Sunshine & Showers 111
Who to contact
- 07793 636656
Where to go
Dymchurch Primary School
New Hall Close
- TN29 0LE
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 11 month(s) to 4 year(s), 11 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 15:15 Tuesday 08:00 15:15 Wednesday 08:00 15:15 Thursday 08:00 15:15 Friday 08:00 15:15
- Table of costs
Table of costs Amount Cost Type 2 year olds £ 4.30 Per hour 3 & 4 year olds £4.15 Per hour
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 2 2 8 3 5 36 0 5 36 5 7 36
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 4
- Vacancy Information Last updated Date
- Music, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Bike, Kitchen, Slide, Climbing Frame
- Languages Spoken:
- Wheelchair Access
- Wheelchair access details
- All one leve, no steps. Currently have a child attending who is a wheelchair user.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 26/05/2006 Integrated Good 26/02/2010 Inspection (Early Years Register) Outstanding 16/12/2015 Inspection (Early Years Register) Good 12/02/2019 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
Prior to admission we ask you to complete an in-depth registration form, which gives you the chance to give us as much information about your child as possible, this helps us to know your child and where they may need support before they start. On admission we ask you to complete an “all about me” form, this will help us to get to know what your child’s strengths are and what they enjoy doing and playing with and will inform our initial planning for your child and help them to settle in.
When your child first starts, we will assess their starting points in line with a document called Development Matters which helps us to check all areas of development. We will complete a progress check at age 2, which is a statutory assessment and is also a good time to discuss any delays or concerns you may have about your child, and appropriate next steps identified. Next steps may involve your child’s key person targeting a specific area of development in consultation with the nursery SENCo, who ensures that families have the best support and resources to help your child’s progress, this includes managing behaviour.
How will I be informed / consulted about the ways in which my child is being supported?
We use the key person approach and it is the cornerstone of the Early Years Foundation Stage and of our practice. Your child’s key person will be involved from the start so that a strong and positive relationship can be built with your child and with you. There are a number of ways that you can feel involved in how your child is being supported. These include:
- Daily informal contact with your child’s key person.
- Opportunities for meetings at your request throughout the year.
- Detailed online learning journeys which set out photos and observations on your child’s development with the opportunity for you to add photos and observations from home, and to comment on the observations from your child’s key person, all from the convenience of your own home.
- Ring binders containing work completed by your child for you to view at any time in the setting.
- Invitations to attend parent meetings twice 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 such as 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 and four specific areas. The prime areas include:
Communication and Language
- We will provide a ‘language rich’ environment tailored to the needs of current children.
- We will use targeted small group activities such as those recommended in the ‘Every Child a Talker’ (ECAT) programme
- When appropriate we will use a language intervention such as the I CAN Early Talk Boost programme.
- We will work in collaboration with parents by providing ideas and resources to use at home.
- We will work in line with speech and language therapy advice.
- We will build links with specialist therapists.
- We will offer an accessible environment and lay-out to meet families current needs.
- We will demonstrate an awareness of environmental factors that will have a sensory impact on children.
- We will provide frequent and regular access to outdoor spaces and appropriate equipment.
- We will provide for a range of dietary requirements, including allergies and intolerance's.
Personal, Social and Emotional Development
- We will link with local specialist provision, advisers and health and voluntary sector providers for advice and support.
- We will attend specialist information sessions -in-house or at training locations.
- We will use targeted small group or individual activities to promote well-being and resilience.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Our teaching starts with planning for the environment to ensure that the space is used to the best effect to enable children to listen, learn and become fully involved. The room is large and all areas are accessible and fully visible to all practitioners. The walls are painted in neutral colours to promote a sense of calm: which is further enhanced with quiet areas containing soft furnishings and cushions to minimise noise and encourage a sense of well-being. The furniture is arranged in such a way as to promote ease of movement and full access to all resources, storage is clearly labelled with photographs and text.
Effective teaching and learning require 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 when 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 of our staff are trained in early years practice, with our more experienced staff having undergone training for Autism, ADHD and behaviour management and child development. 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, these resources include visual aids and Makaton signing. The guidance is divided into universal, targeted and personalised levels tom 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 consist of:
- Communication and interaction
- Social emotional and mental health
- Cognition and learning
- 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 and your child’s key person may discuss with you the need to refer to other relevant services. These could include;
- Speech & Language Therapy
- Occupational Therapy
- Specialist Teaching Service
If your child receives support from outside agencies the targeted plan would be changed to a personalised plan. If necessary, 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 a 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 who would also support your child’s transition to primary school. At all stages you would be consulted and your agreement sought.
