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YMCA Maidstone Pre-school – Tovil

Who to contact

Contact Name
Vanessa Burns
Contact Position
Pre School Manager/DSL
01622 749 404

Where to go

Tovil Community Centre
Barfreston Close
ME15 6FG

Maidstone YMCA Preschool-Tovil is purpose built and situated within the YMCA Community Centre. The entrance is within the centre and there is free parking. The pre-school has a self-contained outside play area and is accessible to children of all abilities.

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
DayOpening TimeClosing Time
Monday 0900 1500
Tuesday 0900 1500
Wednesday 0900 1500
Thursday 0900 1500
Friday 0900 1500
Other Availability
Our sessions run 9.00-12.00, 12.00-15.00 Children can attend a maximum of 2 sessions in any one day.

Other Details

Table of costs
Table of costs
AmountCost Type
17.00 Per session
ECD Type
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 4 4
Vacancy Information Last updated Date
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Outdoor Activities, Environmental Area, Trike, Play House, Training Rooms, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Books, Sign Language / Makaton, Bike, Kitchen, Car Parking, Slide, Climbing Frame, Stories, Christian Based Ethos

8.1 S.E.N Policy


Supporting children with special educational needs and disabilities


We provide an environment in which all children, including those with special educational needs are supported to reach their full potential.


  1. We have regard for the SEND (Special Educational Needs & Disabilities) 2014
  2. We ensure our provision is inclusive to all children with special educational needs
  3. We support parents and children with special needs (SEND)
  4. We identify the specific needs for children with special educational needs and meet those needs through a range of SEND strategies
  5. We work in partnership with parents and other agencies in meeting individual children’s needs
  6. We monitor and review our policy, practice and provision and, if necessary, make adjustments




  1. We have a designated SENCO for the Children’s Services Department – Mrs Tracey Barker– Special Educational Needs Co-ordinator
  2. We ensure that the provision for children with SEND is the responsibility of all members of setting
  3. We ensure that our inclusive admission practice ensures equity of access and opportunity within SENCO special educational needs and disabilities support
  4. We use graduated response system for identifying, assessing and responding to children with SEND
  5. We ensure that parents are informed at all stages of assessment, planning, provision and review of their child’s/children’s education.
  6. We ensure that all children with SEND are appropriately involved at all stages of the graduated response taking into account of their levels of abilities
  7. We liaise with other professionals involved with children with SEND by using information collected from them to work towards children’s targeted plans. This also includes Key Person, SENCO and parents’ input. Reviews are carried out regularly
  8. If a number of agencies are involved with any one child, we will consult Early Years Help Co-Ordination to ensure agencies are working togethe
  9. We work towards providing resources through SENIF funding to support children with SEND
  10. We provide training for staff and we support parents and volunteers and we raise awareness of any specialism the setting has to offer e.g. Makaton trained staff, ICAN etc.
  11. We provide a complaints procedure
  12. We have regard to SEND Code of Practice and the Best Practice Guidance
  13. We monitor and review our policy annually


Further guidance

  • Issues in Earlier Intervention: Identifying and Supporting Children with Additional Needs (DCSF 2010)
  • Early Years Foundation Stage and the Disability Discrimination Act (DCSF 2010)
  • The Team Around the Child (TAC) and the Lead Professional: A Guide for Managers
  • Special Educational Needs and Disability Code of Practice (DfES 2014)
Languages Spoken:
Sign Language Makaton, Afrikaans, English
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
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)

YMCA PreSchool-Tovil offers up to 30 hours of free entitlement to eligible parents subject to availability. This can be taken as 2 x 3 hour sessions per day, 5 days per week, term time only.  Parents can share the 30 hours between our pre-school and with other local settings or childminders but would need to arrange their own transport. Parents can use up to 2 providers in any one day.

Service status


Local Offer

Special Needs Support

Our setting is all inclusive which identifies and recognises children with additional needs or SEN through different approaches:

  • Through the 'all about me' when signing up children with parents.
  • Concerns raised by parents to the setting.  As a setting which promotes an open-door policy we welcome parents to raise any concerns they may have, and we will work in partnership with them to answer all queries.
  • Assessments and observations carried out by the setting.
  • Through the child's key person's knowledge and bond with the child.
  • Through the graduated approach
  • Close relationships with key children

From the outcomes of targeted and personal plans.

