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Teddies Pre-School Ltd

We are a long established pre-school set within the lovely rural grounds of Ospringe CP School in the market town of Faversham, Kent. We have been providing good quality care and education since 1996. Our setting provides a safe, secure, caring and welcoming environment for children from the age of 2 to school age. Teddies pre-school's ethos is to provide a fun learning environment where each child can grow in confidence and ability to reach their full potential and prepare them for their future.

Who to contact

Contact Name
Helen Golesworthy
Contact Position
07974 261685

Where to go

Mary Dean Centre
Water Lane
ME13 8TX

Our setting building is single storey and contains two large classrooms providing plenty of space to play and learn, we have a nice size grassed garden with Digging pit, mud Kitchen & Cabin, Sandpit, Den, safety surface with a Jungle Gym climbing frame and decking area. We also have a Canopied area over a large patio which has chalk boards, play Kitchen and various ride-on toys.

We are in a rural setting and have a nice big school playing field which we can use for lots of physical play and nature exploring.

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), month(s) to 5 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:30 15:30
Tuesday 09:30 15:30
Wednesday 09:30 15:30
Thursday 09:30 15:30
Friday 09:30 15:30

Other Details

Table of costs
Table of costs
AmountCost Type
£6.70 Per hour
ECD Type
Private Nursery School
Offers pickups
Cost details
We can offer an early start of 9am & a late finish at 4pm for working parents & those who have children at our setting based Primary school.
£4.00 per 1/2 hour per each early start & late finish
£5.30 lunch time supervision

parents to supply a packed lunch.
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
We have a few spaces available for the January intake, please contact our setting Manager to enquire.
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 6
3 5 26
0 5 26
5 7 26
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 4
Vacancy Information Last updated Date
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Trike, Play House, Puppets, Water Play, Games / Puzzles, Garden, Sandpit, Scooter, Healthy Living, Reading, Refreshments, Books, Sign Language / Makaton, See-Saw, Sensory Room, Soft Play Area, Songs, Slide, Climbing Frame, Stories

Some of our members of staff are BSL(British Sign Language) & Makaton trained. 

Languages Spoken:
Sign Language Makaton, British Sign Language
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
05/07/2011Inspection (Early Years Register)Good
30/06/2015Inspection (Early Years Register)Good
28/04/2017Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

Our setting is Ofsted registered and is therefore able to provide Free Early Education funding for children who are eligible to claim either FF2 funding, 3 & 4 year old funding and 30hour funding.

Free Early Education (FEE): The following information details how your child can access their free funding. The Free Early Education is offered as either 15 hours per week over 38 weeks = 570 hours per academic year or 30 hours per week over 38 weeks = 1140 hours per academic year. Please go to to see what funding you are able to claim.

Funding is allocated the Term following the child’s 3rd birthday either Spring Summer or Autumn. The funding can be divided between a maximum of two providers where availability exists.

Parents are required to sign a Parent Declaration Form each Term to confirm how many sessions they are claiming for their children. (Teddies Manager/staff must have seen the child’s birth certificate prior to making a claim and the unique code for 30 hours) Teddies Manager will prepare all the necessary paperwork for claiming the funding.

Teddies pre-school sessions are 2.5 hours long for both am & pm sessions so 6 x 2.5 hours = 15 hours per week x 38 weeks = 570 hours.

30 hours per week would be 6 hours per day over 5 days = 30 hours x 38 weeks = 1140 hours.



Service status


Local Offer


We are an inclusive setting providing care and education for preschool children aged between 2-5 years. We are situated on the same site as Ospringe Primary School in the market town of Faversham. Our setting is privately run and has been rated 'Good’ by Ofsted since 1996.

Our setting is a purpose built one level building providing 2 classrooms and access to outdoor spaces including use of the primary school’s field. The building is accessible with ramps and has no steps on entry/exit doors and is boundary fenced.

We have a team of well qualified and dedicated, long serving staff who have many years of experience working with SEN children and their families. 


Teddies Preschool Ltd

Special Needs Support

During induction visits to our preschool the Manager and/or SENco (Special Educational Needs coordinator) will/may discuss with you your child’s particular strengths or areas that may need some extra support or any concerns that you may have with regard to your child’s development and settling in to preschool. We will ask about your child’s interests at home so that this can inform our planning.

