Our prospectus is written to assist you and your child by providing some practical information about the nursery and day care provision.

Please look at our website (www.gillblowersnursery.co.uk) for more information, current details of groups in our community rooms and for copies of our policies.

Gill Blowers Nursery is named in memory of the woman who vigorously campaigned to open the two sites. Retaining the name is seen as a fitting tribute, and a celebration of the work she undertook.

Gill Blowers Nursery has two sites, one in Hockwell Ring (Mossdale) this is for children from 6 months-5 years and offers full day-care alongside nursery sessions and one in Marsh Farm (Leabank) 2-5 years, this site offers nursery sessions and wrap around care. Both nursery units are unique because they can be found underneath the tower blocks of flats.

Although having been established since 1992 and 1994 respectively, they became a nursery school in 1999. Our day care provision began in 2004 on the Mossdale site.

Gill Blowers Nursery School (Mossdale site) is the lead agency for the Community Link Children Centre whose reach area stretches across the west area of Luton and links in with Leagrave Primary School, Beechwood Primary School, Pirton Hill Primary School, Chaul End Centre and Gill Blowers Nursery School and other linked preschool settings.  For more information on activities and services delivered by the Children Centre please contact their office (01582 493761) or view the information board outside the entrance to the school. 

Gill Blowers Nursery School (Leabank site) works in close partnership with the Redgrave Children and Young People’s Children Centre.  For more information about activities and services please view the information displayed in the Reception area on the Leabank site.

Deborah Harmon 
Head Teacher


TELEPHONE: 01582 575100 – Main Office    01582 493639 – 0-3 unit    01582 564036- Community Room     
HEAD TEACHER:  Deborah Harmon  
DAY CARE MANAGER:   Vicky Gooding    

TELEPHONE: 01582 565797 OR 587350  
HEAD TEACHER:   Deborah Harmon  



Head Teacher:  Deborah Harmon
Deputy Head Teacher and SENCO: Joanne Iddenden
Office Manager: Suzanne Goldsmith
Family Worker: Rebecca Caves
SEN Lead Practitioner: Clare Butler
0-3 Day care Manager and Room Leader: Vicky Gooding Practioners: Alison Mobbs,  Jan Chase,  Jenny Harmon, Noveera Madni 
3-4 Acting Teacher: Launa Corin Practioners:  Adam Vale, Fatheha Ali, Sarah Thomas, Vicky Lunnon, Jodie Sharpe.  

Head Teacher: Deborah Harmon
Deputy Head Teacher and SENCO: Joanne Iddenden
Receptionist: Lauren Williams
Family Worker: Rebecca Caves
SEN Lead Practitioner: Clare Butler
2-3 Room Leader: Stephanie Page Practitioners: Amy Goodhew, Leanne Monger, Sandra Bradley, Kayleigh Wright, Abi Prunty                 3-4 Acting Teacher: Jenna Brooksby                                     Practitioners: Ann ClementsMichelle Ongley, Marie Hayden, Johanna Shore, Stephanie Johnson, Shelby Alger-King. 


“Discover together – our voice, our values and our vision.”

 We feel the way to achieve this is teamwork between parent, children and staff. This requires:
• Communication – sharing, rapport, friendship and scaffolding.  
• Support – encouragement, positive reinforcement, acceptance, satisfaction.  
• Co-operation – sharing, being valued.  
• Trust.  
• Honesty.  
• Time.

Staff with Parent and Children on Curriculum Day 


 Our Values when working with the learning community:

P•    • Put children and families first.
Support parents to realise their dreams for their children’s learning. We believe all parents want what is best for their children.
Support communities to realise their expectations for their youngest community members. We believe every community wants what is best for their children.
Our school actively promotes the fundamental values of democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths or beliefs.Our children learn right from wrong; to take turns and share; and challenge negative views and stereotypes.
Through clear and negotiated boundaries of behaviour, children exercise choices in their play and make shared decisions about use of resources.