Our setting works by set procedures when dealing with SEN criteria shown below: 8.2 SEN Procedure

  • Key person picks up on concerns about a child and writes them in the SEN log. Key person tells SENCo about the concern once they have logged it.
  • SENCo carries out their own observation of the child.
  • SENCo and key person have a meeting to decide the way forward.
  • Informal meeting arranged with parent, key person and SENCo. This is to be arranged in conjunction with the relevant pre-school manager. Discuss ways we could support the child (i.e. target plan or referral depending on relationship receptiveness) with parent.
  • Inform parent that SENCo can be available for any future meetings and will be monitoring progress, whilst liaising with the key person.
  • Based on the outcome of the meeting, the SENCo will decide how best to proceed in each case and implement an agreed plan in conjunction with the key person and parents.
  • The pre-school manager to be kept in the loop and shown any reports/assessments before issue.
  • A parent meeting will be arranged with the key person and SENCo to discuss any written reports/referrals.
  • Every step of the way will be logged by SENCo in the SEN file.
  • We will always work professionally in close partnership with the child, key person, parent, SENCo and manager of the setting, together with outside agencies using sensitivity and confidentiality at all times to improve the outcomes for children.  If, at any stage, the parent has any concerns regarding continuing the process, they are welcome to discuss this with us and if they wish to opt out, they can sign a form to express their wishes but this may be noted as a safeguarding concern if we feel it is not in the child’s best interests.
  • Once the educational programme has been decided via the above procedure the child's Key person, supported by the Manager and SENCo will work with the child every session they attend.  Parents will be regularly informed of the progress by the Key person.  These programs will be assessed termly to decide if they are working correctly, need amending or if the program has succeeded and can be stopped. 
  • We will adapt the EYFS for SEN children via targeted and personalised plans.  These plans are specifically focused on the individual child's needs and abilities with attainable objectives put in place and are reviewed and updated with the parent, SENCo and key person every 6 weeks
  • We would put very small group sessions in place, utilise the expertise of our SENCo and if needed call in a specialist teacher to give guidance and advise where needed.  Children who are eligible for Special educational needs inclusion funding (SENIF) funding could be given additional support as well as the strategies mentioned.
  • Parents can be part of the decision-making process with the setting relaying all information they receive to the parents.  The child's Key person will personally discuss all strategies put in place with the parent as often as is needed as the Key person is the child's closest worker throughout their time with the setting.  Our setting has an online observational program where the parent can see what their child has been doing at preschool whenever they want, with the opportunity to comment and add their own observations.
  • Our setting Manager, Lead Supervisor, Room Supervisors, Practitioners, and Key staff work hand in hand with parents and all professional bodies involved in every case.  Staff work in line with the setting's open-door policy where children and their families are worked closely with during every step of the journey. 
  • Every need is met through this open discussion and sharing process.  If a child has a long-term care need then the appropriate discussions are held with the detailed paperwork completed. Any medicines are signed in and out with each Key person handling the administration where possible. 
  • Our setting has a dedicated behaviour support officer who will liaise with parents with support from the setting's Manager and SENCo if needed. 
  • All along these steps the focus is on the child and their views on their needs.  'Children's voice' is a huge part of our ethos
  • We use an online observational program which allows us to document a child's progress, achievements, and WOW moments instantly.
  •  All parents are offered a log in to see what their child has been doing and gives them the opportunity to include observations of their own from outside their child's preschool sessions.
  • When a SEN Child is being observed, for the most part they are worked with as any other child via their key worker and setting staff.  If needed we can refer to the Local Inclusion Forum Team (LIFT) to access specialist teachers who can give advice and guidance.
  • From the time of sign up at our setting a child's needs are discussed and documented and wherever possible adaptations are spoken about with parents and put in place.  Activities are pre planned and thought through to allow access for all including trips outside the preschool.
  •  Parents will be liaised with prior to the trip and a plan made to allow the child to attend. 
  • Parents may be asked to accompany them as they will be the ideal chaperone as they will have been in similar situations before. 
  • Preschool staff will endeavour to make all activities as smooth as possible for all included.
  •   8.0 Valuing diversity and promoting equality Policy:
  •  We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds.
  • All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parents and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins; while others may be more removed from close kin or may live with other relatives or foster carers.
  • Some children have needs that arise from disability or impairment or may have parents that are affected by disability or impairment. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.
  • We understand that these factors affect the well-being of children and can impact on their learning and attainment.
  • Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.