When your child starts at our setting your child’s keyperson will spend time with you going through an ‘All about me’ form which enables us to assess your child’s starting points this is used in line with a document called Development Matters.

Keypersons complete a Progress Check at 2 which is a statutory assessment for all children. This is a useful tool as any delay in development can be discussed and appropriate next steps identified.

 The SENco and keyperson work together to discuss targeting a specific area of development, this could be for instance, speech and language or social skills, planning will then take place to provide additional opportunities for your child to gain further experiences in these specific areas.

A Targeted plan would then be written up and shared with you the child’s parents.

You can provide our preschool in advance via the Registration forms if your child has a particular need which we should be aware of to enable us to provide the right support for your child before he or she attends our setting.

your child may already be known to healthcare professionals such as health visitors, speech & language therapists who may have identified your child’s individual needs, any information is welcome as we can then plan and prepare for your child before they attend.

Maybe your child has transitioned to us from another setting and any information which had been gathered may be shared with our setting with your permission to enable our setting to continue with the appropriate care and support for your child.

The keypersons perform observations on all the children within the 7 areas of learning in the EYFS (early years foundation stage) document these observations inform our planning and highlights any areas that children may need some extra support with to enable them to reach their full potential.

The observations and evidence gathered by the keypersons will be put into a folder for your child which is called ‘My Unique Progress’ this document is shared with you so that you have the opportunity to add comments of your own and photos if you like, to build a unique picture of your child’s development this document is shared at given times through the academic year.

Teddies preschool’s special educational needs coordinator or SENco is Cheryl Winton, she ensures that our families are given support and help, she also obtains resources and attends various training to help with your child’s development and this includes managing behaviour.


The keyperson allocated to you and your child will be there to offer support and guidance to build a strong and positive relationship with you so that you can feel involved with your child’s learning and development.

We do this by providing informal daily contact.

There will be a keyperson contact book which will be placed in your child’s bookbag, this is for you to write messages to your keyperson.

Meetings with your keyperson will be held during the academic year to discuss the written assessment approx. 2/3 times per year regarding your child’s progress and next steps.

Your child’s unique Learning journey will be compiled by your keyperson which sets out photos and observations on your child’s development and the activities your child has enjoyed at our setting.

Our SENco will work alongside parents to ensure that you are involved with preparing targeted and personalised plans so that we can ensure the appropriate support and learning levels for your child.

Your allocated keyperson will be aware of your child’s unique requirements and will differentiate the EYFS (early years foundation stage) so that your child can partake in activities on offer at our setting using targeted and personalised plans.

The EYFS is an educational framework which allows keypersons to plan for your unique child.

Keypersons observe, assess and plan for your child in three primary areas and 4 specific areas. The 3 prime areas which we could expand upon to provide specific support for your child are:

Communication & Language: we would provide a “language rich” environment which would be especially tailored to suit the needs of our current children.

Staff members have been trained to use BSL(British Sign Language) and Makaton which supports  children with communication difficulties.

We use the “Every Child a Talker” (ECAT) programme which recommends placing children into small targeted groups for activities.

We also use the PECS (picture exchange system) where the children with language difficulties can choose  pictures to communicate their needs and wants.

Parents are given support by offering ideas and resources to use at home to assist the communication between parents and child, this is usually on the advice from Speech & Language therapists.

Personal Social and Emotional Development: we promote well-being and resilience by placing children into small groups for targeted or individual activities so that they can  achieve at their own level of understanding, keypersons will work closely with the child to offer support and guidance and provide a quiet area so that the child has an opportunity to retreat or feel safe in that area.

Keypersons and SENco’s work with local specialist provisions, advisers and health visitors for advice and support.


Physical Development: Before the child starts at our setting, where required we will work with specialists like occupational therapists to understand the child’s needs and requirements so that we can be confident we are providing the correct environment for the child to progress and learn appropriately.

We aim to offer an accessible environment and where possible arrange our setting to be inclusive to meet the child’s and families’ current needs.

We are aware that the environment can have an impact on SEND children who may be sensitive to certain lighting, bright colours and noise, we will work with the parents so that we can where possible adapt the environment to suit sensory needs.

