Additional information is listed below as answers to the most commmonly asked questions. These Questions and Answers are also available in PDF.
If you have any more questions please contact us and ask to speak to our SENCO.
At Pre-School we observe and evaluate each child on a daily basis and use this information in our learning journals. Every half term, the key worker will look through observations and set out next steps for the following half term. We have good relationships with our parents/carers and encourage them to contribute to their child's learning journal by keep up to date with their child's interests and any news. Every term, the key worker will look at the child's development and plot it on their progress report which will highlight any areas of learning that may need more support. If the key worker and/or parent/carer has any concerns regarding the child, then we will discuss it together and agree on the best way forward for the child.
All our staff attend training courses to develop their knowledge in the early years. We have a Special Educational Needs Co-ordinator (SENCO) within our setting w ho supports staff, parents/carers and the child. They attend meetings and visits to the setting. Staff will undertake any training recommended by the first team. If PECS is used as a communication tool with your child, our staff are familiar with this and will be able to support you and your child.
We follow the early year's foundation stage guidelines set out by the Government. We plan for each individual child's needs and preferred learning style. We allow children to self-select toys they wish to play with during the day and document their interests within our planning.
We hold a breakfast meeting and encourage parents/carers to attend and hold open afternoons to discuss your child's progress and how we are going to move them forward with their development.
We encourage a settling in visit before the child starts at the setting and we discuss any concerns or issues the parents/carers may have regarding the transition to the setting. We will ask the parents/carers for all relevant information regarding the child's dietary requirements and health and developmental needs. The majority of our staff are first aid trained and all attend child protection training. The Supervisor/Deputy Supervisor will administer certain medication when prescribed by a doctor and the parent/carer will be asked to fill in our medication book when dropping of their child. We undertake daily risk assessments inside/outside the premises before we open the setting. We have clear boundaries in our setting allowing the children and staff to understand what is acceptable behaviour for all.
At our setting, we use the expertise of the first team who support us and the family with any additional needs. We also work alongside all other outside agencies and will share information with them and any other childcare setting with consent from parents/carers.
We work closely with speech therapists, physiotherapists, occupational therapists, portage and any other agencies needed to support a child with their development.
Staff attend EYFS training and training recommended to us by outside agencies and they share their knowledge with their other colleagues.
Outings are arranged around the child's needs, for example, school visits to help with transition. We have visitors to the Pre-School in which all children are included. We ask parents for consent to take their children on visits.
We have disabled toilet facilities and easy step free access in to the setting and outside to the garden allowing for wheelchair access.
Children will be given settling in visits to our Pre-School and we will ask parents/carers to fill in forms asking them about their likes and dislikes and any health issues. We will set up resources to include their interests, e.g. trains/dinosaurs, during their visits. We will also ask the parents/carers to bring any items from home to help them settle. When the child is ready for school, we liaise with the teachers, share information and discuss the child's development and next steps. All learning journal information is handed over to schools.
Our Pre-School has a good selection of resources. We also use resources from our toy library. Staff plan activities and equipment around the child's developmental abilities to ensure all children's experiences are full of learning in a play based environment.
The SENCO will work closely with the family and outside agencies to ensure the child is receiving all the additional support required.
We ask parents/carers to fill out our questionnaires and all suggestions are considered. We keep parents/carers informed of any upcoming events with letters and emails and via our website and Facebook page. We have a comments/suggestions book in our entrance hall. We encourage parents/carers to help at a session if they wish to.
If you are interested in visiting our setting then please contact the Supervisor or SENCO who will be happy to assist you and answer any questions you may have.