 Our values when working with children:

 All children have a right to equality of opportunity.
All children should have opportunity to celebrate their individuality with those around them, in a way that is right for them.
All children should have the chance to fulfil their potential.
All children have a right to quality relationships that promote a sense of self-esteem, confidence and self-discipline.
All children will have the support to develop core values as part of our personal, social and emotional development.

       Our values when working with parents:

 Parents are the prime educators of their children, and their knowledge and expertise of their child should be valued.
The highest quality of teaching, learning and care only occurs when parents and staff work in partnership.
Education is a continuous process and partnerships are a vital link between home and school.
We aim to support and strengthen parents’ confidence in achieving their life goals.


We allow time to build relationships through pre-admission groups before transfer from home to school.
We build upon these relationships through home visiting.
We provide you and your child with a key worker, to ensure you have a consistent carer with whom you and your child feel secure and comfortable.
Information on your child’s progress is recorded in a named booklet (profile) for staff and parents/carers to share learning experiences.
Our younger children have a daily diary that lets parents know what they have been doing during their day.
Daily routines and activities help your child feel safe, secure and confident to explore the curriculum.
Staff are highly qualified and experienced in the caring and teaching of young children and babies. Staff stimulate, encourage and value your child’s early years development.
 Staff will always make time to listen and offer support where needed.

Children participating in 'Funky Fingers' activity with Staff


The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage (EYFS). 
Separately, the Counter Terrorism and Security Act also places a duty on early years providers “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty.) The duty is likely to come into effect from July 2015. Statutory guidance on the duty is available at www.gov.uk/government/publications/prevent-duty-guidance. The Department of Education will in due course amend the EYFS to reference providers’ responsibilities in the light of the prevent duty. Gill Blowers Nursery Staff received training on ‘Prevent’ in February 2016, and will revisit regularly. 


Democracy - Making decisions together:
As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development.

• Staff will encourage children to see their role in the bigger picture, encouraging children to know their view count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. 
• Staff will support the decisions that the children make and provide activities that involve turn taking, sharing and collaboration. Children will be given opportunities to develop enquiring minds in an atmosphere where questions are valued.  

Rule of law -  understanding rules matter as cited in Personal, Social and Emotional Development.
As part of the focus on managing feelings and behaviour. 

• Staff will ensure that children understand their own and others behaviour and their consequences, and learn to distinguish right from wrong.
• Staff will collaborate with the children to create the rules and codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand that rules apply to everyone.  

Individual liberty - Freedom for all. 
As part of the focus on self-confidence and self-awareness, and people and the communities as cited in Personal, Social, and Emotional Development and Understanding the World.

• Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
• Staff will encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different options, for example in a small group discuss what they feel about transferring into Reception class.

Mutual respect and tolerance - treat others as you want to be treated.
As part of the focus on people and communities, managing feelings and behaviour and making relationships as citied in Personal, Social and Emotional Development and Understanding the World. 

• Staff will create an ethos of inclusivity and tolerance where views, faiths, cultures, and races are valued and children are engaged with the wider community. 
• Children will acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. 
• Staff will encourage and explain the importance of tolerant behaviours such as sharing and respecting others opinion. 
• Staff will promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s’ experiences and providing resources and activities that challenge gender, cultural and radical stereotyping.

What is not acceptable:
• Actively promoting intolerance of other faiths, cultures and races.
• Failure to challenge gender stereotypes and routinely segregating girls and boys. 
• Isolating children from their wilder community.
• Failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. 

The Governing Body consists of representatives from parents, staff, the Local Education Authority and members co-opted from the local community. A full governors meeting is held at least once a term. The Governing Body ensures the effective management of the school and promotes the well-being of all in it, by working in partnership with the Head Teacher. The Chair of the Governing Body may be contacted via the school.