Our outdoor spaces provide access to the garden and a covered canopy area, so the children are taken out to play and explore usually on a daily basis, we have a variety of gross motor toys and climbing frame so the children can build on their physical skills.

The children are offered a nutritious snack which is usually milk/water and fruit/veg, parents may provide milk and snack alternatives if this is preferred or suggested by a dietitian.

We have and currently work with families who have children that may require additional support such as severe/total hearing loss, little/no speech, cerebral palsy, autism, diabetes in these cases our setting would access additional training where needed and obtain professional advice from portage workers, community nurses, occupational therapists, speech & language therapists, behaviour support and the primary inclusion service.

Planning for the “Unique child” includes the characteristics of effective learning which is part of the EYFS (early years foundation stage) document and is used by keypersons to plan and provide appropriate resources to support children’s development and learning at all levels, our SENco will work with keypersons to make sure that any specialist equipment is obtained if necessary and where funds allow. Where some children may be receiving additional support from outside agencies, we may be able to claim extra funding to enable our setting to purchase additional resources such as PECS (picture exchange cards) fidget toys and sensory toys, or enable us to send keypersons to training courses or support additional staff cover.

Our SENco liaises with outside agencies and following recommendations from therapist’s targets are drawn up in the form of Universal, Targeted & Personalised plans. SMART targets (Specific, Measurable, Accessible, Realistic Time-bound) are set so that progress is being monitored and that our teaching is effective.

We use the Best Practice Guidance document which has been developed by the Specialist Teaching and Learning Service (SALT) this document sets out a range of teaching strategies which can be used to support children for example; the use of visual resources and signing such as Makaton or BSL.

There are four broad areas of need and are identified in the SEND Code of Practice and are as follows:

Communication and Interaction

Cognition and Learning

Social emotional and mental health

Physical/sensory difficulties

Our environment offers two well- lit classrooms with plenty of natural light coming through the windows and doors, the walls are painted in cool calm colours with minimal posters and artwork to minimise distractions and promote a sense of calm, we have a quiet area with soft rug, cushions, blanket and low seating with a voile canopy providing a cosy space. The floors are carpeted to reduce noise. Some of our storage is moveable enabling us to provide smaller group activities and focused learning. Our storage boxes are labelled with text and pictures.

Our setting uses a graduated approach to supporting children with SEND and through close relationships parents, the keyperson & SENco will monitor the children and if they feel that a child is making insufficient progress through a targeted plan the SENco and/or keyperson may discuss with the parents the need to refer to other services such as speech & language therapy.

It may be that we need to seek further advice from a specialist source, we would discuss this with the parents and once consent is obtained, we refer to the Specialist Teaching & Learning Service (STLS) through the Local Inclusion Forum Team (LIFT) meeting which is held six times per year. If the referral is accepted, a specialist teacher would then visit the child at our setting to provide additional advice and guidance and then if needed may make further referrals to other services, such as health and would support the child’s transition to school. Parents are consulted at every stage of this process.

Parents are also supported by being signposted to other agencies or children’s centres so that they obtain further information or access training to help support home life & strategies.

Staff are encouraged to complete training courses to assist in our settings awareness and understanding so that we can provide the appropriate care & learning for the children. If we have a child with a condition we are unfamiliar with we will research some information and share this with all staff and seek professional advice.

Our keypersons observe and monitor all the children’s progress and are responsible for guiding and supporting both the physical and emotional development of all the children in our setting, this is especially important for children with special or additional educational needs.

Our SENco & keypersons will perform joint observations where needed to discuss, plan and assess the child/ren’s progress.

Your, keyperson will write in your child’s contact book to invite you to an informal meeting at our setting to see your child’s learning journey, she will discuss your child’s progress, this is an opportunity for you to discuss any concerns you may have regarding development and progression.

