Mereworth Pre-School

We gain as much information about a child as we can before they start with us.    We will ask you to complete our registration documents and these have some very important questions relating to your child’s development.   

We aim to build close relationships with parents from the beginning so that you are happy to share information and any concerns you may have about your child’s development.  Relationships are further enhanced by our key person system.   If your child has been supported by other Professionals including Health Professionals, could you please share any reports with us.

Staff have all recently completed training in how to Identify children with additional or special educational needs.  

The SENCo attends training and meetings.  We liaise closely with other Professionals such as Health Professionals and Specialist Teaching Service.

We operate an open-door policy by which parents are welcome to talk to their child’s key person at drop off or pick up times. 

When a child first starts we assess their starting points in line with a document called Development Matters, this helps us build a picture of where each child is and will highlight if a child needs support in an area of their development.   If a child does need support after they have settled, we will discuss together how we can support your child and any action required. 

The EYFS is an education framework which allows the key person to plan for your ‘unique child’.  Ensuring that we observe, assess and plan for your child will help us meet their individual needs.

All our staff are trained in Early Years practice, we plan for the individual child, our plans and knowledge of a child helps us to support individual children, this could be through a targeted or personalised intervention.   Plans are monitored regularly to check on progress made, the targets are small, measurable, achievable, relevant and time bound. 

We make changes to our environment to support individual children for example we have recently introduced a calm area into the small hall, this has had a real benefit for some children. 

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

If your child is making insufficient progress through a targeted plan, the SENCo or key person may discuss with you the need to refer to other services.  Such as Speech and Language therapy.  If you child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan. 

For every child we hold meetings with Parents and your child’s key person three times a year to discuss progress and ideas on how to support/help a child achieve their individual next steps/experiences.  The system we use to take observations is called ‘2 build a profile’,  this shows your child’s individual progress, this links to the Early Years Foundation stage and is regularly shared with parents, giving you an insight in to what your child likes to do whilst at pre-school and the next steps for them will help them to make progress or practice a skill. 

There are two statutory assessment; 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.  This should be ideally completed in advance of your child’s Health Visitor Health Development at the age of two. 

As part of our Ethos, all children are unique and individual and we will ensure all children are fully included, by suitable or adapted activities to meet your child’s needs. 

The setting is in the Village Hall at Mereworth, it has wheelchair access to the front of the building.  There is one step down to the outside area, but this can be reached by using the front door and going around the back of the building, we would ensure that there are staff available to do this. 

We have good relationships with local schools and settings, they come in to visit us or we go to them.  Some children will have a transition meeting with parents, pre-school and schools plus other professionals attending.

We share documents with the receiving school – My Unique Progress/Transition which incorporates information about the characteristics of effective learning. 

Regular parent and key person meetings, questionnaires to parents.  Early Years Equality and Inclusion Team.  

Lisa Barker - Admission Officer

Questionnaires are used, Managers and key persons are always available for discussions, complaints procedure is within the setting.  We are a committee run pre-school and the chair person is always available.

We review our policies and procedures regularly.

We will do our best to meet the needs of each and every child and their family.