Stepping Stones Pre-School
Who to contact
- Contact Name
- Beverley O'Regan
- Contact Position
- 01795 522 736
Where to go
Lynsted Little Hall, Lynsted & Norton Primary School
- ME9 0RL
When is it on?
- When is childcare available
- Open All Year
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09.00 15:00 Tuesday 09.00 15:00 Wednesday 09.00 15:00 Thursday 09.00 15:00 Friday 09.00 15:00
- ECD Type
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 5 24
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Sandpit, Arts And Crafts, Reading, Computers / It, Refreshments, Cookery, Messy Play Area, Themed Sessions, Kitchen, Environmental Area, Tv/video/dvd, Play House, Parks/playgrounds, Climbing Frame, Quiet Room, Sports, Visits and Outings, Garden
- Wheelchair Access
- Wheelchair access details
- after consultation with parents
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 14/03/2008 Integrated Good 23/03/2011 Inspection (Early Years Register) Outstanding 15/03/2016 Inspection (Early Years Register) Outstanding
We support children aged 2 to 5 years who have special educational need or disability.
Special Needs Support
How does the setting identify children with additional needs or SEND?
Stepping Stones (Lynsted) recognises the importance of a working partnership. this partnership starts on the admission process where we ask all parents to complete admission form/shared information form and tapesty online learning journey parent agreement. The shared information form will ask questions about your childs development so far, along with their interest and schemas of play (what they like to play with and how) Strengths and concerns about their development. This will give us a starting point for planning. Through observation by the child's key person and other members of staff, we will plot these using our on line learning journey, this is generally over a six week period of time.If your child is just 2 we will report to parents using the progress check at 2 gaining information through you about your 2 years health visitors check finding if they think there is any delay in development. If your child is older this will be done by summative assessment on tapesty. If any area on the EYFS is showing delay. The next step through discussion with parents may involve the child's key person targeting a specific area to develop such as speech/social skills to plan in additional opportunities for your child to gain further experience in this area. We would put your child on our cause or concern register. If after additional planning and support, progress has not been achieved, we would talk to parents to agree a written agreement using a targeted plan. We would then put your child on to our SEN register.
At this tme we would start to involve other agencies to gain additional support and advice to best support your child. Our Special Educational Needs Co-orndiators or SENCO are Bev O'Regan - Manager SENCO and Alison Dixon - Practioner/SENCO
They ensure in our setting that families gain support, help and guidance so the child has every opportunity to reach their full potential. This could includ gaining resources and managing behaviours. They will make referrals to appropriate professionals with your consent such as the Speech and Language team or a Specialist Teacher by using a (LIFT) meeting to request advice and support .
How will I be informed / consulted about the ways in which my child is being supported?
The key person approach is a corner stone of EYFS we also endorse whole team approach to our practice to ensure every person understands the need of any said child in our setting. Your child's key person & buddy will be involved right from the start of their journey at Stepping Stones. So that strong and positive relationships are made with your child and yourself. Informed information can be in many formats what ever way you find most helpful. These may be *daily informal contact face to face, phone calls or email * detailed online learning journey are updated by key person which are set out using observation photo and assessment to gain accurate information to where your child is using the EYFS in age brackets. Parents are invited to view this at a parents evening which happens 3 times a year where progress and any additional support will be discussed * Additional meeting to collaborate with you any extra planning/shared information from outside agency can be put in place to insure personalised plan are set and reviewed and any other paper work for child is completed and sent to the requesting agencies.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is an educational framework tool to map your child's progress. There are three prime areas and four specific areas we observe, assess and plan for your child in these area's to insure a breath of knowledge. For all children, needs to be met, we may have to adapt, planning, environment ratio's how the EYFS is delivered i.e group size. We use communication in print in the environment tailored to the needs of current children.
Communication and Language: We use makaton on a daily basis with all children but will use specific ones to aid any one childs learning. We have support from independent Speech and Language Therapist who helps identify early signs of delays in children with their language and understanding which is then shared with parents
Personal , Social and Emotional development: From shared information from parents, Health Visitor or GP we use links with these professionals for advice and support, we also use well being and involvement scores to aid childrens learning.
Physical Development: We try to provide an accessible environment with ramps and wide door opening and change the environment to meet families current needs such as more quiet and calm spaces.
We encourage free flow to our outside space and use the school field and a small local wooded area to enhance learning. We follow dietary requirements that are set down in the childs registration form from parents.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Environment - Our setting is set out into different learning areas some of these encourage quiet and focus play. We will move furniture when needed to provide more space. We we will use clear labels with text and picture to aid multi sensory approach to learning. When encourage quiet times for all children where lighting maybe reduced to promote a sense of calm.
Resources - The SENCo will apply for extra funding for those chidren that have been identified from outside agencies with significant need. The funding can be used to buy additional resources, train staff and support pockets of additional staff cover.
Teaching - All our staff are trained at level 2 or above in Early Years practice and some have more experience and training in supporting children with a range of difficulties and some of these have been ASD, ADHD, global delay, hearing, sight and speech impairment. We use the Best Practice Guidance document which was written Specialist Teaching and Learning Service to continue the graduated approach to aid planning and teaching to meet the needs of those children that need extra support. The Best Practice Guidance document is divided into universal, targeted and personalised levels to give guidance in four main areas of need. These areas of need are identified in the send code of practice. These are
*Communication and interaction
*Cognition and learning
*Social emotional & Mental Health
* Physical/Sensory difficulties
What additional support does the setting provide for children with additional needs or SEND?