Another appointment will be made if you cannot make the date, your keyperson will liaise with you to ensure you have a date which is suitable for you. The keypersons are always happy to speak to you at either the start or end of a session for a quick chat or should you require more time we will make an appointment for you to come in and discuss your concerns

Keypersons make overall summative assessments of your child’s progress three times per academic year with a record of progression. There are two statutory assessments; the Progress Check at Age Two and the Early Years Foundation Stage Profile (this document is carried on through to primary school) your child’s health visitor will check your child’s development at age two, using the Red Book. Once your child has started at our setting your child’s keyperson will discuss your child’s starting points and progress that has been made using the Milestones Attainment Tracker (MAT) If your child is delayed in any areas of development your keyperson will discuss this with you and ask you to speak to your health visitor. If we feel due to the possible delays in development we may suggest that your child would benefit from help with outside agencies, such as Speech & Language/ Physical intervention etc. 

Should your child require either targeted or personalised plans this will be discussed with you at all times and your input will be needed for this document, your keyperson or our SENco will always give you advice and support. The targeted and personalised plans are reviewed so that we can see what strategies or working or not and this helps us to plan further learning support for your child.

Keypersons continuously monitor the children's progress using the EYFS document & the MAT document to identify any gaps in the children’s progress. The information gathered can then be fed into our planning to ensure all aspects of progress & learning are being covered in our planning.

Our setting works with the local children’s centre’s and we advertise any training that parents can access for support and further guidance. Our setting may also run courses such as First Aid or Makaton which parents are welcome to attend. We have a parent’s notice board which contains various leaflets and guidance on a range of topics.


We are committed to providing an inclusive setting for all children and are proud to say that we have supported and cared for many children with various additional and SEND needs.

At our staff meetings and informal weekly meetings keypersons will discuss the planned curriculum and activities, your child’s keyperson will unsure that these activities are suitable or adapted to meet your child’s needs this is called differentiation. For instance, some children may need more support to sit and listen to a story so, we may place children into smaller groups with books containing lots of pictures and repetitive text so that this will help their understanding and attention. 

Differentiated plans will be reviewed and evaluated to see if this has been effective. The keyperson will discuss the review with parents and make further plans when required.

Keypersons support children with SEND at evacuation of the premises for example Fire Drills, or School Lockdown.

Should the children be taken out for a recreational session/day all keypersons would assist we would also welcome parents so that our ratios of 1-2 would be observed. A risk assessment of the trip would take place to ensure safety for all. High visibility jackets are worn by staff and children. We take a First Aid kit, children’s emergency details and any special equipment or resources we may need.

We would do an evaluation of the trip to inform planning for the next outing.

Our setting is a single storey building with interior classrooms all on one level the environment is open plan, there is one step down to the children’s toilet area & one step down to access the outdoor all - weather canopy area. There are double glass doors in both classrooms which open out onto the garden. The garden area has pathway & ramps to safety surface area and two steps/ramp access to grass area. We have a decked area with one step up to access it. The patio all-weather canopy area has a small gate that leads to the main garden.

We have ramps to access our front entry door which is wheelchair accessible, we have a staff toilet which could be adapted for wheelchair use.

The children’s toilet area has three cubicles, toilet pans are set at regular height so stools are used to access the toilet, each toilet has a trainer seat inset to aid independency. Four handwash basins are also accessed via step stools We have a children’s wooden changing table.

Whenever possible we will make any reasonable adjustments to meet the needs of children, parents or staff. On the Primary school site there are disabled parking spaces which could be accessed with prior permission from the school. Please inform the setting of any accessibility difficulties.

Should your child transition to a new/second setting or primary school, information which has been gathered by your child’s keyperson such as the Progress check at 2 or the My Unique Progress/Transition report which incorporates information about the characteristics of effective learning will, with your consent be passed onto the new/second setting or primary school to aid settling in supporting your child’s transition.

Our SENco will also attend Transition meetings with parents, teachers & outside agencies and complete documents such as EHCP (Educational Health Care Plans) where required.

Some of our activities towards the end of the academic year involves the children dressing-up in various school uniforms and acting out school themed scenarios, the children also have photo books of our local schools so that they can become familiar with their new school settings.

We have a good relationship with our onsite Primary school and during the last half term of the academic year our school leavers are taken over to the primary school during an afternoon once a week to take part in a play session with the Reception class teacher. Parental consent will always be sought.

Primary school teachers are always welcome to our setting to visit children that will be attending their school in the next school year.

