A small PRE-school based in the grounds of Whitstable Castle providing high quality care and education for local children from 2 to 4 years of age.
The Castle Pre-School
Who to contact
- Contact Name
- Lorraine Phillis
- Contact Position
- Owner/Manager
- Telephone
- 01227 277 878
- castlepreschool@btconnect.com
Where to go
- Address
-
Castle Pre-school, Garden Lodge, Whitstable Castle
Tower Hill
Whitstable
Kent - Postcode
- CT5 2BW
- Notes
TERM TIME ONLY - 38 WEEKS PER YEAR
ACCESS TO A LARGE, FULLY EQUIPPED OUTDOOR AREA.
SET IN CASTLE GROUNDS WITH ACCESS TO PLAY PARK, GRASSED AREAS FOR OUTDOOR ACTIVITIES SUCH AS SPORTS DAY, ETC.
CLOSE TO BEACH.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 3 month(s) to 4 year(s), 0 month(s)
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 09.00 3.00 Tuesday 09.00 3.00 Wednesday 09.00 3.00 Thursday 09.00 3.00 Friday 09.00 3.00
Other Details
- Table of costs
-
Table of costs Amount Cost Type £32.00 Per day £16.00 Per half day - ECD Type
- Preschool
- Offers pickups
- No
- Cost(s)
- 3-4 Year Old Funding?
- Yes
- 2 Year Old Funding?
- Yes
- Total vacancies
- 10
- Vacancies Details
- Spaces available from September, 2023
- Immediate vacancies?
- Yes
- Contact Provider for Vacancy Details?
- Yes
- Vacancy range
-
Vacancy Range Start Age End Age Places 2 4 10 - Vacancy Information Last updated Date
- 05/10/2023
- Facilities
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Outdoor Activities, Trike, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Scooter, Reading, Hearing Loop, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Kitchen, Car Parking, Library - Storytimes For Children Aged 2-4 Yrs, Songs, Sleeping Area, Slide, Library Visits, Stories, Life Skills, Library - Storytimes For Children Aged 3-5 Yrs
- Wheelchair Access
- Yes
Ofsted Information
- Ofsted URN
- EY535662
- Link to latest ofsted inspection report
30 Hours Extended Entitlement
- Registered to provide up to 30 hours entitlement
- Yes
- 30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
Five full days, i.e. 9.00 -3.00 pm Monday-FRIDAY
Service status
- Status
- Open
Local Offer
- Description
We have the facility for 2-4 year olds who have special educational needs or disabilities including wheelchair use.
Special Needs Support
How does the setting identify children with additional needs or SEND?
When your child begins at Pre-School we will ask you to fill out an 'all about me' form to give us a chance to get to know your child better, their strengths and where they need extra support. We ask about their interests at home so that this can inform planning and next steps and we can then assess this progress by using the document 'Development Matters' along with Tapestry. (COVID free times we offer an open afternoon for new starters, this is usually carried out in August before the children start in September) - this is where information about your childs development is discussed, if you have any concerns or if you are already being seen by outside agencies or any other information you feel we need to know before your child starts with us.
The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any development delay may be discussed and appropriate next steps identified. Your child's key person may plan additional opportunities for your child and these will be shared wih you, usually through a written targeted plan.
We have two Special Educational Needs co-ordinators, both endeavour to ensure families have the best support.
How will I be informed / consulted about the ways in which my child is being supported?
Regular conversations with key worker who will be involved with you and your child from the start so that strong and positive relationships are formed. There will be:
Daily informal contact.
Opportunities for meeting with your key worker whenever you feel these are necessary.
Information via Tapestry detailing observations, photographs etc. which are always available.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We use a range of assessments to track your childs development, Tapestry, personalised plans, progress checkers etc.
We work to the EYFS which is an educational framework that allows your child's key person to plan for your 'unique child' through observation, assessment and planning in the prime and specific areas.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We plan for each individual child. When group activities resources and activities can be adapted to include all children where needed.
Our teaching starts with planning the environment to improve the conditions that will enable children to have full involvement in their learning and high well being. The main room is equipped for social activities as well as a quiet area where the children can sit and read if they need a quiet area. We regularly monitor the use of our rooms and change/adapt to meet the needs of our children. If we feel an area is not being made the most of we will adapt it to encourage children to use that area more i.e. make it more interesting or add different resources.
Certain resources needed to support children's development are very important and our SENCo will work with key persons to enable specialist equipment is obtained where necessary.
What additional support does the setting provide for children with additional needs or SEND?
We recognise that all children are individual and this is reflected in their general well being as well as in their learning and development.
We understand that some children will need more support than others, e.g. a cuddle from staff to reassure them. The staff are all very sensitive to all children's needs and respond well.
The monitoring process undertaken by our SENCO is vital for the support that the child receives when attending our setting.
If your child is not making sufficient progress through a targeted plan our SENCo or key person may discuss with you the need to refer to outside agencies such as speech and language. If your child begins to receive support from outside agencies the targeted plan would be changed to a personalised plan.
If required, your consent would be obtained to refer to the Local Inclusion Team (LIFT) meeting which is held six times a year. If the referred is accepted, a specialist teacher would then visit your child to provide additional advice and other guidance and may make further referrals to other services such as health, and would support your child's transition into school. At all stages you would be consulted. Our staff regularly receive training and seek information to meet the individual needs of children.
How will the setting monitor my child's progress and how will I be involved in this?
The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our setting and this is particularly important when children have additional needs.
Continuous observations from key workers, managers and SENCO. Summative assessments and targeted plans. Your child's key person will share with your their learning journey through Tapestry and inform you about their progress. You may discuss with your child's key person any concerns you may have at any time.
We have a very strong partnership with our parents and we are never too busy to speak to parents or carers about any concerns your may have about your child.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Planning for the individual child is unique to each child within our setting. Due to a high ratio of staff children with additional needs or SEND can be included in all of our activities and be kept safe.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our setting is purpose built to accommodate wheel chair users and children with physical disabilities, we have a ramp for access to the garden, double doors for entering the Pre-School and accessible bathroom/changing facilities.
Please let us know if you have difficulties with accessibility.
How will you support my child's transition to a new setting or school?
With your consent we will pass on to school My Unique Progress/Transition report and any other relevant paperwork.
When children are going to school we invite class teachers into our setting during the end of the child's time with us, so that the children can become familiar with their new teachers. We also take the children on visits to the local schools enabling them to get familiar with their new schools.
We display photographs of the new schools our children will be attending along with photographs of their teachers and classroom assistants, we have dressing up activities in school uniforms, story time and discussing feelings which will support the child's transition.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Questionnaires to parents, parent evenings etc.
Our SENcos attends local Senco forums meetings and are confident in their position. We are guided by the specialist team with the local authority.
Who should I contact if I am considering registering for a place at the setting?
Parents an visit the setting, email or telephone. An appointment will be made with the manager to show you around the setting.
If you do register with us and you consider your child may have an additional need or SEND we will arrange a meeting with our Senco and or manager who can have a private conversation with you to discuss your childs individual ongoing needs.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Regular questionnaires for parents to complete. We are always happy to receive feedback, by email or conversations with parents.
The pre-school has a facebook face for parents to share information if they choose to.
Management and staff are always available at the beginning and end of the sessions, there is an open door policy and an out of hours number for communications. Newsletters are sent out at the beginning of each main term, facebook page and emails.