Pipsqueaks is a privately run nursery. It registered in 2003 and operates from a two-storey building in Queenborough, Isle of Sheppey, Kent. The nursery is open each weekday from 7am to 6pm, for approximately 50 weeks of the year. The nursery receives funding to provide free early education for children aged two, three and four years. There are six members of staff, all of whom hold recognised early years qualifications. One member of staff has qualified teacher status.
Who to contact
- Contact Name
- Lindsay Harris or Carrie Foster
- 01795 666420
Where to go
- ME11 5HA
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 0 year(s), 3 month(s) to 5 year(s), 11 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 18:00
- Table of costs
Table of costs Amount Cost Type £5.00 Per hour
- ECD Type
- Day Nursery
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 0 5 12
- Vacancy Information Last updated Date
- Music, Computers / It, Messy Play Area, Cookery, Drama, Toys/dolls, Dressing Up, Outdoor Activities, Themed Sessions, Environmental Area, Pets, Tv/video/dvd, Play House, Parks/playgrounds, Quiet Room, Games / Puzzles, Visits and Outings, Walks, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Bike, Kitchen, Sleeping Area, Library Visits, Sports
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
Our Local Offer is comprised of a series of policies and procedures that can be found in our Operating Plan. This Operating Plan can be seen in its entirety in the reception area of our setting, individual policies and procedures can be requested by parents/carers at any time.
Special Needs Support
How does the setting identify children with additional needs or SEND?
At Pipsqueaks we use a variety of systems for identifying, assessing and responding to your child's special educational needs and disabilities, or additional educational needs. Within the setting we observe all children and assess their achievements to ensure they are reaching their milestones and continuing to make progress appropriate to their age, taking action and support where necessary.
We work closely with you, the parents of children with special educational needs and disabilities, and additional educational needs, to create and maintain a positive partnership and take your point of view on board at every stage of the process.
How will I be informed / consulted about the ways in which my child is being supported?
We have a dedicated member of staff to be a Special Educational Needs and Disabilities Coordinator (SENCO) and give her name to parents, we also have a deputy SENCO who has received appropriate training. Our SENCO is Lindsay Harris and the deputy is Carrie Foster. These two people can form a link between home, key workers and outside agencies to oversee and plan the educational programme appropriate for your child.
We have always found that clear and frank communication gives the best outcomes and ask that all correspondence and details of appointments are shared with everyone involved with the child.
We also provide parents with information on sources of independent advice and support.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We provide a broad, balanced, and differentiated curriculum for all children, including those with special educational needs and disabilities, and additional educational needs. We take children's interests as a starting point for activities and plan from there which means children are more interested in what they are doing in the setting. This means we are able to implement educational plans recommended by ourselves and other agencies while the children enjoy the activities and our curriculum can meet their needs.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We use a system of "assess, plan, do, review" to produce, implement and update Targeted Plans, Personalised Plans or Education, Health and Care Plans (aka EHCP), depending on the level of special educational needs and different disabilities a child has. We have systems in place for supporting children during Universal Level, Targeted Support, and Personalised/Individualised Learning, and during the production of an EHCP. We follow Kent County Council's Graduated Approach in providing for any child with special educational needs and disabilities. Parental input forms an integral part of all these processes so time is set aside between the SENCO, key worker and parents to complete relevant paperwork.
We ensure that parents are informed at all stages of the assessment, planning, provision and review of the children's education. This can be done using informal "chats" alongside more formal meetings and give an opportunity for details of appointments and correspondence to be shared. Parents are welcome to take their child's learning journal home at any stage to see what they've been up to in the setting. Observations made by parents at home are also welcome and form part of this learning journal.
What additional support does the setting provide for children with additional needs or SEND?
While it is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication/care as part of maintaining the health and well-being of the child, and to care for children with special educational needs or disabilities.
Only prescribed medication is administered and it must be in date and prescribed for the current condition. Children's prescribed medications are stored in original containers, are clearly labelled and are inaccessible to the children.
A risk assessment is carried out for each child with a long-term medical or special educational need that requires ongoing medication or care. This is the responsibility of the SENCO, alongside the key person and parents, and other medical or social care personnel may also be involved in the risk assessment. For some medical conditions key staff will need to have training in a basic understanding of the condition as well as how the medication/care is to be administered correctly. The training for staff is part of the risk assessment.
