Kaleidascope Childcare

Kaleidascope Dover opened in 2005 and was rated outstanding in 2015. We provide high quality education and care for Pre-school children. A graduate leader overseas the day to day running of both Kaleidascope settings. All our senior management team and senior practitioners have been with us for many years providing important continuity for your child.

We support children with additional needs and children who speak english as an additional language.

we are open Monday-Friday 8-4

There are 7 staff working with the children.All staff are qualified to level 3 or are training towards their level 3 and have enhanced DBS disclosures. strict vetting and recruitment procedures are followed.

All Staff have paediatric training, we have a designated safeguarding lead and health and safety officer to ensure childrens safety at all times.

Who to contact

Contact Name: Carri Reynolds
Contact Position: Setting Manager
Telephone: 01304 219509
E-mail: kaleidascope-dover@hotmail.com
Website: www.kaleidascope.org.uk

Where to go

Address

Dover
Kent

Postcode

CT16

Notes

Early years prospectus

KALEIDASCOPE DOVER
Methodist Church Hall
Bartholomew Street
Dover
Kent
CT16 2LH
01304 219509
kaleidascope-dover@hotmail.com

Welcome to KALEIDASCOPE CHILDCARE LTD and thank you for registering your child with us.

We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

This prospectus aims to provide you with an introduction to KALEIDASCOPE, our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs.

Our setting aims to:

• provide high quality care and education for children below statutory school age;
• work in partnership with parents to help children to learn and develop;
• add to the life and well-being of the local community; and
• offer children and their parents a service that promotes equality and values diversity.

Parents
You are regarded as members of our setting who have full participatory rights. These include a right to be:
• valued and respected;
• kept informed;
• consulted; and
• involved;

Children's development and learning
We aim to ensure that each child:
• is in a safe and stimulating environment;
• is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer and student helpers;
• has the chance to join in with other children and adults to live, play, work and learn together;
• is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do;
• has a personal key person who makes sure each child makes satisfying progress;
• is in a setting that sees parents as partners in helping each child to learn and develop;
•
The Early Years Foundation Stage
Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):

• A Unique Child
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

• Positive Relationships
Children learn to be strong and independent through positive relationships.

• Enabling Environments
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

• Learning and Development
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.

How we provide for development and learning
Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:
• Prime Areas
- Personal, social and emotional development.
- Physical development.
- Communication and language.

• Specific Areas
- Literacy.
- Mathematics.
- Understanding the world.
- Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

The Early Years Outcomes (DfE 2013) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. our setting has regard to these when we assess children and plan for their learning. our programme supports children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development
• making relationships;
• self-confidence and self-awareness; and
• managing feelings and behaviour.

Physical development
• moving and handling; and
• health and self-care.

Communication and language
• listening and attention;
• understanding; and
• speaking.

Literacy
• reading; and
• writing.

Mathematics
• numbers; and
• shape, space and measure.

Understanding the world
• people and communities;
• the world; and
• technology.

Expressive arts and design
• exploring and using media and materials; and
• being imaginative.

Our approach to learning and development and assessment

Learning through play
Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We/I use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
• playing and exploring - engagement;
• active learning - motivation; and
• creating and thinking critically - thinking.

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.

Assessment
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and We will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development.

We make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different group or when they go on to school.

The progress check at age two
The Early Years Foundation Stage requires that We supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Records of achievement
We keep a record of achievement for each child. This is kept in the secure online system called Baby’s days, we will provide you with log in details to enable you to access and add to this online journal for your child. Your child's record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.
Your child's key person will work in partnership with you to keep this record. To do this you and she will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. Together, we will then decide on how to help your child to move on to the next stage.

Working together for your children
We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteers, students and parent helpers, where possible, to complement these ratios. This helps us to:
• give time and attention to each child;
• talk with the children about their interests and activities;
• help children to experience and benefit from the activities We provide; and
• allow the children to explore and be adventurous in safety.
•
Opening times
We are open for 38 weeks each year.
We are closed School holidays
We are open for Five days each week
The times we are open are 8am - 4pm
We provide care and education for young children between the ages of:
Two and five years.

