Jumping Beans Pre-School Ltd Greenhithe

As soon as we meet your family we begin to gain information. We ask for any information that you can share with us in respect of your child and our ability to care for them this may include health, additional support, requirements such as things they like to do or play with. 

With all the information and key persons observations during the first term your key person will then be able to assess your child's developmental starting point in line with the national document "Development Matters"

If you feel your child could use extra support the key person will speak to the settings SENCO (Special Educational Needs Co-ordinator) we have a very experienced SENCO in the setting along with two support SENCO's.

Every time you come to the setting you can share any information with your child's key person - this will enable a positive relationship to build. Our key person is the person who will know your child best in setting and is a major factor in the EYFS. We will maintain a record between parent and practitioner using observations and photos to give you an idea of your child's day/week in pre-school and how they are progressing. We are always available to talk to at beginning or end of session or if you wish to book an appointment we will accommodate your request. If you child is on a personalised plan or targeted plan then you will work with both your key person and SENCO to discuss progres and shared targets that support your child at home and school. Key persons will track your child's progress to see how they are developing and put plans and actions into place to help them progess, to extend and to enjoy their learning experiences. We like to share progress with parent meetings twice a year. 

we educate and care for children's needs to their own specific development, using observations and parent information. We work with the EYFS Devleopmental Matters document in which an assessment of your child is broken into the 7 areas of learning - three prime areas and four specific areas of learning

Prime Areas - Personal, Social and Emotional, Communication and Language and Physical Development

Specific Areas - Mathematics, Literacy, Understanding the world and Expressive Arts and Design

We will make adaptions to environments and learning experiences dependent on the child's ability and needs

We consider the environment of the setting to ensure that we enable all children to be able to make the best use of it. We are all on one level within the hall and access it using ramps/slopes. We have natural light at one end of the setting and a separate side room to use as a quiet space. As a pack away setting furniture is flexible and movable to enable quiet spaces or large/smaller spaces dependent on the activity. toilet facilities are fully accessible for both children and adults.

We have a large range of resources that are suitable for all ages. If our SENCO our a Specialist Teacher advises us of any specialist equipment that we may need to support a child then we will obtain this to ensure we can support there learning. 

All our staff are fully trained to work in Early Years and all are level 3 or above. We have several SENCO trained staff to support our SENCO and to provide supported learning for children.

Documents we use to support our teaching are Development Matters, Best Practice Guidance, Targeted and Personalised Plans.

The SEND code of Practice is fully embedded inthe setting and children are supported in - Communication and Interaction, Cognitioin and Learning, Social And emotional and mental health, Physical and Sensory Difficulties.

Our setting has a comprehensive SEND policy in place which sets out how we support children with additional or SEND needs in the setting. After getting to know your child we will discuss with you if we feel they have any identified needs which will need support. We would first consider a targeted plan working in conjunction with yourselves setting small targets for your child to achieve

If your child is struggling to achieve these then we will consider referring them to the Specialist Teaching and Learning Service where we will present our concerns at the Local Inclusion Team Forum (LIFT) If LIFT support our concerns they will visit the setting (a specialist teacher) and offer us additional advice and support for your child in our pre-school. 

A team of specialists may become involved with your child to support them in their development and we are happy to be included and involved to gain further ideas and suggestions to support your child.

Staff will be supported and encourage to attend training courses which would support your child's learning for example Makaton training - or attend specific medical training for children with medical needs

We will use your expert knowledge to gain a thorough approach concerning your child and how to support them. Good partnership and engagement between the key person and family is a great tool when collaborating on targeted or personalised plans. we will always complete all paperwork with you and provide copies when requested and keep you updated with any progress reports. 

There are two statutory assessments we will carry out with the children whilst in our care;

• a progress check at 2 years old that should be shared with your Health Visitor as she will undertake a developmental check of her own.
• Early Years Foundation Stage Profile when they are going off to school - this will be shared with your child's new school and teachers who will use it for starting points when your child starts school

we have a fully accessible building all on one level with low level chairs and tables. we believe in supporting all the children's individual needs and are fully committed to inclusive practice when planning our resources and deploying staff. All children will be given the opportunity to participate in activities and the key person will ensure that any resources that are needed to ensure every child can participate are available. we currently do not do outings from the setting - but we are prepared through our policies that if we were then we have procedures to follow.

Greenhithe Community Centre is a large community hall with spacious parking and outdoor space. The building has purpose built ramps, toilets and wide doorways to ensure access for all. The children's toilets are for there use only when we are in session - adults have a seperate facility. Our disabled toilet is used for all children and available for purpose when specifically needed.

When your child is ready to go to school we will be assessing and completing their final development progress charts - this forms their unique transition to school form. You will receive a copy to read through and once you are happy with it we will ask you to sign it before sending it to your child's new school. Most schools send a reception teacher to meet their new students and key persons will be happy to discuss your child with them and there transition to school. We help prepare the children for school through our Rising 4 Group on a Tuesday afternoon and during activities nearer the time to transition such as school role play, stories and books and photographs of their new schools and uniforms. If deemed necessary the child's key person will go to your child's new school with you to support you both and share information.

We review our SEND policy yearly or if needed due to legislation when needed - SENCO attends relevant training, forums and LIFT meetings. Working with children and parents to improve our practice and using feedback to review and reflect on what works and what doesn't and how to improve. we ask for feedback from specialists and professionals who visit the setting to share with staff

We are an open for visits pre-school - you are able to turn up to register for a place, have a look round or just discuss any queries or questions you may have in regard to early years  education and funding. Our Manager or Admissions Administrator will show you around and provide you with an information pack to take away with you incorporating funding information, privacy notices, admission form and contract. On registering for a place we will provide you with a getting to know you form to complete providing information in regard of your child and family along with an extended version in their learning journals. If your child has already had needs identified or your are concerned with their development then we will arrange for you to talk and discuss with our SENCO to discuss options and support.

We have a complaints policy and procedure - we always encourage parents to feedback to us verbally and note any issues we also have Ofsted complaints poster on parent notice board. we have a private facebook group which details parents views on the pre-school - we keep emails and cards commending the pre-school or if they have had a complaint.