We are a sessional Pre-school on the grounds of St Michaels CEP School
St Michael's Pre School
Who to contact
- Contact Name
- Tracey Pooleman
- Contact Position
- Manager
- Telephone
- 01580 239510 or 07831903903
- tpooleman@stmichaels-preschool.co.uk
- Website
- stmichaels-preschool.co.uk/
Where to go
- Address
-
St. Michaels C Of E Primary School
Ashford Road
St. Michaels
Tenterden
Kent - Postcode
- TN30 6PU
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 4 year(s), 0 month(s)
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 9am 3pm Tuesday 9am 12pm Wednesday 9am 3pm Thursday 9am 3pm Friday 9am 12pm
Other Details
- Table of costs
-
Table of costs Amount Cost Type £19.00 Per session - ECD Type
- Preschool
- Offers pickups
- No
- Cost(s)
- Cost details
- A session is 3 hours
- 3-4 Year Old Funding?
- Yes
- 2 Year Old Funding?
- Yes
- Total vacancies
- 0
- Immediate vacancies?
- No
- Contact Provider for Vacancy Details?
- Yes
- Vacancy Information Last updated Date
- 15/01/2022
- Facilities
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Discussions / Talks, Outdoor Activities, Environmental Area, Pets, Trike, Play House, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Sandpit, Arts And Crafts, Scooter, Reading, Woodwork, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Kitchen, Songs, Slide, Library - Children's Library, Stories, Life Skills
- Other facilities information
- We also access the primary school playground and running track
- Wheelchair Access
- Yes
Ofsted Information
- Ofsted URN
- 2632469
- Link to latest ofsted inspection report
30 Hours Extended Entitlement
- Registered to provide up to 30 hours entitlement
- Yes
Service status
- Status
- Open
Local Offer
- Description
St Michaels Pre-school can offer places to children with Special Educational Needs
Special Needs Support
How does the setting identify children with additional needs or SEND?
When you visit our setting we will talk about the role of the special educational needs coordinator (SENCO) and how we use observations, information from anyone already working with the family and any concerns you may have. During initial sessions we observe and record findings linked to the Development Matters in Early Years, which inform the 2 Year Progress Check.
How will I be informed / consulted about the ways in which my child is being supported?
We will chat to you and take into account your feelings, needs and wants.
Our setting uses 'Tapestry'. This is an online journal which encourages and facilitates interaction and an ongoing dialogue with families. You are also able to add pictures and information that you wish to share with us.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
When there are concerns the setting discuss strategies such as targeted and personalised plans to support the child. Your voice is paramount in creating a plan for your unique child.
Specialist Teachers and support from Equality and Inclusion help to inform these plans. Where necessary an application for an Education and Health Care Plan (EHCP) can be made. This will ensure continuity of care and education as your child transfers to another setting or into school.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Using a key-person for each child ensures that a close working relationship with families help us to plan specific activities and resources pertinent to a child's needs. Where possible adapting the setting environment and how activities are presented will ensure all children can access a broad and balanced curriculum.
Our enrolment forms ensure families can record individual needs such as dietary, cultural or health. You can inform us on people who may already be working with your child. Initial conversations through this document will help us give you confidence that we will endeavour to meet children needs.
What additional support does the setting provide for children with additional needs or SEND?
Using targeted and personalised plans create goals that are meaningful and realistic to the individual child. When goals are realistic children experience success and feelings of achievement.
Often we are able to give families ideas and resources to use at home such as 'now and next' boards.
Our setting key-persons plan for individual needs and interests. The senco liaises with all professionals so that advice and recommendations are put in place.
We have many visual supports such as visual timetables, visual prompts, and use of simple relevant Makaton (signing).
Key-persons plan small group and individual activities.
We have quiet spaces where a child may like to spend time with a toy of choice or just to be a 'watcher'.
As above, when planning for children the targets need to be small and achievable to ensure success.
The setting SENCO (special educational needs coordinator) will liaise with specialist support to inform the setting on best to work with an adapted curriculum and environment. When outside agencies such as speech and language therapists are involved, they provide advice and ways for families to support their child.
How will the setting monitor my child's progress and how will I be involved in this?
The SENCO will regularly liaise with parents. It may be every day or once a week or each term depending on individual level of support. Phone calls and emails support the working family to be involved. Meetings are held where possible and to suit parents needs.
We are able to signpost parents and carers to training and information,for example through Childrens Centres or to Early Support.
For children with SEN (special educational needs ) or AEN (additional educational needs), the close working relationship with the family is paramount to the welfare of the child.
As a small setting all staff quickly get to know all children.
We work hard with all parents to create a relationship that gives them confidence to be full and frank over their worries and concerns. Key-persons are excellent at keeping families included in their child's development.
The senco will make sure staff are able to access relevant training to support children. All staff are active in supporting all children with their needs. Feedback from meetings with professionals are regularly shared at staff meetings and we are able to ensure all staff can successfully support a child during an activity.
We monitor childrens progress through observations and information gathered from any staff working with the child.
Assessments throughout and reviews of plans will be shared with parents.
Parents are involved in the planning and ideas for them to use at home are shared.
Parental input from home on what is working well or not so well is taken into account for future plans.
Formal and informal discussions are held at a time to suit families.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Research and risk assessments are carried out before planning trip /outings. Where possible parents and carers area able to join us so that needs can be met.
Adapting plans and activities ensure are children are included, for example if a child had skin allergies, plans for messy play would include, gloves, implements such as spoons, tongs, sticks and aprons.
How accessible is the building for children with mobility difficulties / wheelchair users?
We have disabled access with wide gates, ramps and toileting areas.
Disabled access by car can be facilitated by the main school entrance where we can then cross a solid surface to the ramp.
How will you support my child's transition to a new setting or school?
As with all children, transitions to the next setting are supported by visit to the next setting, visits to us from the adults in the next setting.
Play dates, and regular shared learning is planned from early in the year for the children moving on.
Information, records, plans and strategies are shared with the next SENCO in plenty of time for the next setting to be ready.
For some children, key-persons have followed and supported the transitions so that children have familiar people to help with the changes of environment, new adults and new routines.
We have arange of schools uniforms in our dressing up to prepare children for changes.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The setting SENCO attends regular senco forums and LIFT meetings which help keep abreast of changes to policy and practise.
When reviewing daily practise all staff have input to what works well and have a voice to support ideas for change.
Staff give good feedback on training content so that we can monitor the relevance to children.
Who should I contact if I am considering registering for a place at the setting?
The Manager
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
On an initial enquiry the setting manager will encourage a visit to the setting. This will give opportunities to discuss a child's individual needs and anyone already working with the family.
There will be opportunities to share reports, assessments and plans which in turn will help the setting put in place access to activities and resources.
We have opportunity for parents to feedback on complaints with a box to put comments and ideas.
The child's Tapestry account gives families opportunity to give written feedback.
We have an open door policy and welcome comments at any time.
We have a policy which includes a complaints procedure.
We have a website and Facebook page.