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Nellies Pre-School

We are dedicated to providing an exciting, caring and stimulating environment. Giving the children love for learning and the confidence to grow as indivduals. 


Nellies pre-school is open during term time and we plan our dates to coincide with local primary schools. We are open Monday,Wednesday,Thursday 9.00am till 12.00pm Tuesdays 9.00am till 2.00pm and Fridays 9.00am till 1.oopm Also if we have enough interest we have the availability to open from 9:00am to 3:30pm.


We accept 3-4Year Old Funding and FF2.


We are located in the heart of Shepway estate we have access to a large car park offering ample parking for safe and secure drop of and collection. We have a secure and safe outside area for children to enjoy.


At Nellies we believe in laying a secure foundation for future learning. We work within the 'Early years foundation stage' in all aspects of our planning, observations and record keeping. All our staff are very friendly and approachable.


Please feel free to contact us to arrange a visit we are currently taking registration for September from 2 to 5 Year olds.

Who to contact

Contact Name
Paula Noakes
Contact Position
Manager
Telephone
07597 488369
E-mail
nelliespreschool2015@outlook.com
Website
www.facebook.com/.../nelliespreschool

Where to go

Address
Shepway Youth & Community Centre
Cumberland Avenue
Maidstone
Kent
Postcode
ME15 7JN
Notes

We are located in the heart of Shepway estate in the youth and community centre as some of you may know as 'The manor'.

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 9:00 12:00
Tuesday 9:00 2:00
Wednesday 9:00 12:00
Thursday 9:00 12:00
Friday 9:00 13:00

Other Details

Table of costs
Table of costs
AmountCost Type
£16.00 Per session
ECD Type
Preschool
Offers pickups
No
Cost(s)
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
18
Vacancies Details
Currently taking registration for April and September 2021
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 15
3 5 10
0 5 25
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 5 14
2 3 4
Vacancy Information Last updated Date
09/04/2021
Facilities
Music, Literacy and Numeracy, Messy Play Area, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Dance, Outdoor Activities, Play House, Trampoline, Parks/playgrounds, Puppets, Water Play, Health Visitor Drop-Ins, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Refreshments, Books, Sign Language / Makaton, See-Saw, Bike, Car Parking, Songs, Climbing Frame, Stories
Notes

we cater for children with additional need. please speak to Manager to arrange a visit

Languages Spoken:
Sign Language Makaton, English
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
EY496537
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
01/12/2017Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Service status

Status
Open

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND? 

On admission, we ask you to complete an `All About Me` form which gives us the chance to get to know your child and their particular strengths or areas where they may need extra support. we will arrange a home visit where we will come and visit you at home, introduce you and your child to your/their keyworker. we will discuss your childs interests at home and any concerns you may have so that this can inform our planning. when your child first starts we use their starting points in line with a document called Developmental Matters. within 6 weeks we will complete a statutory assessment ` Progress Check at 2`this may be a time when any delay in development can be discussed with you and the appropriate next steps can be identified. the next steps may involve your childs keyperson targeting a specific area of development;she will then plan additional opportunities for your child to gain further experience in a particular area. a targeted plan would be written with the support of the setting SENCO and shared with you. a review of the plan will be discussed with you every 6 weeks.

Our Special Educational Needs Co-ordinator or SENCO is Paula Noakes. she ensures that families have the best support and resources to help with the development of your child. this includes Managing Behaviour, supporting your childs keyperson to review your childs progress regularly,working in partnership with parents, completing observations and relevant paperwork, liaising with the Local Equality and Inclusion adviser, attending relevant training, making referrals to apporapriate professionals with your consent as well as attending the Loacl Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching  and LearningService.

How will I be informed / consulted about the ways in which my child is being supported? 

The key person approach is a cornerstone of the Early Years Foundation Stage and our Practice. 

your childs keyperson will be introduced to you and your child at the settling in sessions/ home visit so that a strong and positive relationship is built. there are lots of ways that you can feel involved in how your child is being supported.

  • Daily contact and informal chats with your keyperson.
  • Opportunities for meetings at your requst throughout the year
  • Detailed Learning journeys which sets out photos and observations of how your child is developing through the year.
  • an invitation to a parent consultation meeting three times a year when we let you know about your childs progress and any additional support they might need.

Collaboration with you on any extra planning we have put in place e.g Targeted Plan

 

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs? 

  • Providing a language rich environment tailored to the needs of current children
  • using targeted small group activities such as those recommended in Every Child a Talker (ECAT) programme
  • providing ideas and resources for parents to use at home
  • working in line with speech and language therapy advice.

Personal, Social and emotional development

  • Linking with local Specialists provision advisers and health and voluntary sector providers for advice and support
  • Attending specialist information sessions-in house or An evening with... sessions
  • Targeted small group or individual activities to promote well-being and resilience.

Physical Development

  • Building links with specialist therapists, like occupational therapists
  • offering an accessible environment and lay-out to meet families current needs
  • Demonstrating awareness of environmental factors that have a sensory impact on children such as noise, colour, lighting etc.
  • frequent and regular access to outdoor spaces
  • providing for a range of dietary requirements

 

What teaching strategies does the setting use for children with additional needs or learning difficulties? 

Environment

our teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend and give full involvement to their learning. the room benefits from natural light and soft furnishings and rugs to minimise noise and encourage a sense of well-being. we also have small group areas and quite areas. space is protected through the use of storage areas which are clearly labelled with text and pictures.

Resources

Effective teaching and learning requires a wide range of resources appropriate to support childrens development at all levels; Our SENCO will work with key persons to make sure specialist equipment is obtained if necessary. where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, staff training or support additional staff cover, for example we recently purchased a sensory tent and some sensory toys.

