Jumping Beans Pre-School Ltd Greenhithe is a sessional setting based in the community centre in the heart of Greenhithe.
Jumping Beans Pre-School Ltd Greenhithe
Who to contact
Where to go
Greenhithe Community Centre
- DA9 9HH
The venue is spacious with disabled access into and out of the hall and wide doorways and wc's.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), month(s) to 4 year(s), month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 12:00 Monday 12:00 3:00 Tuesday 09:00 12:00 Tuesday 12:00 3:00 Wednesday 09:00 12:00 Wednesday 12:00 3:00 Thursday 9:00 12:00 Thursday 12:00 3:00 Friday 9:00 12:00 Friday 12:00 3:00
- Table of costs
Table of costs Amount Cost Type 16.50 Per session
- ECD Type
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- limited spaces available during the week
- Places Range
Places Range Start Age End Age Places 2 2 39 3 5 39 0 5 39 5 7 39
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 4 5
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Toys/dolls, Dressing Up, Dance, Team Games, Outdoor Activities, Themed Sessions, Trike, Play House, Puppets, Water Play, Games / Puzzles, Garden, Scooter, Reading, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Car Parking, Songs, Slide, Climbing Frame, Stories
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 13/11/2012 Inspection (Early Years Register) Good 17/10/2016 Inspection (Early Years Register) Good
We are an all-inclusive setting providing for children of all abilities and needs from the ages of two to four years of age. Our staff are trained in early years education and are all a level 3 or above. We have an experienced SENCO to support children with additional needs with at least three other members of staff who have had SENCO training during their time with us. We work in conjunction with the Specialist Teaching Service and other professionals to support children with SEND or additional needs. We operate from a community centre in Greenhithe which is accessible to children/families with large car park with disabled parking, accessible entrances slopes, wide door ways and inside access to toilets and kitchen.
Special Needs Support
How does the setting identify children with additional needs or SEND?
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.
How will I be informed / consulted about the ways in which my child is being supported?
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.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
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
What teaching strategies does the setting use for children with additional needs or learning difficulties?
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.
What additional support does the setting provide for children with additional needs or SEND?
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
How will the setting monitor my child's progress and how will I be involved in this?
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
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
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.
How accessible is the building for children with mobility difficulties / wheelchair users?
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.
How will you support my child's transition to a new setting or school?
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.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
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
Who should I contact if I am considering registering for a place at the setting?
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.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
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.