We aim to:

  • provide a secure and accessible environment in which all of our children can flourish and in which all contributions are considered and valued;
  • include and value the contribution of all families to our understanding of equality and diversity;
  • provide positive non-stereotyping information about gender roles, diverse family structures, diverse ethnic and cultural groups and disabled people;
  • improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;
  • challenge and eliminate discriminatory actions;
  • make inclusion a thread that runs through all of the activities of the setting; and foster good relations between all communities.

 Our setting is open to all members of the community:

  • We advertise our service widely.
  • We reflect the diversity of our society in our publicity and promotional materials.
  • We provide information in clear, concise language, whether in spoken or written form.
  • We provide information in as many languages as possible.
  • We base our Admissions Policy on a fair system.
  • We ensure that all parents are made aware of our Valuing Diversity and Promoting Equality Policy.

We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act (2010). These are:disability; race; gender reassignment; religion or belief; sex; sexual orientation; age; pregnancy and maternity; and Marriage and Civil partnership.

  • We do not discriminate against a child with a disability or refuse a child entry to our setting for reasons relating to disability.
  • We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.
  • We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.

 We take action against any discriminatory behaviour by staff or parents whether by:

  • direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;
  • indirect discrimination - someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;

association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or

Perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. making assumptions about someone's sexual orientation because of their mannerisms or how they speak.

Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on, or around, the premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.


Posts are advertised and all applicants are judged against explicit and fair criteria.

Applicants are welcome from all backgrounds and posts are open to all.

We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process.

All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

We monitor our application process to ensure that it is fair and accessible.


We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.

We review our practices to ensure that we are fully implementing our policy for Valuing Diversity and Promoting Equality.


  • The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
  • Our environment is as accessible as possible for all visitors and service users. If access to the setting is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults. We do this by:
  • making children feel valued and good about themselves and others;
  • ensuring that children have equality of access to learning;
  • undertaking an access audit to establish if the setting is accessible to all children;
  • making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
  • making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
  • positively reflecting the widest possible range of communities in the choice of resources;
  • avoiding stereotypes or derogatory images in the selection of books or other visual materials;
  • celebrating a wide range of festivals;
  • creating an environment of mutual respect and tolerance;
  • differentiating the curriculum to meet children’s special educational needs;
  • helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
  • ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;
  • ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and
  • Ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

 Valuing diversity in families

  • We welcome the diversity of family lifestyles and work with all families.
  • We encourage children to contribute stories of their everyday life to the setting.
  • We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.
  • For families who speak languages in addition to English, we will develop means to ensure their full inclusion.
  • We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.
  • We take positive action to encourage disadvantaged and under-represented groups to use the setting.


  • We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met.
  • We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.


  • Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
  • We positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.
  • Information about meetings is communicated in a variety of ways - written, verbal and in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.

 Monitoring and reviewing:

  • So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meets the overall aims to promote equality, inclusion and to value diversity.

We provide a complaints procedure and a complaints summary record for parents to see.

 Legal framework:The Equality Act (2010), Children Act (1989) & (2004)

  • Our YMCA building is compliant with disabled access with low level floors as well as a ground floor preschool and lift if there is a need to visit the 2nd floor.  We have a disabled toilet, shower and a low level preschool toilet
  • We will start speaking to the children about school in the last term before they leave preschool. 
  • We will read stories to encourage discussion and role play on the subject.  If a role play scenario is created by the children staff will aim to extend that as much as the children need all the while discussing the subject at circle time and in small groups if the children want that. 
  • Staff are trained to handle transition to school as smoothly as possible and will liaise with parents of children whom may be struggling in any way.  Teachers from the schools are welcome to come and speak to the children and answer any questions.
  • Our dedicated SENCo on a monthly basis will continually assess the effectiveness of Targeted and Personalised plans of children and discuss with Key workers and their Managers.  Alongside this is the liaising and partner shipping the setting SENCo and Key worker carry out with the children's parents. 
  • The child will carry out a taster session as set out by the preschool and the family will be offered a home visit so the child and family can familiarise themselves with preschool staff. 
  • Arrange a home visit in the case of SEN children staff, can find out what strategies and adaptations happen at home to carry out in the setting.  With all home visits and tasters staff information is given along with the setting's prospectus which answers many questions the family may have

Contact the setting Manager.  

All SEN budgets are set and allocated by the Pre-School Manager and utilised responsibly in partnership and discussion between all parties involved

Our setting gratefully receives all feedback both compliments and complaints as we see all dialogue as a chance to reflect on our practice and allow us to move on stronger after issues have been resolved.  Compliments are kept as part of our setting’s ongoing vision to impact and develop those children in our care.


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