Our SENco regularly attends forum meetings to discuss educational and additional needs with other colleagues and specialist teachers and gains information regarding any new information which may be relevant to her role as SENco.

Keypersons and SENco attend Lift (Local Inclusion Forum Team) meetings to discuss with other professionals and specialist teachers the best way that we can support children with either special or additional needs that we are currently working with at our setting. Parents are always kept informed about these meetings and are asked for their consent for us to discuss their child at these meetings, parents are also welcome to go along to these meetings so that they can be involved.

We have an area SEN SLT (Specialist Learning Teacher) who works with our SENco to give advice and feedback on the strategies we have in place to support children we are currently working with and if our setting needs any specific resources to support the child/ren.

Keypersons attend specific workshops and training and this is cascaded to other staff members and the SENco so we can evaluate the training content to see if any information or guidance can be adopted to support our work with SEN children at our setting, this may also mean that we have information which we can offer to parents to support their role at home and with their family.

The Manager and SENco have meetings to discuss children we are currently working with and are constantly looking to improve our provision to provide the support and resources that may be needed for individual children’s needs and requirements, parents may also be involved in these meetings so that they can help us to decide the best way forward.

We have regular staff meetings where we discuss our current children’s progress and development and any specific areas that we need to address or resources that may be required. The parents maybe involved in such developments and your keyperson will discuss this with you.

Your keyperson will organise assessment meetings with you to discuss your child’s progress and development, these are usually performed at our setting within a mutually agreed time.

We have a performance questionnaire which is normally sent out to all parents once per academic year this is an anonymous and voluntary form which will provide our setting with feedback. All the forms we receive back are shared with the staff and it gives us a chance at our staff meeting to discuss any areas of improvement or areas where we have excelled.

We review our policies and procedures annually to ensure we are both compliant and current with our information and procedures.

The setting also reviews its performance and provision via a SEF (Self Evaluation Form) on an annual basis so that management and staff are kept up-to-date on policies and day to day running of the setting.

Our Manager normally deals with the admissions procedure her name is Helen and she can be contacted on 07974-261685. Parents are invited to visit of our setting where discussions with prospective parents may include any special or additional needs their child may have the manager may suggest home visits or trial sessions to see how the child may be settled into our setting and if any resources or specific equipment would be required. Should your child be receiving Portage or additional support this can be disclosed to the Manager on the visit day.

The Manager /SENco and Keyperson may also arrange further meetings to discuss the child’s specific needs/requirements to ensure that our setting can provide what is necessary for the child’s learning and development.

We may have to consult with our area SEN SLT adviser before the child is admitted to our setting to ensure we are providing the correct support and environment for your child’s best interests.

Our Manager and SENco will work alongside parents with regard to assessments and arrangements so that our setting can apply for additional funding such as the SEN inclusion fund (SENIF)

The Manager can apply for DAF (Disability Access Fund) if parents are in receipt of Disability Living Allowance benefits, any funds our setting receives could be used for providing resources/equipment or training.

Our SEND policy provides the context for supporting children through the graduated approach and our complaints procedure and policy can be found in the parent’s policy pack on display in the parent lobby.

We have a have an annual questionnaire to enable parents to give us constructive feedback or compliments regarding our service.

Our setting has an ‘open door’ policy where parents are able to come into the setting to discuss any issues or complaints that they may have, we are also happy to receive any suggestions and parents can express their suggestions via their keyperson contact book or if required make an appointment to come in to speak privately with our setting manager.

Our website which can be found on has information for parents as well as testimonials from parents regarding our settings performance.

We have a 3 stage complaints procedure and policy which can be found in the parent’s policies pack on display in the parent’s lobby area.

We have many positive comments from both parents and visitors to our setting informing us that our setting feels ‘very welcoming and has a lovely feel’ to the environment which we are very proud of!

Over the last few years we have welcomed children and their parents who are hearing impaired or profoundly deaf. The parents themselves and their families have praised our setting for the support, guidance and friendship they have received whilst attending our setting and feel that we have made not only a huge difference to their children but also them as parents, giving them confidence to be part of a setting community and therefore enabling parents to develop new friendships of their own as well as their children have.

A true testament to a ‘good’ setting!


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