Treasure Chest Pre School
Who to contact
- Contact Name
- Heather Salisbury
- Contact Position
- 07527 023 524
Where to go
Lower Halstow Memorial Hall
- ME9 7ES
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 3 month(s) to 4 year(s), 5 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 9 12 Tuesday 9 3 Wednesday 9 12 Thursday 9 12 Friday
- Table of costs
Table of costs Amount Cost Type £12.00 Per session
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Places Range
Places Range Start Age End Age Places 2 2 24 3 5 24 0 5 24
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 2 2 3 5 1 0 5 1
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Outdoor Adventure Play Area, Paddling Pool, Dressing Up, Outdoor Activities, Themed Sessions, Environmental Area, Play House, Parks/playgrounds, Puppets, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Books, See-Saw, Ball Pit, Bike, Kitchen, Car Parking, Soft Play Area, Slide, Library - Children's Library, Climbing Frame
- Languages Spoken:
- Wheelchair Access
- Wheelchair access details
- Wheelchair access and toilet.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 08/01/2009 Inspection (Early Years Register) Good 16/03/2015 Inspection (Early Years Register) Good 25/05/2017 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
We offer Home Visits (currently on hold due to Covid 19) which gives us a chance to get to know your child and their particular strengths or areas where they may need extra support in a familiar surroundings. We ask about your childs interests at home so that this can inform our planning. When your child first starts we assess starting points in line with a document called Development Matters.
The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps identified. The next step may involve your child's key person targeting a specific area of development, such as social skills, to plan in additional opportunities for your child to gain further experience in this area. This would be written and shared with yuo through a targeted plan.
Our Special Educational Needs Co-coordinator or SENCo is Vivienne Newbury. She ensures that families have the best support and resources to help with the development of your child and this includes managing behaviour.
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 of our practice.
Your child's key person will be involved right from the start so htat strong and positive relationships are built with your child and with you.
There are lots of ways that you can feel involved in how your child is being supported:
- daily informal contact
- opportunities for meetings at your request throughout the year
- detailed learning journeys which set out photos and observations of how your child is developing through the year
- an invitation to a parent consultation three times a year when we let you know about your child's progress and any additional support they might need
- collaboration with you on any extra planning we put in place eg a targeted plan
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is an educational framework which allows key persons to plan for your 'unique child'. We observe, assess and plan for your child in three prime areas -
Personal, Social and Emotional Development, Communication, Language and Physical Development and four specific areas - Literacy, Mathematics, Understanding the World, Expressive Arts and Design
What teaching strategies does the setting use for children with additional needs or learning difficulties?
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 hall benefits from natural light and the walls are painted in neutral colours to promote a sense of calm; this is further enhanced by soft furnishings and mats to minimise noise and encourage a sense of well-being. We also have some moveable furniture and screens to facilitate small group activities and quiet areas. Space is protected through the use of storage areas which are clearly labelled with text.
Effective teaching and learning requires a wide range of resources appropriate to support children's 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.
All our staff are trained in early years practice and we use the Best Practice Guidance document to support our teaching. 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 eg 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 broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise:
- Communication 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.
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 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 Specialist Teaching and Learning Service through the Local 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 further referrals to other services, such as health and would support your child's transition to school. At all stages, you would be consulted.
All our staff are regularly encouraged to complete training.
How will the setting monitor my child's progress and how will I be involved in this?
An effective key person 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 when children have special or additional educational needs.
Your child's key person will invite you to see your child's learning journey and hear about his/her progress; this also provides an opportunity to talk about any concerns. Individual appointments can also be made if you cannot make the dates and you can request a meeting at any reasonable 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 and room leader meetings, your child's key person will ensure that any planned activities are suitable or adapted to meet your child's 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.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting uses the village hall on one floor and has wheelchair access; the open plan environment also ensures ease of movement. The outdoor area is accessible from the main entrance and suitable for 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 reception 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?
We will support your child's transition by using the following :
- My Unique Progress/Transition report which incorporates information about the characteristics of effective learning.
- Relevant paperwork, such as progress check at 2, passed on with consent
- Activities such as dressing up in school uniform, photo books about local school
- Visits to the school or setting
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We will access the overall effectiveness of its SEN provision by the following:
- Opportunities at LIFT meetings
- SENCo forum meetings
- Evaluation of training and workshop content
- Staff meetings
- Regular parent and key person assessment visits
- Annual questionnaire/surveys
- Review of policies and procedures
Who should I contact if I am considering registering for a place at the setting?
Please contact Heather Salisbury or Vivienne Newbury
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.