List of Governors 2016/17
Full Governing Body
Denise Poore – Chair / Safe Recruitment Governor
Victoria Parkes – Vice Chair 
Jo Iddenden – Training Link Governor
Deborah Harmon – Head Teacher
Launa Corin – Staff Governor
Sheila Roden – Local Authority Governor
Louisa Boateng – Parent Governor
Lauren O’Callaghan – Parent Governor

Finance and Personnel Committee
Denise Poore – Chair
Victoria Parkes -  Vice Chair
Sheila Roden 
Deborah Harmon

Curriculum and Premises Committee

Victoria Parkes – Chair 
Launa Corin – Vice Chair
Deborah Harmon
Jo Iddenden
Lauren O’Callaghan 
Louisa Boateng 


Funded places for two-year-old children

Some families may be able to claim 15 hours of free nursery education for their two-year-old. This funding is not available to everyone and families must meet strict criteria to be eligible. Please contact our family workers at the nursery to see if you qualify.

 Free  nursery education for 3 and 4 year olds children

Starting the term after their third birthday, all children are entitled to 15 hours free early education a week (38 weeks of the year). This can be taken flexibly depending on places available.

If your child is born between:

They are eligible for a free place from:

1st April and 31st August

1st September following their third birthday until statutory school age

1st September and 31st December

1st January following their third birthday until statutory school age

1st January and 31st March

1st April following their third birthday until statutory school age

Session Times for Day Care places
Morning 8.30am-12.30am  Afternoon 12.30pm-6pm Whole day 8am-6pm Wrap-around time slots 8.30-11.30am, 11.30-12.30pm, 12.30-3.30pm or 3.30-6pm   

These are given out at the beginning of each school year (September) but are also on our website and parents receive reminders throughout the year of upcoming closures and holidays.

Day care is open for 48 weeks per year closing for two weeks in summer, one at Easter and one at Christmas and also together with the nursery for whole school training days. 



 Heuristic baskets are baskets or boxes that contain natural and found objects and materials from around nursery. These baskets are placed in an area easily accessible by the children to explore independently as they wish. Staff step back and watch the children explore but do not interfere or take lead in the children’s exploration or show them what to do. The children use all of their senses to explore these heuristic baskets and we have collections of baskets containing different items to give the children a variety of different experiences each time. All of our heuristic baskets contain completely natural items.


Treasure baskets are made up of different interesting natural items for children to explore using all their senses. These items are things that children normally wouldn’t have the chance to play with or explore.  The children use their hands, mouth and fingers to explore the items by feeling, dropping, banging together, smelling and lots of other ways. There are lots of items in each treasure basket for the children to explore and choose from.  We change the items in the baskets so that the children constantly have new items to explore and more choice. Treasure baskets are a lovely way to offer children opportunities to talk and have conversations, share experiences and experience new objects and items they wouldn’t normally.


Write Dance in the 2-3’s is an exciting program which uses music and movement to introduce handwriting to children. Write Dance movements are designed to help children feel happy and comfortable with their bodies, improving their motor skills and providing a strong foundation for writing.  We do this by playing various styles of music i.e. Classical, whilst mark making following the rhythm big bold movements to slow small movements.


'Dough Disco' is a fun activity which we do each week in the 2 -3’s, which combines the use of play dough with a series of hand and finger exercises designed to improve fine muscle control. The movements develop children's fine and gross motor dexterity, hand-eye coordination and self-esteem.

Each child is given a ball of play dough then sits in a circle while music is played.  To the beat of the music, the children copy the staff member as she demonstrates various ways to manipulate the play dough, exercising as many as those important muscles as possible. Whilst the adult demonstrates the movements they say what they are doing like ‘Roll, Poke’, Squeeze’.

Pop on your favourite tunes and give these simple exercises a go.



