundry
Contact telephone
0191 388 1978
Contact email

How does the early year's provision identify and assess children with special educational needs and disabilities?

How does the early year's provision identify and assess children with special educational needs and disabilities?

The graduated approach will be implemented when assessing a child’s needs incorporating four stages of action: assess, plan, do and review.

Parents, key persons and the SENCO will be active in each stage of the approach working together as a team at First Steps and at home to ensure the measures put in place are correct for the child. Support and advice from outside agencies can be sought at any point throughout this process, with parents' permission.

If a parent or member of staff is concerned about a child’s progress the nursery staff will work with the parents to try to address these concerns. If necessary, information regarding this concern will be passed to the SENCO. The SENCO will speak to the child’s Key Person, observe the child in the nursery, assess the child’s needs and offer advice to staff members and parents.

Once the child has been identified as having a specific area of need or a special educational need, following a consultation with parents, a plan will be put into place within the setting to support the child in this area. Contact will be made with the Child’s Health Visitor to further support the parents and child. If necessary, referrals will be made to outside agencies, with the parents’ consent, to assist the setting and parents in assessing the child’s level of need.

The SENCO, the child’s Key Person and the child’s parents will regularly review the Child’s targets and determine whether it continues to meet the child’s needs (reviews need not be formal meetings). In light of these meetings children’s targets may be refreshed or renewed.

How will the curriculum be matched to meet children's developmental needs?

How will the curriculum be matched to meet children's developmental needs?

The Early Years Framework can be adapted within First Steps to meet a child’s individual needs.

Activities and resources can be changed to suit a child’s specific needs and where possible additional resources can be obtained to assist a child’s learning.

Staff will attend specific training courses in how to support children with additional needs in accessing the curriculum, and how we can support them in learning and progressing in their development.


What specialist services and expertise are available at or accessed by the early years setting?

What specialist services and expertise are available at or accessed by the early years setting?

We pride ourselves on our relationships with outside agencies in supporting children with additional needs. We hold and attend regular meetings and visit Speech and Language Therapy, Occupational Health, Educational Psychologists and the local Health Visitor.

We have joined the Durham Learning Library, which gives access to specific resources on loan for six week periods to support children’s individual experiences. 

We work closely with the local children’s centre in investigating opportunities for parents and children with additional needs to access within their local communities. We are currently exploring the possibility of being able to visit the new sensory room that has opened up within the village Methodist Chapel once a week.

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What training have the staff supporting children with SEND had, or are having?

What training have the staff supporting children with SEND had, or are having?

Our team have had in house training regarding Down Syndrome awareness and level one Autism spectrum disorder training.

The Nursery Manager has completed tier 2 in Autistic Spectrum Disorder training and our SENCO has completed Level 2 and 3 in Autistic Spectrum Disorder training. The SENCO has attended extensive training courses in supporting children with additional needs.

We are currently working towards receiving Makaton training and our SENCO has a wealth of knowledge working with Speech and Language targets and the Hearing Impaired Service.

How accessible is the early years setting environment? (indoors/outdoors)

How accessible is the early years setting environment? (indoors/outdoors)

Our setting is accessible with wide door frames and a large outdoor area. The ground floor has an accessible toilet with support bars and beams to make mobility secure. The yellow room is the out of school area and the red room also located on the ground floor is the 0-2 year base. The first floor is the blue room for children aged 2-4, and where possible reasonable adjustments will be made.  

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

How will the early years provision prepare and support my child(ren's) transition to their next educational establishment?

A smooth transition is paramount when supporting children with additional needs and First Steps supports children with extensive transition visits to the child’s new setting. Arranging and attending meetings between settings, parents and Key Persons to ensure the child’s individual needs are met and maintained throughout this process.

Reports and reviews will be completed between outside agencies before children move to new settings ensuring all information is relevant and up to date.

Within the children’s rooms at First Steps transition books depicting their new setting can be made as a point of reference so children have the opportunity to become familiar with their new setting, these can also be taken home to share with parents.


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Journey planner

Address: 129  Medway  Great Lumley  Chester-le-Street  County Durham

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