How parents take part in the setting
Our setting recognises parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:
• exchanging knowledge about their children's needs, activities, interests and progress with our staff;
• contributing to the progress check at age two;
• helping at sessions of the setting;
• sharing their own special interests with the children;
• helping to provide and look after the equipment and materials used in the children's play activities;
• taking part in events and informal discussions about the activities and curriculum provided by the setting;
• joining in community activities, in which the setting takes part; and
• building friendships with other parents in the setting.
Key person and your child
Our setting uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she will help your child to settle and throughout your child's time at the setting, she will help your child to benefit from our activities.
The Early Years Foundation Stage states that all children should be given a key person who will support and care for them and have close relationships with the family. At Kaleidascope Childcare we ensure that your child’s key person
• Introduces themselves and develops a relationship with your child and family
• Discusses with you, your child’s likes/dislikes, routines, preferences, favourite things, current fascinations and unique learning styles.
• Supports your child and the family during the settling in process
• Supports your child with their toileting and personal hygiene routines
• Supports your child when he/she is unwell or upset.
• Works towards the EYFS in developing your child’s learning and skills by planning activities to promote all areas of development.
• Arranges parent / carer meetings with you to discuss your child’s progress
• Is available to support your child and family when help is needed.
• Is a good role model and your child can learn from them.
Learning opportunities for adults
As well as gaining childcare qualifications, our staff take part in further training to help them to keep up-to date with thinking about early years care and education. We also keep up-to-date with best practice, as a member of the Pre-school Learning Alliance, through Under 5 magazine and other publications produced by the Alliance. From time to time we hold learning events for parents. These usually look at how adults can help children to learn and develop in their early years.

The setting's timetable and routines
Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting are provided in ways that:
• help each child to feel that she/he is a valued member of the setting;
• ensure the safety of each child;
• help children to gain from the social experience of being part of a group; and
• provide children with opportunities to learn and help them to value learning.

The day
We organise our sessions so that the children can learn through play whilst choosing from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom.

Snacks and meals
We are committed to meeting the EYFS requirements and the individual needs of children attending in relation to Healthy Eating. We aim to do this by
• Ensuring there is fresh water available at all times
• Ensuring we discuss with you (parent/carer) any dietary requirements your child has due to medical reasons, any allergies or requirements surrounding religious beliefs.
• Ensuring that all requirements are recorded and that staff are fully aware of the requirements for all children.
We ask that you provide your child with a healthy nutritious packed lunch. We ask that you follow our healthy eating policy and please take into consideration that some children may have allergies. We plan the menus for snacks so that we provide the children with healthy and nutritious food.
We make snacks and meals a social time at which children and adults eat together and this gives the staff opportunity to extend language development and social skills in addition to independence skills.
We implement a snack bar where children can make choices about which foods they would like for their snack. We provide various fruit, vegetables and cereals with milk and water to drink. The children are encouraged to cut their own fruit and pour their own drink, which in turn promotes their independence skills.
Clothing
We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.
We ask that you provide your child with the following items when they are attending the setting:-
ALL ITEMS MUST BE CLEARLY MARKED WITH CHILDS NAME
Welly boots for outdoor play
Slippers for indoor use
Raincoat/ all in one wet suit
Sun hat, warm hat and scarf, gloves etc
2 sets of spare clothes (weather appropriate)
Suncream
Nappies and wipes if needed.

Policies
Our staff can explain our policies and procedures to you. Copies of which are available on the “Baby’s days system. Our policies help us to make sure that the service provided by our setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents.

Information we hold about you and your child
We have procedures in place for the recording and sharing of information data about you and your child that is compliant with the principles of the General Data Protection Regulations (2018) as follows:
The data is we collect is
1. Processed fairly, lawfully and in a transparent manner in relation to the data subject [you and your family]
2. Collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes.
3. Adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.
4. Accurate and, where necessary, kept up to date.
5. Kept in a form that permits identification of data subjects [you and your family] for no longer than is necessary for the purposes for which the personal data is processed.
6. Processed in a way that ensures appropriate security of the personal data including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures.

