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Higham Village Preschool

We are a small, friendly Pre-School situated in the Village of Higham offering a stimulating and happy environment where the children can participate in exciting and fun activities to promote their learning.  We have our own premises with a lovely garden space to allow free play for the children during the session. We are Term time only and are open 38 weeks a year. We take children from the age of 2years to school age.


Who to contact

Contact Name
Jenny Bennett/ Claire Ford
Contact Position

Where to go

The Pavilion

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), month(s) to 5 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 9am 3.15pm
Tuesday 9am 12.45pm
Wednesday 9am 12.45pm
Thursday 9am 3.15pm
Friday 9am 3.15pm
Other Availability
Monday ,Thursday and Friday 9.00 to 3.15

Tuesday and Wednesday 9.00 to 12.45

Other Details

Table of costs
Table of costs
AmountCost Type
£6.60 Per hour
ECD Type
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 50
Immediate vacancies?
Vacancy Information Last updated Date
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

Currently offering the 15 hour funding scheme and FF2 funding

Service status


Local Offer

Special Needs Support

In our setting we strive to work in partnership with parents to best support their child. Before the child starts the parents are invited to visit and are given an ‘All About Me’ form to complete and return to the setting. This form will give us details about the child, their likes and dislikes; any medical requirements they may have and any other information that will help the child with the transition into the setting. The child will be allocated a keyperson and they will observe and assess the child to determine the stage they are at. These observations, combined with other assessments such as the Leuven Wellbeing and Involvement assessment; the Kent Milestone assessment Tracker and the Early Years Foundation Stage guidelines, builds up a profile of the child. The child may already have another professional involved so the setting would also liaise with them.

We have an ‘open door’ policy where we can see parents to discuss any concerns they, or we, may have.  Parents are consulted throughout each term on their child’s progress either by a progress questionnaire or verbally with them. Each child has their own ‘Unique Journey’ folder which includes written observations on the child and examples of their work. The parents get the opportunity to look at this folder throughout their child’s time with us. This journal also includes the child’s planned next steps which are based on areas of need identified by the Kent Milestone assessment Tracker, the Best Practice Guide and observations. If a child has an identified area of need and needs extra support a targeted plan is completed with the parent’s involvement. During the session we use Class Dojo to let parents know what is happening and gives them the opportunity to see photos of their child. 

When planning activities for a child we try to include the child’s interests. These activities can be used for all children being mindful of the stage they are at. Reasonable adjustments can be made to allow all children to access the same activities as their peers, this could be by simplifying or extending the activity. Using the Best Practice Guidance audits and targeted plans can also help with supporting the individual needs of the child.

Teaching strategies that we include within the setting begin with being a positive role model for the children. We model the good use of language and behaviours. We praise good behaviours at all times and promote a positive learning environment. We use a wide range of visuals to support verbal language and communication. These include visual support cards accessible to all; using objects of reference and labelling the environment and we use basic Makaton (which is used to support the spoken word). We have a trained Special Educational Needs Coordinator (SENCo)in the setting who liaises with other professionals and works with the child’s keyperson to ensure that the best support is given to the child and their families. We concentrate on the Characteristics of Effective Learning which helps when planning for a child as it supports the child in their preferred method of learning. We use ‘Every Child a Talker’ techniques to ensure the child has every opportunity to talk and be listened to. Once a week we have a school readiness session where we concentrate on more structured activities.

Once a child has been identified as having an additional need or SEND, the SENCo will then liaise with other appropriate professionals e.g. Specialist teaching or speech and language services. The allocated specialist teacher will visit the setting to observe and assess the child. The SENCo will support the keyperson to deliver the best support for the child and their families. The use of target/personalised plans ensures that the child will get the specific support needed for the area of need and allow the child to reach their full potential. There will be regular reviews of the action plans to ensure that the targets set are having a positive impact on the child. Parents will be signposted to appropriate services to support specific needs, such as attending children centres and getting relevant training from parent workshops. There is also extra funding that can be accessed which can used within the setting for resources, training and support staff that will be beneficial the child.

The keyperson will be doing regular observations, assessments and reviews, to ensure that the child is progressing in all developmental areas. Where a child is below the expected level in an area there will be discussion with the parents to determine how this may differ from how they are at home and how we can best support the child. The Kent Milestone assessment Tracker and Leuven Wellbeing and Involvement assessment are used throughout the year to monitor progress. The keyperson will work closely with parents, having regular discussions, both formal and informal, and requesting our parent questionnaires be completed and returned. All target/personalised plans and reviews will include input from parents.

All our activities and resources are age/stage appropriate, and can be accessed by all children. These activities can be differentiated to support individual needs. Regular meetings with staff ensure that they are all aware of the needs of all children and by sensitive grouping or having extra staff available to do an activity will ensure those needs are met. During a session we try to separate the children (staff ratio permitting) according to age to do different activities as we have 2-3 year olds and 3-4 year olds. We complete risk assessments and subsequent reviews for activities that may require adapting to suit specific needs. When leaving the setting for a trip e.g. when visiting the local school; a full risk assessment is carried out and the necessary actions are put into place to include all children.

Our setting is situated in a Village pavilion and the area that the children have access to is all on one level. The site has parking for approximately 10 cars. There are double doors on the entrance to the building. Within the building there are changing facilities and a wider toilet cubicle with a hand rail. 

When starting at our setting we have a settling in process, which will allow children, and parents, who may need extra support to gradually familiarise themselves with the preschool. We can offer stay and play sessions and a reduced timetable if necessary. A letter (and photo) introducing your child’s keyperson will be sent to you so your child can see them. When your child is due to move on to a different setting, including school, we would begin by contacting them and offering a visit to see the child in our setting. We would share relevant information with the new setting with written consent from a parent. A transition meeting will take place to discuss your child with other professionals such as teachers and the setting SENCO and any target/personalised plans and positive strategies will be forwarded on. As part of our school readiness group we would include activities aimed at schools such as social stories; photo books; showing uniforms and other school resources and talking about what to expect.

The setting SENCO will attend regular forums and Local Inclusion Forum Team meetings which will enable them to keep up to date with changing guidelines and to learn strategies and techniques used in other settings. This information can then be cascaded to the team ensuring new information is shared. Training, online and courses, are available and all staff are required to complete these as part of their continuous professional development. Working closely with other professionals such as Specialist teachers, and Equality and Inclusion services will ensure that the best provisions are available for all children. The setting does a Setting Improvement Plan 3 times a year which covers an area that needs improvements.

When enquiring about a place for your child in the setting, any member of staff can take initial details to be passed onto the management team. Parents are encouraged to visit the setting during a session, and, although not always necessary, an appointment is advised to ensure that a staff member is available to be taken out of ratio to spend time with new parents.

We have a range of ways parents can get involved to leave feedback. We appreciate, and consider, suggestions in order to continually review and improve our provisions. We invite parents to fill in a questionnaire and feedback forms throughout the year.  We also have Class Dojo which allows an instant sending and receiving of messages to allow parents to keep in touch throughout the session. If a parent feels they need to make a complaint then we have a notice board displaying Ofsted contact details and we have a policy on how to make a complaint.


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