We are a pre-school offering high quality early education for 2-5 year olds in a fun and stimulating environment with a warm and friendly atmosphere. We are open term-time only. We are registered for children on the Free for Two scheme.
Katherine Wheel Pre-School
Who to contact
- Contact Name
- Nicki Keightley
- Contact Position
- 01634 240140
Where to go
- Katherine Wheel Pre-school
St Katherines School
St. Katherines Lane
- ME6 5EJ
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 4 year(s), 11 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 12:00
- Table of costs
Table of costs Amount Cost Type £4.50 Per hour £13.50 Per session £27.00 Per day
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 5 24
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 3 12 3 5 24
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Outdoor Activities, Trike, Play House, Puppets, Water Play, Games / Puzzles, Garden, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Sign Language / Makaton, Internet Connection, Songs, Slide, Climbing Frame, Stories
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 27/11/2007 Integrated Good 19/01/2012 Inspection (Early Years Register) Satisfactory 05/12/2013 Inspection (Early Years Register) Good 28/11/2016 Inspection (Early Years Register) Good
Katherine Wheel Pre-school values all children and recognises that children develop and learn in different ways and at different rates. We have a designated Senco supported by an additional Senco trained member of staff. Both Senco's are able to offer support to colleagues and children who require additional support. We identify additional needs as early as possible and implement Targeted Plans when appropriate, all in partnership with parents and key person in line with the SEN Code of Practice 2015.
Special Needs Support
How does the setting identify children with additional needs or SEND?
- Katherine Wheel Pre-school has an embedded system to ensure that a key person is allocated to every child. This key person completes regular observations using the Early Years development matters as a guidance tool to assess each child's development, these are then used to inform the child's planning around their individual needs and interests. These include interests from home and interests at pre-school.
- When a child initially starts at pre-school we provide an induction session during enrolment prior to settling in. The key person familiarises themselves with the child's likes, dislikes, allergies, abilities and enquire if other professionals are already involved. This is the initial opportunity for the parents to identify any needs with the key person so that these can be catered for.
- In the first few weeks the key person ascertains the initial starting points of development and this is shared to identify any supporting strategies to be introduced.
- All younger children are assessed by the key person who completes the Two Year check that is not only shared with parents but can inform alongside the health visitors report where progress may give cause for concern.
How will I be informed / consulted about the ways in which my child is being supported?
- The key person completes assessments on every child to identify any support that may be required. These assessments are shared with the parents who are encouraged to add their comments and are reviewed regularly. We then implement a joint approach in the child's future development.
- Every child has their own online learning journal, that the parents can view at any time. The parents are encouraged to add their views and comments.
- Parents have informal opportunities to meet with their key person for daily updates. A room is available for more confidential discussions.
- To ensure effective practice regular audits are carried out and subsequent changes adopted. Visits are made from the Kent Local Equality and Inclusion team to support our practice.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
- Parents are encouraged to work together with the key person in completing observations and activities both at home and in pre-school. This is to keep everyone informed of the child's new interests so that these can be incorporated in the activities that are planned. This ensures that the child's unique characteristics of learning are incorporated into planning and that targets are personal, appropriate and SMART (specific, measurable, accessible, realistic, time bound).
- Visual supports such as now and then boards, visual timetables, sand timers and Makaton sign language are used by staff to benefit all the children.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
- The Senco liaises with other professionals (with the parents consent) such as Early Years Inclusion Officers, Specialist Teaching Service, Speech and Language Therapist and Health Visitors to gain further advise in supporting each individual child.
- The pre-school uses Makaton sign language to give visual clues and support children with routines.
- The Senco works with the key person using a graduated response to provide targeted or personalised plans for each individual child based around their abilities. The plan is drawn up in collaboration with the parents and reviewed together on a mutually agreed time scale.
- The pre-school has links with the local Children's Centre to provide information about support and training opportunities for families.
What additional support does the setting provide for children with additional needs or SEND?
- Children's development is addressed on an individual needs basis, there is a named Special Educational Needs Coordinator. Targeted plans are completed for children that need them and the SENCO works alongside staff to develop skills of all the team in supporting the needs of all children, by modelling and scaffolding strategies to enable staff to gain skills and confidence to support children with specific needs.
- If the family has English as an additional language, they will be encouraged to share key words in their home language for the key person to understand with the child.
- For children requiring medical interventions, personalised medical care plans are put in place to ensure continuity of care from all staff. Any particular needs are assessed prior to commencing pre-school, so additional training or changes to provision can be determined.
How will the setting monitor my child's progress and how will I be involved in this?
- The progression of each child is tracked through observation and planning sheets and by doing this the staff develop a clear understanding of any gaps in development, ensure progression of each child and also identify children who may require additional support to ensure every child is included and achieves their full potential.
- The SENCO and key person will work collaboratively with parents to ensure targets and strategies are implemented.
- The Tapestry online journals include an SEN section of assessment to support these targets, allowing smaller steps to be tracked.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- The key person will liaise and review with parents to ensure activities and environments are made appropriately accessible, staff will support individual children for differentiation of activities.
- Risk assessments are completed to ensure a safe and inclusive environment.
How accessible is the building for children with mobility difficulties / wheelchair users?
- The main room can be accessed by a ramp leading from the garden.
How will you support my child's transition to a new setting or school?
- The key person ensures that transitions are well planned and supported. We work with parents at the time of enrolment to ensure appropriate settling in strategies for each individual child. We share information with other settings and child minders to ensure continuity of care.
- We liaise with all local schools, sharing relevant information to ensure a smooth transition takes place for all children. We also offer pictorial support and staff offer visits for individual transition support.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- The SENCO and staff attend regular further training in areas of specific professional development and cascade this at staff meetings.
- We have robust policies and procedures in place which are reviewed regularly ensuring our resources and environments are suitable and accessible for all.
Who should I contact if I am considering registering for a place at the setting?
- For further information, a prospectus or to view pre-school, please contact us directly using the details on this site.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
- Our pre-school has an open door policy and parents are welcome to communicate with their key person at any time.
- We value our parents opinions and use these as part of our self evaluation.
- We have a closed Facebook page where parents can communicate.
- Parents are invited to take an active role in the development of the pre-school through the Management Committee.