When you register your child with us we will provide you with a privacy notice that gives you further details of how we fulfil our obligations with regard to your data.

Administration of medicines
We recognise that there may be times when children require medication to be administered during their time in the setting. In order that this is regulated Kaleidascope Childcare Ltd will ensure that
• Medication will only be administered if it has been prescribed for that individual child.
• Non prescribed medication such as pain and fever relief may be administered only on the prior written consent of the parent and only when there is a health reason to do so.
• A medication form must be completed for each session that the medication is to be administered and signed in and out of the setting by the parent.
• For long term medication a care plan will be written with the parent/carer recording clear explanations of procedures to be followed. The parent / carer must sign when medication has been administered on the reverse of the care plan.
• Regular updates are requested from parents / carer of children with a care plan.
Social networking and the use of mobile telephones and cameras in the setting
The setting has a Facebook page that is used for information sharing ONLY. Kaleidascope Childcare will never post photographs or information about individual children on this site.
Please ask permission before you post any photos of staff or children that you have taken (from special events) whilst in our setting.
We ask that any complaints or grievances that you may have be dealt with in the correct procedure (see Complaints Procedure) and not posted on the Facebook page.
The use of mobile/camera telephones is not permitted whilst in the setting as this forms part of our Safeguarding Policy.

Smoking
Smoking is not permitted. Kaleidascope Childcare is a non-smoking setting and we ask that parents / carers do not smoke within the vicinity of the main entrance including the outside areas at any time.

Safeguarding children
Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. our employment practices ensure children against the likelihood of abuse in our setting and we have a procedure for managing complaints or allegations against a member of staff.
Our way of working with children and their parents ensures that we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Special needs
To make sure that our provision meets the needs of each individual child, We take account of any special needs a child may have. We work to the requirements of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015).
Our Special Educational Needs Co-ordinator is
The management of our setting
The setting is owned and governed by Catherine Johanson on behalf of Kaleidascope Childcare Ltd
Kaleidascope Aylesham is managed by Nicola Law and
Kaleidascope Dover is managed by Su Cunningham
Please note the staff notice boards for the roles and responsibilities of staff in both settings.

Fee Structure
The manager or your child’s key person will discuss your child’s eligibility for funding and explain the processes for applying for any free entitlement/ nursery education funding. You will be asked to confirm and sign a parental declaration to ensure you are eligible for funding. A birth certificate or passport must be seen to register your child. We do not charge a deposit or registration fee to enrol at our settings, we ask that parents make a monthly voluntary contribution to cover the costs of snacks and consumable items that are used on a daily basis at the setting by each child.
It is important that all parents inform the setting manager immediately if your child is going to be absent for extended periods of time, we cannot continue to claim for funded spaces without a valid reason for absence.
All free entitlement i.e - Universal, extended and free for 2 funding will only be offered between the hours of 9am – 3pm term time, free entitlement consists of 570 free hours over an academic year September – August.
You can access funding over 5 mornings or afternoons a week or you can access funding over 2.5 days a week. Any days can be booked subject to availability.
30 free hours can be accessed between hours of 9am-3pm only. The hours of 8-9am and 3-4pm will be charged at hourly rate.
All and any additional hours booked on registration will be charged at the hourly rate. Fees must be paid in advance and 4 weeks notice must be given to alter or change any paid for sessions.
Term time will be in line with Kent County Council school term dates. Please ensure you have an up to date copy of OUR term dates.
Kent Term dates
https://www.kent.gov.uk/education-and-children/schools/term-dates#tab-6
Here is a link to provide more information with regards to your child eligibility for funding.
https://www.kent.gov.uk/education-and-children/childcare-and-pre-school/free-childcare#tab-1
https://www.childcarechoices.gov.uk

Free entitlement for 3 and 4 year olds

In Kent, children become eligible to claim their free early education from:

A child born between:
1 April - 31 August (inclusive) The start of term 1 following their third birthday (after summer holidays) until statutory school age.
1 September - 31 December (inclusive) The start of term 3 following their third birthday (after Christmas/New Year holiday) until statutory school age.
1 January - 31 March (inclusive) The start of term 5 following their third birthday (after April holiday) until statutory school age.