Teaching Strategies

All our staff are trained in early years practice and some of our more experienced staff have received training in supporting children with additional needs and autism. this document which was written by the Specialist Teaching and Learning Service sets out a range of teaching strategies which can be used to support children e.g the use of visual resources and Makaton signing. the book is divided into universal, targeted and personalised levels to enable us to support children in the four areas of need. the areas of need are identified in the SEND code of practice and comprise:

  • Coomunication and interaction
  • Cognition and learning
  • Social emotional and mental health
  • Physical/sensory difficulties

What additional support does the setting provide for children with additional needs or SEND? 

Our SEND policy sets out the graduated approach we use to support children. Our  teaching starts with planning for the environment to improve the conditions that will enable children to listen and attend and give full involvement to their learning. the room benefits from natural light and soft furnishings and rugs to minimise noise and encourage a sense of well-being. we also have small group areas and quite areas. space is protected through the use of storage areas which are clearly labelled with text and pictures.

if your child is making insufficient progress through a targeted plan, the SENCO or key person may discuss with you the need to refer to other services, such as speech and language therapy. if your child begins to recieve 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 Specialist Inclusion Team Forum (LIFT) meeting which is held six times a year. if the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make referrals to other services, such as health visitor and would support your childs transition to school. at stages, you would be consulted. all our staff are regularly encouraged to complete training for example two of our staff has recently completed an autism awareness course. as a result we have done some in-house training with the other staff to get them up to date within this area.

in the past, where we have recieved children with a condition we are unfamiliar with, our SENCo has researched information and shared with all staff and health professionals have come into give everyone an overview...

How will the setting monitor my child's progress and how will I be involved in this? 

An effective keyperson approach is essential for all children. the key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important with children who have special or additional needs. 

your chids keyperson will invite you to come and see your childs learning journey and hear about his/her progress:this also provides an opportunity to talk about concerns. individual appointments can also be made if you cannot make the dates and you can always request a meeting at any reasonable time. we make an overall assessment of your childs progress three times. there are also two statutory assessments; the Progress Check at the age of two and Early years Foundation Stage Profile. Most children will have started school before the EFYS Profile is required but the Progress Check at Two is very important. the progress check will be completed ideally in advance of your childs health visitors developmental check at the age of two. the check gives us the opportunity to discuss with you your childs starting points and the progress they have made since starting. if your child is delayed in any area of development, we will discuss with you and you can discuss with your health visitor. we pride ourselves on our partnership with parents we are available every session to come have a chat with or you can make an appointment to see your keyworker at a more convenient time.

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips? 

a commitment to inclusive practice that enables all children to be included is at the heart of our work. at staff meetings your childs key worker will ensure that any planned activities are suitable or adapted to your childs needs, this is called differentiation. for example where children need more support to be able to listen to a story. we place children in very small groups and use lots of repetition and pictures to help  their understanding and attention. 

we sometimes take trips to the local park and whenever we have new children we revise our health and safety risk assessment to take accountant of any new condidtions that may cause children to be at risk. one member of staff may take a car which contains a first aid box, childrens emergency details and special equipment or rescources we might need. we make research trip whenever we go somewhere new and we would really welcome any parents who can help by accompanying us on a trip.

How accessible is the building for children with mobility difficulties / wheelchair users? 

The setting is one floor and has wheelchair access;we would adapt the environment to ensure ease of movement. the outdoor space is accessible from two exits and the surface is suitable for children using wheelchairs and frames;

whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff. there is an accessible toilet near main entrance and this includes changing facilities. please let us know if you have any difficulties with accessibility.

How will you support my child's transition to a new setting or school? 

  • My unique Progress/Transition report which incorporates information about the Characteristics of Effective learning
  • Relevant paperwork, such as Progress check at Two, passed on with your consent.
  • We arrange with the schools to come into setting to meet your child.
  • Make a transition meeting to be held with SENCO, keyperson and any outside agencies; this makes sure the transition from pre-school to school is easier for the child.
  • Transition book with information about their new teacher and setting.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

  • We hand out a questionnaire to all parents
  • we hold regular staff meetings
  • hold regular parent and keyperson assessment visits
  • we review our policies and procedures at least once a year
  • Attending SENCO Forum meetings
  • Opportunities at LIFT meetings
  • Parents are always willing to leave their feedback and views at any time via key person meetings or 6 weekly reviews of personalised plan or targeted plan meetings.
  • Comment book available daily or via home contact book.

Who should I contact if I am considering registering for a place at the setting? 

Please contact setting manager Paula to make an appointment to come in for a visit, or by Email.  Alternatively through our Facebook page or just popping in and an appointment will be made for you to come along for a visit.

  • We like to set up a date for a home visit or more than one if needed.
  • We like the children and parents/carers to come in for at least two settling in sessions, additional settling visits with parents and SENCO/keyperson can be made.
  • Arrangements for assessments for additional funding such as the SEN Inclusion Fund (SENIF)
  • Applying for funding under Disability Access (DAF) and how it might be used.

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints? 

Our SEND policy provides the context for supporting children through the graduated approach and our complaints procedure is displayed on our Notice-Board.

You can access our policies and procedures at any time please speak to a member of staff this document must not leave the setting. Copies of our policies are given out at admission arrangements for feedback; we have an open door policy, comment book ad feedback can also be left on our Facebook page,Questionnaires sent out Twice a year, we welcome any suggestion and take them on board where necessary.

we have some positive feedback from our questionnaires and on our Facebook page.

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