All our staff are regularly encouraged to complete training for example two members of our staff attended a Makaton course as a result of this we intend to use visual timetables throughout the setting and have used signing during singing time.
If we were to receive a child with a condition, we are unfamiliar with, our SENCo would research information and training and share with all staff, and we would also call in a relevant health professional to provide an overview.
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 a child they form a close relationship and get to know your child well, and this is especially important when children have special or additional educational needs.
You will be able to access your child’s online learning journal to see regular observations and progress assessments which are carried out three times a year, and are added by your child’s key person, you will be able to comment on any observation and add any observations you have made at home.
Along with our regular assessments, there are also two statutory assessments: the progress check at age two and the Early Years Foundation Stage Profile. Most children will have started school before the EYFS profile is required but the progress check at two is very important, ideally the progress check should be completed prior to your child’s health visitor health development check at the age of two.
The check gives us the opportunity to discuss with you your child’s starting points and the progress they have made since starting. If your child is delayed in any area of development, we will discuss this with you and you can also discuss this with your health visitor
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 at the heart of our work. At staff meetings and planning 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, pictures and story props to help their understanding and attention.
We take trips to the beach and to the local areas, and prior to all trips and whenever we have a new child, we revise our health and safety risk assessment to take into account any new conditions that may cause children to be at risk. On all trips we carry a first aid box, emergency contact details and any special equipment or resources we might need. Prior to any trip two members of staff will visit the site and the route we will use to ensure we know what to expect and what we will need to take with us to enable all children to take part, we would welcome any parents who can help by accompanying us on trips and outings.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting is situated within a primary school, and as such has access to a purpose-built toilet and changing area and the setting can be accessed using a purpose-built entrance, this entrance also gives access to the outdoor area.
Whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff, there is also a designated disabled parking space within the school car park. Please do not hesitate to let us know if you have any difficulties with accessibility.
How will you support my child's transition to a new setting or school?
Prior to your child leaving we will carry out a transition progress assessment which will incorporate all relevant information regarding your child’s progress in the setting from their initial starting points up to the present time which are able to be passed on with your consent.
We will use activities such as dressing up in school uniform and photo books detailing all local schools, and encourage independence such as putting on coats and using the toilet.
As we are based in a primary school, we have access to all school amenities and areas and as such the children get used to using different areas such as the lunch hall, playground and reception class, prior to moving up to school. We also benefit from visits from the reception class teacher to read stories and get to know the children early, teachers from all other local schools are invited to do the same and visits to other schools and settings are encouraged.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- The setting has regular staff meetings to evaluate all provision including SEN.
- Policies and procedures are reviewed every year which parents have access to.
- Regular key person/parent discussions are held.
- The setting SENCo attends local forum and LIFT meetings and provides appropriate feedback.
- The content of all training is evaluated to ensure effectiveness and adjusted accordingly.
- Parent discussion and questionnaires and surveys.
Who should I contact if I am considering registering for a place at the setting?
Initially we would recommend that you call into the nursery for a look around and a discussion with the manager, you will be able to use this opportunity to discuss any concerns or extra needs your child may have and register your child. We would then recommend a settling visit/s prior to your child’s start date, this is a good opportunity to meet your child’s key person and the setting SENCo and review any additional settling visits your child may need.
Once your child has started, we can then carry out any necessary assessments your child may need in order to apply for additional funding such as DAF (Disability Access Fund) or SENIF (SEN Inclusion Fund).
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, copies of all policies and procedures are available in the folder in the parent area, including the procedure for complaints and compliments. If you need a translated copy of any policy please ask us and we will endeavour to do this.
We have an ‘open door’ policy in the setting and are always happy to hear any constructive feedback and suggestions you may have.
As a result of feedback from parents we changed the way in which we set out our learning journeys and have now further moved on to online learning journeys which we encourage parents to contribute with comments and observations, this has proved to be very successful in forming successful partnerships with parents and a clearer understanding of every child with news and information shared from home.