Little Stars is a charity/committee run pre-school, we are well resourced with in our own premises which includes a large outdoor area. We provide a fun and stimulating environment for children to learn through play following the early years foundation stage.
Little Stars Preschool
Who to contact
Where to go
- Little Stars Pre-School
South Borough Cp School
Stagshaw Close, Postley Road
- ME15 6TL
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 8.55am 15.10pm Tuesday 8.55am 15.10pm Wednesday 8.55am 11.55am Thursday 8.55am 15.10pm Friday 8.55am 11.55am
- Table of costs
Table of costs Amount Cost Type 15.00 Per session
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Places Range
Places Range Start Age End Age Places 0 5 22 5 8 22
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 years 5 years
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Nursery, Team Games, Discussions / Talks, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Play House, Trampoline, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Woodwork, Refreshments, Books, Sewing, Sign Language / Makaton, See-Saw, Sensory Room, Bike, Kitchen, Soft Play Area, Songs, Slide, Climbing Frame, Stories, Sports
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 16/05/2007 Integrated Good 06/05/2010 Inspection (Early Years Register) Good 19/05/2015 Inspection (Early Years Register) Good 03/05/2017 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
Your family will have a keyperson and it is their role to develop a relationship with you and help your child to settle in. As part of our Welcome pack, all parents/carers are asked to complete ‘All About Me’ form, which identify particular strengths and needs, this also helps us to find out about your child’s interests at home so that this can be included in our planning.
Your keyperson completes regular observations, within the first 2 weeks of your child starting with us, we complete a ‘summative assessment’ which helps identify any specific area of development and may require additional support.
If you child has had assessments from other agencies/professionals we would ask for copies so we can follow recommendations and keep in contact with them if your child needs extra support.
All of our planning and development for your child is discussed with parents/carers and we very much value your support and experience so that we can move forward and work together to reach the best possible outcome for your child.
Our Special Educational Needs Co-ordinator (SENCO) will offer support and advice and will ensure that families have the best support and resources to help with the development of your Child.
How will I be informed / consulted about the ways in which my child is being supported?
We have an open door policy where parents/carers can talk to their child’s Keyperson, Senco or Manager.
Our Senco and keyperson will work with you to support your child.
We will meet with you regularly to explain how your child will be supported, together we will identify needs, plans next steps and access additional support from other professionals where necessary.
We will review progress trackers and reports together at the end of each term (also known as summative assessment)
If other agencies are involved in supporting your child in the setting you will be invited in to the preschool for feedback and written recommendations from the professionals following the visit , alternatively you will receive a copy of the recommendations.
Our Senco attends LIFT meetings every 6 weeks where a team of professionals meet and discuss specific needs (with parental permission)
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We provide a broad, balanced and differentiated curriculum for all children, every child is unique and our setting is arranged in a way that allows the children to follow what they want to do. They have easy access to a wide range of activities available to them which will enable them to learn through play.
The EYFS ensures that we cover all areas of learning, specifically the three prime areas of learning.
Personal, Social, Emotional Development, Communication & Language, Physical Development.
We follow the Graduated Approach – Access, Plan, Do and Review process – where a child is identified as needing additional support above that of their peers. The Keyperson implements a Target Plan.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
The teaching starts with a well planned environment that promotes calm, yet stimulating to ensure that all children are encouraged and given the opportunity to promote their well-being and involvement. The Preschool operates a ‘free flow’ system which allows children to have access indoors and outdoors. We plan around the children’s interests and their characteristics of learning.
The staff use a variety of strategies to support Children, Makaton, visuals, sandtimers.
Children are encouraged to explore their emotions , to be heard and have a voice.
The setting has a wide range of resources such as sensory toys, visual timetables, picture cards, natural resources, we provide cosy/quiet spaces, small group activities, shared/focus time.
All staff have an early years qualification and have attended training in specific areas, we attend regular training in order to keep up to date.
Senco will liaise with specialists to support the keyperson and parent/carer in implementing teaching strategies for individual children.
We can access additional funding where applicable for additional specialist resources for individual children’s needs.
What additional support does the setting provide for children with additional needs or SEND?
If a Child has an identified need the Senco and keyperson conducts additional research to support the child’s additional needs.
We have experience in the setting of dealing with many areas of special education needs and disabilities.
Where the staff need training for a medical condition this would need to be in place before the child starts at the setting.
The Senco will provide support to families by helping them to complete paperwork and attend professional meetings.
All staff work collaboratively but the Senco will attend regular meetings such as LIFT (Local Inclusion Forum Team) to ensure all possible strategies and appropriate plans are in place for your child’s progress.
How will the setting monitor my child's progress and how will I be involved in this?
At Little Stars we offer taster days for you and your child to build a relationship with your keyperson and staff.
Your child’s keyperson will complete a progress check at age 2, when your child is between the 2 and 3. This will be to review your child’s progress in the 3 prime areas of the Early Years Foundation Stage.
Personal, Social, Emotional Development
Communication & Language
This check will identify areas of strengths and areas where your child may need additional support, you will be advised to share this document with your health visitor.
Summative assessments will be completed by your child’s keyperson and shared with you three times a year and this is part of your Child’s learning journey.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Our setting is committed to provide activities for all children through our inclusive practice.
Any activities can be differentiated to meet the level of each child.
Parents are involved and your input valued when planning outings or social activities outside of our normal routine.
Risk assessments and reviews are used for planning for planning trips and changes to the environment.
How accessible is the building for children with mobility difficulties / wheelchair users?
Much of the equipment at the setting can be moved to ensure easy access to activities.
Our outside area is flat and accessible for children in a wheelchair.
Wherever possible we will make reasonable adjustments to meet the needs of children, parents and staff.
We have a large car park.
How will you support my child's transition to a new setting or school?
The Reception teachers come to visit us and meet the children, this is a valuable opportunity for the children and teachers alike to get to know each other whilst in a familiar environment.
The child’s progress trackers are available with any additional plans that are in place in order to ensure the smoothest transition.
Additional meetings for children with SEND are arranged by our Senco to meet/liase with school senco or reception teachers .
We request photographs and uniforms from the schools the children are transitioning to, we display them in the setting.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We assess our settings effectiveness of its SEN provision through staff meetings, Senco forums, LIFT meetings, training, collaboration meetings, and regular meetings with parents/carers.
We also get parents feedback through our settling in questionnaire, our leaving questionnaire, this is sent out to all parents.
A noticeboard with services that are available.
The Senco is always available for the staff, parents/carers, outside agencies/professionals to have discussions and meetings with.
Who should I contact if I am considering registering for a place at the setting?
If you feel that you may want to speak to someone about your child please give us a ring and we can arrange for you to come in and visit us.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have an open door policy , this means parents/carers can come to us at anytime.
Parents/carers can request a meeting with the Manager, Senco or Keyperson.
We have a complaints policy in place which details the procedure, our policies are displayed in the cloakroom.
Parents/carers have the opportunity to join our committee.
Questionnaires are handed out regularly.
A suggestion box is placed in our cloakroom.