Extended hours (30 free hours funding)

https://www.childcarechoices.gov.uk
Please use this link to gain further information with regards to 30 free hours funding
The national rollout of 30 Hours of Free Childcare commenced on the 1 September 2017..
Free for 2 (FF2) scheme

Your 2-year-old can get free early education and childcare if you live in England and get one of the following benefits:
• Income Support
• income-based Jobseeker’s Allowance (JSA)
• income-related Employment and Support Allowance (ESA)
• Universal Credit - if you and your partner have a combined income from work of £15,400 or less a year, after tax
• tax credits and you have an income of £16,190 or less a year, before tax
• the guaranteed element of State Pension Credit
• support through part 6 of the Immigration and Asylum Act
• the Working Tax Credit 4-week run on (the payment you get when you stop qualifying for Working Tax Credit)
A child can also get free early education and childcare if any of the following apply:
• they’re looked after by a local council
• they have a current statement of special education needs (SEN) or an education, health and care (EHC) plan
• they get Disability Living Allowance
• they’ve left care under a special guardianship order, child arrangements order or adoption order
If you’re eligible the free early education and childcare:
• must be with an approved childcare provider
• starts from the term after your child’s 2nd birthday

Child's 2nd birthday When they can claim from
1 January to 31 March the beginning of term on or after 1 April
1 April to 31 August the beginning of term on or after 1 September
1 September to 31 December the beginning of term on or after 1 January

Setting times, fees and hourly rates

SESSION TIMES Price- 2 year olds 3-4 year olds
8am - 9am £5.97 £5.70
9am - 12pm (Free if eligible ) £17.50 £16.80
12pm -1pm (if extra to funded hours) £5.97 £5.70
12pm -3pm (Free if eligible ) £17.50 £16.80
3pm - 4pm £5.97 £5.70

ALL CHILDREN

CONSUMABLES (voluntary contribution) Up to 15 hours 15 hours or more
FOOD, DRINK AND CONSUMABLES PROVIDED DURING MORNING AND
AFTERNOON SESSIONS.
£5.00 PER MONTH
£10.00 PER MONTH

Starting at our setting
The first days
We want your child to feel happy and safe with us. To make sure that this is the case, our staff will work with you to decide on how to help your child to settle into the setting.
We hope that you and your child enjoy being members of our setting and that you and your family find taking part in our activities interesting and stimulating. Our staff are always ready and willing to talk with you about your ideas, views or questions.

Settling in process
We feel the best way for you and your child to settle into the setting is for your child to have 3 “settling in” sessions before starting on their own. We will aim to start these sessions the week before your child’s actual starting date.
The first session you will bring your child in for about an hour or two to familiarise them with the setting and staff. This will be an opportunity for the Setting Manager to introduce you to your child’s key person. It will also give us a chance to go through any questions you may have about the registration forms, the setting and to ensure all forms are correctly filled out.
The second session will be for you to bring you child to spend some more time in the setting and begin to build a relationship with their key person. We will also use this time for your key person to go through our Baby day’s system and get you signed up and ready to use it.
The third session will be used for your child’s key person to observe your child, start to get to know them, what they like and enable us to start to plan for your child’s learning and development. We will also use this session to enable you to leave the room/setting for a short period of time, so your child can get used to the process of you leaving and coming back. By doing this your child will learn that parents/carers always come back.
Once these sessions have been completed your child will be ready to start with us.

We hope that you find this prospectus informative however if there are any subjects that have not been covered in this pack please feel free to speak to any member of staff who will either answer your question or pass you onto a member of staff who will be able to assist you.

We hope your child’s journey is a happy one at Kaleidascope.

When is it on?

When is childcare available

Term Time Only

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	08:00	16:00
Tuesday	08:00	16:00
Wednesday	08:00	16:00
Thursday	08:30	16:00
Friday	08:00	16.00

Other Details

ECD Type

Day Nursery

Offers pickups

Cost details

Contact provider for details

3-4 Year Old Funding?

