Who to contact
- Contact Name
- Nicola Setford
- Contact Position
- 07468 426755
Where to go
Community Centre, Beadsman Crescent
- ME19 5FB
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 09:00 16:00 Tuesday 09:00 16:00 Wednesday 09:00 16:00 Thursday 09:00 16:00 Friday 09:00 16:00
- Other Availability
- Term Time Only
- Table of costs
Table of costs Amount Cost Type £5.50 per hour for 3 and 4 year old children Per hour £6.50 per hour for 2 year old children
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Places Range
Places Range Start Age End Age Places 2 2 8 3 5 8 0 5 16 5 7 16
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Team Games, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Refreshments, Books, Sign Language / Makaton, Internet Connection, Bike, Kitchen, Songs, Library - Book Trolley, Slide, Library - Children's Library, Climbing Frame
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 17/01/2014 Inspection (Early Years Register) Good 21/09/2017 Inspection (Early Years Register) Good
Over the years our setting has supported a number of children with additional needs and worked closely with their parents and other professionals involved. Our SENCo is experienced at putting personalised and target plans and support in place and has lots of experience at applying for Educational Health and Care Plans. We work closely with the Specialist Teaching and Learning Services and attend regular training, SEN forums and LIFT meetings.
Special Needs Support
How does the setting identify children with additional needs or SEND?
When children attend their settling in sessions, the Key person will talk to parents about any concerns they have and request permission to look at their red book and see their 2 year check from the Health Visitor. If required, we make contact with other settings or agencies involved in the child’s care so we can discuss how best to support the child. Parents are asked to complete a ‘Unique Story’ which gives us a chance to get to know the child, their particular strengths and where they may need support.
How will I be informed / consulted about the ways in which my child is being supported?
We communicate with parents daily at drop off and pick up, and parents can arrange to have a more formal chat with their child’s Key Person at any time.
We assess the children 3 times per year through a written report called a My Unique Story and we use a tracker to look at their development against their chronological age, called a My Unique Progress. We send these home and we encourage parents to contribute to this. We also complete regular observations on the children, and plan activities to support each child’s individually interests and next steps. Regular photos and observations are uploaded to an online Learning Journal called ‘Tapestry’. Parents are encouraged to look at their child’s Learning Journal regularly and add comments / observations / pictures from what they see at home.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We plan for each child’s individual needs and interests and activities can be modified to allow all children to participate. We can also adapt the indoor and outdoor learning environment if required.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
For children who require more personalised support to access the early year’s curriculum, we allow ratios to be more favourable so that the child’s Key Person can work with them individual or in small groups.
We use visual aids, visual cues, timelines, now and next boards and our environment is visually labelled in all areas. We have access to our Communication in Print system so that we can create our own communication boards or books to support children’s communication and language skills. We also use simple Makaton alongside spoken language and children can take part in our Early Talk Boost Programme.
We use a number of ASD strategies such as attention autism, bucket time and intensive interaction for children who require support with their shared attention. And we use teaching strategies and activities recommended by the Specialist Teacher or the SENIF practitioner.
Targeted and Personalised Plans are uniquely tailored to meet the needs of individual children planned in collaboration with parents.
What additional support does the setting provide for children with additional needs or SEND?
We use the Graduated Approach which works at universal level (all children), targeted level (specific need identified requiring targeted short-term support) and personalised level (which requires a personalised plan to be in place which is regularly reviewed by parents and SENCO).
If your child is making insufficient progress through a targeted plan, we can discuss with you the need to refer to other agencies such as the Specialist Teaching and Learning Services, Speech and Language therapy or a Paediatrician.
We will ensure all relevant training and support is accessed to support the child and we will implement strategies to support your child’s targeted or personalised plan. Staff are encouraged to attend training regularly and we are very proud of the range of training our staff have accessed. A small example of the training our SENCo and staff have taken part in are Targeted Language training, ASD awareness training, Makaton and Early Talk Boost Training. All staff are paediatric first aid trained, safeguarding trained and food hygiene trained.
We work closely with the local Children’s Centre and are able to signpost parents to specific courses for children and parents, as well as support groups.
If a child comes to us with a condition we are unfamiliar with, we are keen to research and work closely with parents and carers to understand the condition and make our practice inclusive and welcoming for the child and family. We put individual health care plans in place if a child has a health requirement and we will carry out risk assessments.
We will work closely with the parents to offer support and advice throughout all processes.
How will the setting monitor my child's progress and how will I be involved in this?
We operate an effective key person approach. The child’s key person is responsible for supporting all aspects of the child’s development and well-being.
We carry out regular observations and termly assessments on all children and encourage our parents to be involved in this process by uploading their own observations to their child’s Tapestry page.
Children with targeted or personalised plans will also have additional monitoring sheets completed by their key person.
We will ensure any targeted or personalised plans are reviewed timely.
Parents are invited to speak to the key person or SENCo at any time, whether in the setting, via telephone or email.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
If necessary, we will complete risk assessments of activities before we commence them and the activity will be modified if we think it is not suitable / safe.
We are committed to inclusive practice and meet regularly to discuss children’s needs. We will research ways to adapt activities to make sure they are safe for all children.
How accessible is the building for children with mobility difficulties / wheelchair users?
We would be able to carry out a specific review of access arrangements for any child with mobility difficulties, and obtain advice and guidance from relevant agencies where necessary. We will write risk assessments for children presenting with mobility issues to ensure their safety is paramount.
How will you support my child's transition to a new setting or school?
When your child is ready to transition to a new setting, we will liaise with the relevant SENCo and arrange a transition meeting. We will invite parents, our SENCo, the SENCo at the new school/setting and also any other professions involved in the child's care, such as the Specialist Teacher. We will encourage extra visits to the setting to ensure the child is comfortable with new staff and new surroundings.
We would encourage the new setting to provide a visual aid to help the child’s familiarity with aspects of the new setting
All relevant paperwork including summative assessments, personalised plans and external agency reports will be forwarded onto the new setting, with parental agreement.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The setting SENCo regularly attends SENCO forum meetings with other local settings and specialists as well as attending regular training, workshops and LIFT meetings. All staff are aware of the role of the SENCo and how to access support for any of the children they care for.
The setting reviews all procedures and policies yearly, and staff are encouraged to comment and review as part of the review process, ensuring all voices are heard.
The setting evaluates all aspects of practice, including SEN as part of its settings improvement plans.
Who should I contact if I am considering registering for a place at the setting?
Contact the settings directly and ask to speak to the Manager/SENCo Nicola Setford. We will consider spaces at our setting in line with our admissions policy. Spaces are allocated on a first come first served basis with priority given to siblings and children living on Leybourne Chase.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We pride ourselves on building strong relationships with all parents. This relationship is essential to ensure we are supporting the child in the setting. We welcome feedback from parents about how our practice can be improved and parents can access our complaints procedure on our website or request a copy. We have a complaints books which can be found in our hallway.
Our yearly questionnaire allows parents to give us feedback, although we actively encourage feedback through informal meetings, discussions about assessments and parents can email with questions / queries at any time.
We operate an ