Ladybirds pre-school is an independent setting run from a purpose built building in the grounds of Littlebourne primary school. At Ladybirds Pre-School we aim to provide the highest quality education and care for our children from ages two years up to school age. We offer a welcoming environment for each individual child and family, in a safe and stimulating setting.
Littlebourne Ladybirds Pre-School
Who to contact
Where to go
Littlebourne C Of E Primary School School Grounds
- CT3 1XS
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 08.30 15:00 Tuesday 08.30 15.00 Wednesday 08.30 15:00 Thursday 08.30 15:00 Friday 08.30 15:00
- Table of costs
Table of costs Amount Cost Type £4.50 Per hour
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Places Range
Places Range Start Age End Age Places 0 5 30
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 5 10
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Outdoor Activities, Environmental Area, Pets, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Refreshments, Books, See-Saw, Bike, Kitchen, Soft Play Area, Songs, Climbing Frame, Library Visits, Stories
- Wheelchair Access
- Wheelchair access details
- Ramps into building.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/01/2007 Integrated Good 23/09/2008 Inspection (Early Years Register) Good 08/02/2012 Inspection (Early Years Register) Outstanding 06/01/2016 Inspection (Early Years Register) Good 16/10/2019 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
We identify children with additional needs or special educational needs and/or disabilities by:-
Discussions and information obtained from parents/carers.
Information received from other professionals who maybe already be involved with and working with your child.
Monitoring development and progress using the Early Years Foundation Stage Guidance.
Ensuring the universal level of the Best Practice Guidance is implemented within the setting for all children.
Using a targeted approach for children who may need additional support to make progress and reviewing these targets.
Using monitoring tools such as the 2 year progress check.
The SENCo will implement Targeted/Personalised plans for children needing additional support.
The SENCo will make necessary referrals to other professionals such as the Local Inclusion Forum Team, the Speech and Language Therapy team, the Health Visiting team etc.
How will I be informed / consulted about the ways in which my child is being supported?
We will inform parents of how we are supporting their children by:-
Organising regular discussions/meetings between parents and the Key Person, SENCo and Manager.
Sharing Personalised/Targeted plans with parents showing targets and strategies.
Reviewing targets together with parents and setting new targets.
Sharing all information with parents received from other agencies such as the Specialist Teaching Service etc.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We will adapt the Early Years Foundation Stage curriculum for children by:-
Planning individually for each child taking into account their interests, age/stage of development and level of support needed.
Providing additional adult support where needed.
Tailoring activities according to each child's needs.
Adapting the environment if necessary.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
The teaching strategies we use for children with additional needs or learning difficulties are:-
We implement strategies advised by other professional such as Portage, The Specialist Teaching Service, Speech and Language etc into our daily teaching routine and planning for example we implement the TEACCH approach programme, PECS etc for some children.
We use visual aids and signs such as 'now and next' and personal time lines.
We use visual prompts such as 'active listening cards' and Makaton.
We use sensitive grouping, very small group activities, quiet areas etc when required.
We give extra adult support such as modelling back language, hand over hand support etc.
We review targeted/personalised plans and share with parents.
We use tapestry so parents can see their children's progress regularly.
What additional support does the setting provide for children with additional needs or SEND?
The additional support the setting provides for children with additional needs or SEND is:-
Constant reveiw of targeted/personalised plans and new targets set.
We work closely and together with other professionals who are also supporting your child e.g. specialist nursery.
We implement care plans for children who require medication and or personal care.
How will the setting monitor my child's progress and how will I be involved in this?
The setting Monitors children's progress by:-
Formal and informal parent's meetings.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
The setting ensures that children with additional needs or SEND can be included in the same activities as other children by:-
Information obtained from parents and other professionals.
Additional adult support when needed.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting is accessible for children with mobility difficulties/wheelchair users because:-
The building is on one level.
Disabled toilet facilities.
How will you support my child's transition to a new setting or school?
We Support children's transitions to a new setting/school by:-
Organising transition meetings with the new setting/school - Teacher/SENCo
Passing on relevant information such as targeted/personalised plans and all other paperwork.
Inviting teachers/SENCo from the new setting/school to the setting.
Preparation activities such as role play, school uniform etc.
Organising story sessions, play sessions and lunch with the new school.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The setting assesses the overall effectiveness of it's SEN provision by:-
The SENCo attending SENCo forums and LIFT meetings.
Staff attending training.
SENCo and staff implementing the advice received from other professionals.
Parents/carers can take part in the evaluation by:-
Contributing to Targeted/Personalised plan reviews and new targets.
Discussions with your child's key person and or SENCo.
Attending parent's meetings.
Who should I contact if I am considering registering for a place at the setting?
Parents can contact the Manager or Deputy Manager if they are considering registering for a place at the setting.
The Manager/Deputy can be contacted by phone or email, we will arrange a visit so parents can be shown around the setting and provided with the relevant information and paperwork.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Parents can speak to the Manager or Deputy Manager at any time, either by phone, email or coming into the setting.
Parents can speak to their child's key person at the setting.
Parents can complete our annual questionnaire.