Yes

2 Year Old Funding?

Yes

Total vacancies

Places Range

Places Range
Start Age	End Age	Places
2	2	12
3	5	30
0	5	30

Immediate vacancies?

Yes

Contact Provider for Vacancy Details?

Yes

Vacancy range

Vacancy Range
Start Age	End Age	Places
2	5

Vacancy Information Last updated Date

01/12/2021

Facilities

Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Environmental Area, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Kitchen, Songs, Slide, Climbing Frame, Stories

Languages Spoken:

Czech, English

Wheelchair Access

Yes

Wheelchair access details

Ramp and disabled toilet access

Ofsted Information

Ofsted URN

EY312272

Link to latest ofsted inspection report

Inspection history

Inspection History
Inspection Date	Inspection type	Inspection Outcome
25/04/2006	Integrated	Inadequate 1
16/11/2006	Integrated	Satisfactory
10/12/2009	Inspection (Early Years Register)	Good
25/06/2015	Inspection (Early Years Register)	Outstanding
13/06/2019	Inspection (Early Years Register)	Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement: Yes

Service status

Status: Open

Local Offer

Special Needs Support

We provide an environment in which all children with special educational needs (SEN) are supported to reach their full potential.
We have regard for the Special Educational Needs and Disability Code of Practice (2014).
We have in place a clear approach for identifying, responding to, and meeting children’s SEN .
We support and involve parents (and were relevant children), actively listening to, and acting on their wishes and concerns.
We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEN and their families.
We regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.

Procedures

We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give her name to parents. Our SENCO is:

Carri Reynolds

The SENCO works closely with our manager and other colleagues and has responsibility for the day-to-day operation of our Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN.

We ensure that the provision for children with SEN is the responsibility of all members of the setting.
We ensure that our inclusive admissions practice ensures equality of access and opportunity.
We provide a broad, balanced and differentiated curriculum for all children.
We apply SEN support to ensure early identification of children with SEN. We use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress.
We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes
We where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.
We provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
We liaise and work with other external agencies to help improve outcomes for children with SEN.
We have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Health and Care (EHC) assessment.
We provide resources (human and financial) to implement our Supporting Children with Special Educational Needs Policy.
We ensure that all our staff are aware of our Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. We provide in-service training for practitioners and volunteers.
We raise awareness of our special education provision via our website and or promotional materials.
We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed.
We provide a complaints procedure.
We monitor and review our policy annually.

The setting senco will oversee you child's educational programme and your child's keyperson will be involved from the start so that strong and positive relationships are built with both you and your child.

Parents ae also involved from the start and are kept informed of their childs progress through regular meetings, learning journals and daily informal contact.

Both the setting SENCO and your child's keyperson will collaborate with you on any extra planning put in place such as targeted plans.

All children have individual planning which incorporates the child's voice, thoughts and ideas. All activities are differentiated to incorporate the different age groups and abilities.

If your child requires additional support the SENCO and your child's keyperson will work together to devise a targeted plan to include appropriate outcomes for specific areas of learning. parents are also involved in deciding these outcomes.

Any advice given from outside agencies such as speech and languagee therapists and specialist teachers are also incorporated into personalised plans.

We plan our environment to ensure it provides a calming, homely environment in which children feel they can relax and learn and gives children a sense of well being. We have a quiet space within our sensory area and all storage areas are clearly labelled and accessible for all children.

Our SENCO works with keypeople to ensure all resources are appropriate to support all childrens levels of development, making 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 staff are trained in early years practice, and two of our staff are trained in supporting children with additional needs. We use the best practice guide to support our practice. This document sets out a range of strategies which can be used to support children. 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:

Communication and interaction

Cognition and learning

Social emotional and mental health

Physical/ sensory difficulties

Our SEND policy sets out the approach we use to support children.

If we feel your child would benefit from some additional support our setting SENCO and your child's keyperson will meet with you to discuss possible outcomes that your child could work towards. Once these are agreed a targeted plan will be written to support your child.

If your child makes insufficient progress through a targeted plan the SENCO or keyperson 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 an outside agency the targeted plan will be changed to a personalised plan.