A health care plan for the child is drawn up with the parents outlining the key roles, what information must be shared with staff who care for the child and measures to be taken in case of an emergency. The health care plan is reviewed every term, or more frequently if necessary. This includes reviewing the medication e.g. changes to the medication dosage, any side-effects noted etc. Parents receive a copy of the health care plan and each contributor including the parent signed it.
How will the setting monitor my child's progress and how will I be involved in this?
There are currently six members of staff at Pipsqueaks, one being a qualified teacher, and the remaining five holding relevant level three qualifications.
We use a system of "assess, plan, do, review" to produce, implement and update Targeted Plans, Personalised Plans or EHCPs, depending on the level of special educational needs and disabilities a child has. Parents are involved at all these stages, their contributions being vital to a well rounded view of the child and their progress.
We liaise with other professionals involved with the children especially educational needs and disabilities, and additional educational needs, and the children's families. This includes transfer of information arrangements to other settings and schools.
We ensure that children with special educational needs and disabilities and additional educational needs are appropriately involved at all stages of our planning, taking into account the levels of ability.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
A risk assessment is carried out for each child with a long-term medical condition or special or additional educational need. This is the responsibility of the SENCO, alongside the key person and parents. Other medical or social care personnel may also need to be involved in this assessment. The risk assessment includes vigorous activities and any other nursery activity that may give course concerns regarding an individual child health or educational needs, including outings.
Training regarding the medical or special educational needs of the child, and disability awareness will be undertaken by staff. The SENCO and key worker will attend this as a bare minimum, it will be offered to all staff.
How accessible is the building for children with mobility difficulties / wheelchair users?
Children attending Pipsqueaks with special educational or medical needs are able to access all areas of the setting, with assistance provided by staff. Staff have undertaken Manual Handling Training to ensure this is always done safely for the child and staff member.
We identify the specific needs of children with special educational needs and disabilities, and additional educational needs, and meet those through a range of strategies. Activities are planned with the needs of ALL children at the forefront. Provision is modified to ensure all activities are accessible to everybody.
How will you support my child's transition to a new setting or school?
We recognise that parents have a right to know the information they share will be regarded as confidential as well as be informed about the circumstances, and reasons, when we are obliged to share information. One of the reasons we share information is to ensure a smooth transition to a new setting or school. We liaise with other professionals involved with the child with special educational needs or disabilities, and additional educational needs, and the children's families. This includes transfer of information arrangements to other settings and schools.
The main document involved in the transfer to another setting or school is the Record of Transfer. Parents are required to sign to give consent for this information to be passed to the next setting/school. Attached to the Record of Transfer will be any documentation we hold including correspondence from other professionals, educational plans relevant to the Childs level or special educational needs or disabilities that a child has.
For staff from the new setting to be as familiar as possible with your child we encourage visits by them within our setting and home visits. The opportunity for you and your child to familiarise yourselves with the new setting is also imperative for any adjustments needed to be planned.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We use a system for keeping records of the "assess, plan, do, review" cycle for children with special educational needs and disabilities. We use this system to produce, implement and update Targeted plans, Personalised plans or EHCPs depending on the level of special educational needs and disability for child has. There are sections on each of these plans for parents to contribute their views and we can assist with this where necessary. When these plans are reviewed the effectiveness of our setting's SEND provision is also evaluated and modified where necessary.
Prior to your child starting our setting, during their time here, and even after they have left we strongly recommend we maintain an open and frank two way communication. This ensures any worries or concerns can be dealt with at the earliest opportunity and we can adapt our provision to ensure the best possible outcome for your child.
Who should I contact if I am considering registering for a place at the setting?
Please call and ask to speak to Lindsay or Carrie. This would be the time to let us know as much information as possible about your child, and what you want from us (hours, days etc).
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve are setting and will give prompt and serious attention to any concerns about the running of the setting. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieved the desired result, we have a set of procedures for dealing with concerns (see Complaints Policy). We aim to bring all concerned about the running of our setting to a satisfactory conclusion for all the parties involved.