Our send policy set out the use of the graduated approach which means if your child is making insufficient progress through the EYFS then we start a process to observe, plan and monitor your childs progress in a more detailed way using a target plan. If the SENCo and key person feel this is not working they may discuss with you the need to refer to other services, such as Health Visitor or Speech and Language Therapy. If your child receives support from outside agencies the targeted plan would change to a personalised plan using their recommendations. If it was felt your child would benefit to be refer to the specialist teaching and learning service, this would require your consent so your child could be taken to the local inclusion team forum (LIFT) meeting which is held six times a year. If the referral was accepted a specialist teacher would visit your child at the setting and speak with at home to provide additional advice and guidance and may make further referrals to other services such as health and would support your childs transition in school. We encourage our staff to complete training that is relevant at any said time to improve out comes for children.
How will the setting monitor my child's progress and how will I be involved in this?
We endorse the key person approach along with whole team involvement in understanding all children needs to ensure continuity of care with in our setting. This allows key person and any member od staff to understand the needs of any said child. Your childs key person will report three times a year on your childs progress by using an online learning journey called Tapestry. This will be in the form of individual appointment at a parents evening. This will start with the progress check at age two, used as a bench mark/starting point. If possible this will co inside with your health visitor development check at the age of two, and any concern raised from either of these checks around delay in any area of development, will be discussed with you and we will work with your health visitors to move forward if referrals are needed. If your child starts after 3 we will use a similar progress using a starting point from your shared information sheet and observation over a period of time to assess any concerns over your childs development. We recognise the importance of working with parents so we are are happy to meet your needs by communicating on a more open approach i.e by phone, Email or on pick up.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We have weekly staff meeting and within these times we spend time discussing children in the setting to ensure all childrens needs are met. Where children need more support we ensure that planning includes differentiation, this means planned activities are adapted to meet the needs of all children in the setting, we will also look at group size or delivering on a 1:1 basis. We use our building and our outside area to have times of quiet and less distraction to aid concentration and focus. If we do anything off site i.e walks and trips out, we carry out risk assessment to ensure safety for all children we may ask for parents to help to provided higher ratio on the day.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our building was gained through a lottery grant in 1999. It is a modular building with ramps on both exits, it has wider doors on the front door and into the play room. Our childrens toilets are for small children sized along with sinks and we have nappy changing area that is both safe for the child and adult changing them. We also have an adult toilet with disable use. As we are on a site of a rural primary school, parking is a problem. The outside garden space is accessible through a gate and the surface is play grass and safety surface
How will you support my child's transition to a new setting or school?
We work closely with many local schools. We invite foundation teachers to visit and meet the children going into their school at these times we ask if they have a simple social story of their school to help understanding for the children In the last term we encourage activities such as dressing up in school uniform getting changed for P.E circle times we talk about going to a new school and changes that might happen along with any stories that help children comprehend whats going to happen next. The last report will be a transition report which is shared with you at the last parents evening. It will include other information for the school about your childs readiness i.e is your child able to dress themselves take themselves to the toilet and wash their hands along with their progress trackerand written evidence of strength and areas of development, Children identified SEN will have additional information and if your child is under STALS then a one-one meeting with the school will be booked, which will included our SENCo and your childs key person and the Schools SENCO, Foundation Teacher and your childs appointed Specialist Teacher to make a plan that best meets your child needs for a smooth transition into school.On leaving us all relevant documents about your child will be passed to your childs school.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We try our best to have an open door policy if parents need to talk about their childs needs on a daily basis whether it be by phone or email, the manager/Senco wil try to facilitate this to elevate stress and concern and gain up to to date information on your child. This is along with regular parent and key person evenings to talk through process and areas of development. We use annual questionnaire for both parents and children to ensure you have a voice which if you want can be on a anonymous basis.Staff meeting are weekly so staff are up dated on any information that is needed for any of their key children to aid prompt action. We review our policies and procedures regularly or when needed if change happens.
If your child has taken to a LIFT you have the oppotunity to put in writing your concern wants and wishes. Weekly staff meeting provided our setting to regular evaluate our practice to ensure overall effectiveness for SEN children and all others.
Who should I contact if I am considering registering for a place at the setting?
We do operate a waiting list but are happy for a parent(s) to visit our setting anytime during term time. We operate an open door policy which means you don't have to make an appointment. Best viewing times 9.30-11.30 or 1pm - 2.30pm where you will see the setting during a play session. If you decide you would like your childs name to be added to our waiting list, we would ask verbally at this time if you have any concerns about your childs development or if they have been referred to any other outside agency such as SALT Team as this is type of evidence it is crucial for us to understand your childs needs it may also enable us to arrange for assessment to gain additional funding such as SENIF or applying for funding under the Disability Access Fund (DAF) if your child is in receipt of this. We may suggest additional settleing in-visits with and without parents so we can assess and make clear judgements of your childs needs before they start with us and plan what we feel we could offer your child, to make it a positive experience for them.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have feed back sheets in our front lobby for parents to use for things such as concerns, comments or complaints along with our complaints procedure displayed on the notice board. Our SEND policy provides information that we use a graduated approach to support with SEN children. All our policies are in a yellow folder in the front lobby for parents to view. We use our yearly questionnaires/survey as way of parent being able to give us constructive feedback so we can move forward and improve.
Over years we have support many children and families through difficult times but come through it with a smile and a senses of achievement for all those who have been involved. Our moto is" If a child cannot learn in the way we teach, we must teach in a way the child can learn"