If required the SENCO would discuss a referral to a Specialist Teacher and Learning Service through the Local Inclusion Team Forum (LIFT) and your signature would be obtained.

If the referral is accepted a specialist teacher will 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 into school. At all stages you would be consulted.

All are staff are regularly encouraged to complete training.

All staff observe and record children's progress. They then plan next steps and appropriate activities from their observations.

All children have an electronic learning journal which parents can access any time. Keypeople will put on all starting points, observations, photos and next steps. Parents can also contact their child's keyperson at any time.

Parents are invitied in three times a year to discuss their childs progress, but we encourage parents to come in and discuss any problems, thoughts or ideas whenever they want to.

Children with targeted or personalised plans are monitored every session. Parents are invited in every six weeks to discuss their child's progress and to look at their outcomes, assuring they remain relevant and achievable.

All parents are involved in their child's development and are kept informed at all times.

All children have individual planning, and activities are devised from there. All activities are differentiated to include all children and abilities. Staff will follow a child's lead when doing an activity and will support the individual child to explore and experiment in their own way.

All activities are evaluated and staff are encouraged to find ways to further develop their activities to include new areas and ideas that the children have come up with.

All trips are risk assessed and planned in advance. Feedback is always sought afterwards.

All children have a electronic learning journal that records their progress. Nursery staff will share an individual child's progress tracker with their future school to help aid transition.

All relevant paperwork is also passed on with consent.

The nursery helps to prepare children for school by doing activities that include role play with school uniform and photo books.

Teachers are welcomed into the setting to meet and spend time with the children. Parents and children are also encouraged to visit the school and if there are any concerns to talk to the school SENCO.

We continuously assess the overall effectiveness of our SEN practice. We attend LIFT meetings and SENCO forums where we have the opportunity to share ideas and working practice with other settings and professionals.

We invite parents in regularly to discuss children's progress and share their thoughts and ideas with us. We also have a suggestion box and send out regular parental questionnaires. All parents are encouraged to talk to a member of staff if they have any concerns.

The nursery team regularly review their practice through the setting SEF. They undertake regular training which is always cascaded back to all members of staff as well as the nursery's sister setting in Dover.

If you are considering registering for a place please contact the setting manager Su Cunningham, who will arrange for you to come in to the setting, have a look around, meet the team and discuss any queries or needs you may have. You will be given a registration form at this point to fill out.

You and your child will be asked to attend 3 settling in sessions prior to starting. These sessions are an hour long each. Parents are asked to stay with their child for the first two sessions,and then leave their child for an hour on the final session. These sessions give your child the opportunity to spend time in the setting, meet their keyperson and get to know them and prepare them for future sessions.

Kaleidascope Childcare has an open door policy, and parents are encouraged to come in and talk to a member of staff if they have any worries or concerns. There is a suggestion box by the front doors and parents are invited to fill out annual questionnaires.

Parents are invited in to 'stay and play' 3 times a year. This gives them the opportunity to spend time with their child's keyperson discussing their child's progress and next steps. It also gives parents the opportunity to discuss any other issues or concerns they may have.

All parents have the opportunity to contact staff through their child's online journal at any time.

Kaleidascope Dover adheres to stringent policies and procedures in regards to complaints. Policies can be read on babydays (chidren's learning journals) or at the nursery setting.

Kaleidascope Childcare

Who to contact

Where to go

When is it on?

Other Details

Ofsted Information

30 Hours Extended Entitlement

Service status

Local Offer

Special Needs Support

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Kaleidascope Childcare

Who to contact

Where to go

When is it on?

Other Details

Ofsted Information

30 Hours Extended Entitlement

Service status

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND?

How will I be informed / consulted about the ways in which my child is being supported?

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

What teaching strategies does the setting use for children with additional needs or learning difficulties?

What additional support does the setting provide for children with additional needs or SEND?

How will the setting monitor my child's progress and how will I be involved in this?

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

How accessible is the building for children with mobility difficulties / wheelchair users?

How will you support my child's transition to a new setting or school?

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

Who should I contact if I am considering registering for a place at the setting?

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

Reviews

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