Every day the children have a phonics session and weekly the children take part in a Phonics session with a difference! The children are each given a piece of material and when music is played they imitate the movements required to write the letter on a larger scale. So for example for letter m, they move their material to make humped movements and for h they start by stretching tall then move their material down to the floor, then up and over by their waist and back down to the floor. By practicing these movements on a large scale it helps them to reinforce the letter name and shape. This is then followed by an opportunity to put these movements on to paper on a smaller scale. The children are beginning to learn the basics of writing and letter formation in a fun and interactive way


 In nursery, we have carefully selected a set of books that will scaffold young children’s developmental learning. These include books that are both fiction and non-fiction, books with repetition and rhyme, books that are inviting and interactive and books with exciting but appropriate storylines.

We encourage children to re-visit these books on a regular basis and adults share books with the children acting as role models for reading. We encourage the children to begin to retell the story themselves, supporting them at each stage until they have gained the confidence to act like a reader, independently re-telling stories and exploring print.

We find that as children become more confident with these books they then begin to look at the print in more detail. Then they begin to look for letters, recognise sounds and rhymes and begin to read familiar words independently.


Parliament Time is a group discussion that takes place daily where the children talk about their current theme and what they are interested in. They recap on the activities they carried out the previous day and then they plan what they would like to do during the session. Within these plans the children use their understanding of research to discuss where they can find out more information about their current theme. They then design how they are going to represent their interest for example in a picture or model form, do they want to role play, can they write about it or is it possible to experience it first- hand. A member of staff works with the children throughout the session, to support their plans and activities. Then at the end of the nursery day the children come back for another Parliament Time discussion to relay what they have done through the session and to evaluate how successful it was, if they had to change any of their original plans and why and whether they achieved what they set out to do initially. They then brainstorm what ideas they have for what they would like to do the next day. And so the cycle begins again.


The aim of Funky Fingers is to support and develop the children’s fine motor skills. Every week the children engage in a variety of fun and exciting activities designed to help them to develop the skills that they will need for handwriting. Several different activities are placed on table-tops. Activities include; threading, colour sorting, tweezers and pom-poms, any activity that encourages the children to use their fingers. The children carry out the activities to music and once the music stops the children stop too and put their ‘funky fingers’ in the air.



Our life together in nursery is based upon mutual respect, friendliness and care, for each other and the environment. Children learn this by example and by being valued and supported as individuals.

School rules are kept at minimum but high standards of behaviour, courtesy and consideration are expected at all times. If a child’s behaviour does cause notable or persistent concern, the school will inform the parents so that we can work together. In line with the Luton Borough Council policy, the nursery will not tolerate any verbal or physical aggression towards our staff.


Here at Gill Blowers Nursery we believe it is every child’s right to have access to the full curriculum offered, regardless of abilities, either physical or intellectual. We encourage all children to participate and give them the opportunity to develop to their individual potential.

To achieve this, both children and staff are supported as necessary, by other professionals.

Parents are kept informed of special educational needs and concerns, and will be fully involved in any decisions made.

We maintain close relationships with local schools to promote continuity, which assists children in the transition from Nursery to school.


Many activities and groups are run for the benefit of the community on both sites, including Messy play, Parent and Toddler groups, Art and Crafts Sessions, and Baby Massage - please speak to a family worker or see our website for current groups that are running.

 We also plan development groups for parents and children to learn alongside each other, helping parents to see first-hand how their children learn and reach their targets.

 We welcome families to join us within the community room to engage with activities and meet the family workers. If you need any further support or have any ideas we are also happy to support you.


Before entry to the Nursery each family is offered the chance to attend our “pre-admission” group. This is an informal group that aims to build a relationship with you and your child before entry to the school. The school then offers a home visiting programme to support the learning partnership, which will enable your child to reach their full potential.
A termly newsletter aims to inform parents of the day to day issues
Consultation sessions are encouraged every term to discuss progress, and set future learning goals.
Community groups
Parents’ notice board – highlights curriculum focuses for the week.
Parents are welcome to come and work alongside their children in the nursery, especially on the weekly drop in day.
Wow Wednesdays are a chance for Parents to participate with children’s classroom activities.
Curriculum Fun Days are open days where Parents have the chance to see how we use play situations to teach your child the early year’s curriculum.

