Broomhill Pre-school is long established, popular and has a good reputation in the local community. We are an inclusive, packaway setting which is run from a Scout hall of where we also have access to a large garden. The Preschool is a registered charity, committee run and value the support of our parents. We are open 5 days a week, term time only.
Who to contact
Where to go
- DA1 3HT
We operate from a Scout hall with a kitchen, toilet facilities and large outdoor play area. There is disabled access via a ramp to the side of the building and a disabled toilet. We are situated in a residential area of west Dartford close to two local primary schools and serve the local area.
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 9:30 12:00 Tuesday 9:30 12:00 Tuesday 12:00 15:00 Wednesday 9:30 14:30 Thursday 9:30 12:00 Thursday 12:00 15:00 Friday 9:30 12:00
- Other Availability
- Term Time Only
- Table of costs
Table of costs Amount Cost Type £13.50 Per session
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- 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 4.5 10
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Team Games, Outdoor Activities, Themed Sessions, Trike, Trampoline, Parks/playgrounds, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Arts And Crafts, Scooter, Healthy Living, Refreshments, Languages, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Library - Storytimes For Children Aged 2-4 Yrs, Songs, Climbing Frame, Library Visits, Stories, Library - Storytimes For Children Aged 3-5 Yrs, Sports
- Other facilities information
- We hold fund raising events such as Christmas and Summer fayres
We are an inclusive setting
There is a disabled toilet
- Languages Spoken:
- Sign Language Makaton, Spanish
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/07/2007 Integrated Good 01/03/2011 Inspection (Early Years Register) Good 15/07/2015 Inspection (Early Years Register) Good 19/09/2018 Inspection (Early Years Register) Good
What is the Local Offer?
The Children and Families Act (2014) outlines the government's plans to require local authorities to publish information on services and provision across education, health and social care for children and young people aged 0 - 25 with special educational needs and disabilities (SEND). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The process extends to early years settings and all the information below forms our local offer and shows how we provide for children with special educational needs and disabilities.
Broomhill Pre-school Playgroup
Special Needs Support
How does the setting identify children with additional needs or SEND?
• On induction to our Pre-School information can be shared about the strengths and needs of the child to create a positive partnership.
• Families will be supported for as long as it takes for your child to settle.
• Each child has a key person who works closely with your child and the family and may identify a possible individual need.
• On-going observational assessments are made of all children and are linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage).
• We undertake a ‘progress check at age 2’ which supplies parents/carers with a short written summary of their child’s development.
• Reports from health care professionals may identify a child’s individual needs and we will include these in your child’s learning and development.
How will I be informed / consulted about the ways in which my child is being supported?
• Our Special Educational Needs Co-ordinator (SENCo) will work with all our staff to ensure provision is relevant and appropriate.
• We use the ‘graduated approach system’ for identifying, assessing and responding to children with special educational needs. This means using a step-by-step response through the various levels of intervention which are Discussion of a Concern, Targeted Support, Specialist Support and Education, Health and Care Plan (EHC).
• Our SENDCo will explain how children’s individual needs can be met by planning support using a written Individual Education Plan (IEP) or Health Care Plan.
• The keyperson will oversee the IEP targets.
• IEP targets will be reviewed and new ones planned by your child’s Keyperson, SENCo and parents.
• We access additional support from other professionals where necessary.
• Our SENCo will work with all other staff to ensure implementation of the IEP and subsequent continuity of care and education by everyone.
• We ensure that parents are informed at all stages of assessment, planning, provision, monitoring and review of your child’s progress.
• Learning Journeys are available to view at any time and may be borrowed to take home.
• Further funding can be applied for to support your child.
• Our SENCo has completed specific SENCo training and also attends Forums to keep up-to-date.
• Staff have attended training linked to specific needs and will attend further courses if required.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
- Planning for individual children's needs
- Targeted and personalised planning
- Differentiatied planning
What teaching strategies does the setting use for children with additional needs or learning difficulties?
- Include the characteristics of effective learning and plan for the 'Unique child'
- The Special Educational Needs Co-ordinator (SENCo) will liaise with outside agencies for shared support from professionals involved
- Use of makaton signing and visual support
- Individual and/or small group activities
- Use of ICAN/Every Child a Talker (Ecat) strategies
- SMART tagets (Specific, Measurable, Accessible, Realistic/Relevant, Timebound
What additional support does the setting provide for children with additional needs or SEND?
- SENCo attends relevant training and meetings to support needs of individual children and apply for funding - Special Educational Needs Inclusion Fund (Senif)
- Apply for additional support funding where relevant eg Disability Access Fund (DAF) and Early Years Pupil Premium (EYPP)
- Good communication between parent, key person, SENCo and Equality and Inclusion team
- Training opportunities for all staff•
Advice from professionals in other areas maybe sought as a need arises, such as:
There are many other professionals who we can contact regarding a child’s specific individual need
How will the setting monitor my child's progress and how will I be involved in this?
- Observations and planning
- Review of targeted & personalised plans
- Staff meetings to discuss progress
- Informal discussion with parent/carer
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- Risk assessments, Policies and procedures
- Evaluate and research
How accessible is the building for children with mobility difficulties / wheelchair users?
- The setting is one large open plan room and has a disabled toilet
How will you support my child's transition to a new setting or school?
We hold transition review meetings to plan transition for your child into school/setting.
We share all documentation such as IEPs, early years assessments, observations.
We invite you to visit our Pre-School to familiarise and observe the child and to share information in partnership with parents.
Rising 4/5 sessions which prepare for transition to school
Photo booklets of primary school
- School visits
- School liaison either by phone or meet and greet in the setting
- Kent Progress Tracker
- Meeting and liaison with school SENCo
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- Annual questionnaires
- Staff Meetings
- SENCo Forum meetings & specialist services referral meetings
Who should I contact if I am considering registering for a place at the setting?
- Speak to a member of staff to add your child's name to our waiting list
- Supply an email address to receive a copy of our prospectus for your perusal
- A formal visit will be arranged to see the preschool and meet the staff
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
- Open door policy
- Annual questionnaire
- Comment box in child's learning journal
- Complaints policy
- Opportunity to join the preschool committee