We are a friendly village pre-school in Worth providing fun and friendship for children aged 18 months to four year olds.
We offer well planned, creative and stimulating indoor / outdoor activities, provided by our caring, qualified teachers and staff.
Come and see what we do, have a chat, stay and play…
Please call Debbie or Jo for further details or an information pack.
We Offer Your Child:
A specially tailored curriculum to suit your child’s needs, whilst adhering to government approved learning and development requirements as set out in the Early Years Foundation Stage (2017).
Care and attention to each individual child by our dedicated teachers, staff and volunteers.
Creative fun and friendship with children and adults.
Opportunities for you and your family to be involved in the pre-school and in your own child’s progress.
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:15 | 15:45 |
| Tuesday | 08:15 | 1:15 |
| Wednesday | 08:15 | 1:15 |
| Thursday | 08:15 | 15:45 |
| Friday | 08:15 | 15:45 |
| Amount | Cost Type |
|---|---|
| £11 | Per session |
| £2.50 | Per lunch |
| Start Age | End Age | Places |
|---|---|---|
| 2 | 2 | 8 |
| 3 | 5 | 26 |
| 0 | 5 | 26 |
| 5 | 7 | 26 |
We have a linked childminder facility to enable further hours of childcare
We have a strong SEND team to support children with additional needs
| Inspection Date | Inspection type | Inspection Outcome |
|---|---|---|
| 05/11/2009 | Inspection (Early Years Register) | Good |
| 28/01/2015 | Inspection (Early Years Register) | Good |
| 22/03/2017 | Inspection (Early Years Register) | Good |
We believe that all children have a right to a broad and balanced early years curriculum, in accordance with the Equalities Act 2010, Disability Discrimination Act 2010, Special educational needs and disabilities code of practice 2015 and Children and families act 2014.
Busy Bees welcomes all children whatever their individual needs and believes in providing an inclusive setting. In order to achieve this we work closely with parents and carers and, where necessary, other agencies.
We aim to identify any difficulties a child might have and to work with parents and carers to address and facilitate individual needs.
On admission, we ask you to complete a Registration form which gives us a chance to get to know your child and their particular strengths or areas where they may need extra support. We ask about your child's interests at home so that this can inform our planning. When your child first starts we assess their starting points in line with a document called Development Matters.
The completion of the Progress Check at 2 is s 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 and to plan additional opportunities for your child to gain further experience in their area of need. This would be written and shared with you through a targeted/personal plan.
Our Special Educational Needs Co-opdinator is Jo Wood. She ensures that families have the best support and resources to help with the development of your child.
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 that 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:
The Early Years Foundation Stage is an educational framework which allows key persons to plan for your 'unique child'.
We observe, assess and plan for your child in 3 prime areas and 4 specific areas.
Our teaching starts with planning for the environment in 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 rugs to minimise noise and encourage a sense of well being. We also have an additional room to facilitate small group activities and quiet areas. Space is protected through the use of screens and resources which are clearly labelled with text and pictures.
Effective teaching and learning requires a wide range of resources appropriate to support children's development at all levels; our SENDco 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 some of our more experienced staff have received training in supporting children with additional needs. 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 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 broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise:
Our SEND policy sets out the graduated approach we use to support children (see question 4)
If your child is making insufficient progress through a targeted plan, the SENDco 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 regularly attend and complete training to support all the needs of all our children.
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 their 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 always request a meeting at any reasonable time.
We make an overall assessment of your child's progress three times a year and more often for our under twos. 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. The Progress Check will be completed ideally in advance of yur 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.
We pride ourselves on our partnership with parents and sometimes can offer places on training workshops.
A commitment to inclusive practice that enables all children to be included is at the heart of our work. At staff 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.
We regularly take trips out around the village. We have a forest school trip twice a year, and a summer outing. Whenever we have new children we revise our health and safety risk assessment to take account of any new conditions that may cause children to be at risk. One member of staff will always have the outings bag which contains a mobile phone, first aid box, children's emergency contact details and any special equipment or resources we might need. We make a research visit whenever we plan to go somewhere new and we would really welcome any parents who can help by accompanying us on trips and outings.
The setting is on one floor with a ramp to the front door. The open plan environment also ensures ease of movement.
The outdoor area is accessible from the back door where there is one step through the kitchen, there is a ramp available for this step. The garden area is all on one level.
Whenever possible we make any reasonable adjustments to meet the needs of children, parents or staff. We have a car park opposite the hall with ample spaces and you may be able to park right outside on the road if spaces are available.
There is an accessible toilet with extra wheelchair space at the front of the building.
Please let us know if you have any difficulties with accessibility.
Visits to the school or setting
Activities such as dressing up in school uniform, photo books and visits from reception year teachers.
The child's Learning Journey / Transition report which incorporates information about the characteristics of effective learning.
Any other relevant paperwork and information is passed on with parental consent.
We constantly review and assess our effectiveness through several ways, these include:
Debbie Palmer - Manager
Jo Wood - SENDco
Please see full details of our Admissions policy
We can offer tours and visits to discuss any additional needs your child might have and to arrange contact with any other agencies that are already involved with the care of your child.
Our SEND policy provides the context for supporting children through the graduated approach and our complaints procudure is available in our Policies and Procedures folder.
We have an open door policy to encourage partnership with parents and feedback is always welcome.