Stepping Stones Pre-School
Who to contact
Where to go
- CT1 3JN
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 12:00 Tuesday 09:00 12:00 Wednesday 09:00 12:00 Thursday 09:00 12:00 Friday 09:00 12:00
- Table of costs
Table of costs Amount Cost Type £18 Per session am
- ECD Type
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- We have minimal vacancies.
- Places Range
Places Range Start Age End Age Places 0 5 24 5 8 24
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Sandpit, Arts And Crafts, Music, Literacy and Numeracy, Messy Play Area, Toys/dolls, Dressing Up, Sign Language / Makaton, Outdoor Activities, Kitchen, Trike, Songs, Library Visits, Quiet Room, Visits and Outings, Garden
We are a Makaton friendly setting and will offer weekly Sign 'n' Rhyme sessions September.
We are working towards becoming a communication friendly setting.
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 27/02/2008 Integrated Good 24/06/2011 Inspection (Early Years Register) Good 20/04/2015 Inspection (Early Years Register) Good 04/12/2017 Inspection (Early Years Register) Good
We work closely with families of children under the age of 5 to ensure best possible outcomes are reached. We also work with outside agencies as appropriate. Children and families are always our main priority.
We work to our vision: A charity pre school totally focused on children families and community, where children build on their learning through creative play.
Stepping Stones Canterbury
Special Needs Support
How does the setting identify children with additional needs or SEND?
We offer home visits and ask all parents to complete pre-start questionnaires; from these we can work together to identify any needs. We work closely with other settings and agencies and have a close relationship with the specialist teaching service. All children have a named key person who works with the family and will make observations within the seven areas of the Early Years Framework (EYFS). We complete a Progress Check at Two and complete regular observations and engage in discussions with parents. Parents are always kept informed should we have any worries and concerns. We work in partnership with parents to receive best possible outcomes for all children. We work alongside The Health Visiting team.
How will I be informed / consulted about the ways in which my child is being supported?
There is a named special educational needs coordinator within the setting: they will work closely with you and your child's key person. There will be daily informal contact alongside your child's learning journey which you can access at any time on line. You will receive a written assessment of your child after their focus weeks. We will visit you at home to discuss progress if this suits all involved. You will work closely with your key person and the SENCo in targeted and personalised planning. We also keep a SEND register that is reviewed regularly. We will support your child with a targeted plan moving onto a personalised plan as necessary. These will be reviewed with you frequently.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We plan for the unique child based on children's needs and interests; using children's starting points as a base line. We are constantly adapting our environment to reflect both children's interests and needs. We will utilise your child's targeted and personalised plan to enable the most progress possible. We aim to make our setting suitable for all through individualised planning and care. Your child's key person, alongside the SENCo will implement strategies to ensure your child is able to make progress and to prosper. We ensure our setting offers a visual timetable at the Universal Level; this helps all children to feel safe and secure as they become aware of routine.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We plan for the unique child taking into account characteristics of effective learning; whilst also liaising with outside agencies and therapists in order to ensure best practice ensues. We offer a range of visual supports in the form of labels and visual time-tables. We also use Makaton signing. We tailor activities for individuals and small groups as needed and utilise our quiet area as required. We ensure we use SMART targets (Specific, Measurable, Achievable, Realistic, Time-Bound). We involve parents as much as possible in our planning; particularly choosing and reviewing targets.
What additional support does the setting provide for children with additional needs or SEND?
We have close working relationships with all our parents and particularly with our key children; you will also have a close relationship with the SENCo. The SENCo will carefully monitor your child's progress by reviewing individual and targeted plans and by tracking using Milestones. We will access SENIF and DAF funding as appropriate and utilise this funding to support your child's needs; this has previously meant buying books and puzzles as well as more specialised equipment.
How will the setting monitor my child's progress and how will I be involved in this?
We monitor progress through observations and summative assessments and by using the Milestones toolkit. Parents are closely involved in reviewing targeted and personalised plans. The SEND register is regularly reviewed by the SENCo to ensure all children are making progress. Alongside this, we know all our children well and are aware if they are not meeting expected norms. We have regularly been involved in Team around the Family meetings; to ensure all professionals have the same best outcomes in mind.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We pre-plan trips and walk the route to identify any potential hazards. We have made social stories for children in order to make trips a less daunting prospect for children in our care. We invite parents to join us on trips, should they feel this is appropriate. We share our trips with parents through written records, verbal feedback and photos.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our main building has wide door access and the garden is easily accessible via a ramp with railings. There is an accessible toilet with changing facilities and accessible parking spaces. We do have an upstairs room that can only be accessed by a small flight of stairs; should a wheelchair user be at the setting, being unable to access this area would have no impact on learning or experiences offered (the room is rarely used) and an alternative quiet space would be found.
How will you support my child's transition to a new setting or school?
If children move from our setting to another, we will share appropriate information, with parental permission; this could include Progress Check at Two or summative assessments. We will also prepare a one page portfolio entitled: 'All About Me,' that will highlight your child's strengths. We have previously made social stories to ease transitions and spent time with children at their new setting. All reception class teachers are invited to our setting and we aim to forge smooth transitions for all children. For parents who have English as an additional language we utilise the Mantra Lingua pen as well as older children to act as translators in order to help aid transitions.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The setting is always looking to improve and the SENCo ensures she is abreast of current good practice by attending the SENCo forum meetings. Parents are invited to complete questionnaires and are invited to report on day to day practice by the suggestions envelopes on the notice board. The SENCo reviews the SEND register regularly and this is discussed at fortnightly staff meetings. Training and workshops attended are reviewed by staff and suggestions are made at how best to incorporate ideas into practice.
Who should I contact if I am considering registering for a place at the setting?
Should you wish to apply for a place, contact the manager: who will advise that we like to visit all children at home and that you are able to stay with your child as you feel is necessary to settle them. She will also introduce you to your key person and will aim to arrange a home visit where they are able to come too.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have an open door policy and parents are welcome whenever they please. All parents talk to their key person as a first point of reference and are invited to complete annual questionnaires. There are suggestion slips and envelopes on the notice board. Parents are always welcome to stay on our rota and to become a trustee and are automatically family member volunteers.