Please let the nursery know if you child will be absent for nursery for any reason.

Regular attendance is expected from children offered nursery place. If you have difficulties please come and talk with us – we may be able to help.

If your child is absent without notification you will receive a telephone call from the nursery.


If someone different is collecting your child, please let us know – in writing – the name, address and telephone number of the person picking them up. A description of the person is also very useful as the safety of your child is paramount. We will not allow anyone under the age of 16 years to collect your child.


Please dress your child in clothes that are suitable for nursery (not their best clothes)

Aprons are provided for all messy activities. Children play outdoors at every session (weather permitting) so please bring your child with a suitable coat (gloves and hat too in cold weather).


If your child is still in nappies, please provide us with the right number of nappies daily, so that we can change your child as and when needed.

Please bring your child a change of clothes.

Please let us know if your child is ill and won’t be coming into nursery, particularly if they have an infectious childhood disease, e.g. measles or chickenpox.

 Please allow 48 hours after the last bout of sickness or diarrhoea before allowing your child to come back to nursery.

 Should your child become ill at Nursery, we will contact you or another of your named emergency contacts.

We will only give your child prescribed medication if you have signed an authority form permitting us to do so.

We will not administer over the counter medicines
(please see our medication policy for full details)


The daily use of a fine-toothed comb on damp, well-conditioned hair is the best safeguard. Please check your child’s hair on a regular basis.



We provide a healthy snack, and water or milk at each session. All the children are entitled to receive free milk if parents wish, and water is always available. Snack times are provided at every session. We ask for a voluntary contribution towards snack each half term.

Lunches- (nursery children will be offered the chance of staying for lunch but as we only have limited spaces this may only be offered to you for part of the week) If your child is at nursery over lunchtime, they can either have a packed lunch or a cooked lunch (cooked lunches are paid for, unless you are eligible for free school meals- please speak to staff if you need more details about this)


It is the prime duty of all staff to safeguard and care for children. The appropriate authorities will be immediately notified of any concerns regarding a pupil or family. This action will always be communicated with parents, unless doing so is likely to place the child at greater risk of harm. 


Gill Blowers Nursery

Deborah Harmon

Designated Safeguarding Lead Officer

01582 575100


Gill Blowers Nursery


Lisa Page

Safeguarding Lead/ Family Worker

01582 565797


Gill Blowers Nursery


Rebecca Caves Safeguarding Lead/ Family Worker

01582 564036


Community Safeguarding Governor

Denise Poore

01582 575100

Chair of Governors

Sheila Roden

01582 575100



Parents must ensure that the nursery has up to date telephone numbers for parents, and for other people willing to take responsibility for their child if parents cannot be contacted. Please notify the school immediately of any changes in these details.


The nursery is a strictly NO SMOKING area and we ask everyone to refrain from smoking when on the premises.


We have a comprehensive set of policies and procedures in place, and a copy of our Policies and Procedures Manual is available to you at all times.  

We are happy to discuss our Policies and Procedures in detail with you if you wish.  Please see our website for more detail.



Whether you are new to Gill Blowers Nursery School or have been using our services for a long time, you should expect to be treated with respect and without delay. We want to give an effective service at all times. However, if you do wish to make a complaint , please use the following procedure:

Complaints Procedure Flowchart

Discuss your concern with a member of staff

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Head Teacher attempts to resolve the complaint informally within 5 school days

Written response within 15 days





Complaint not resolved

Referred to Chair of Governors


Chair’s decision to the complainant within 20 school days

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Complaint resolved

No further action

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Complaint not resolved

Ask for Governor Committee hearing


The committee will meet within 10 school days from receipt of letter.  Decision is final within 5 school days after meeting

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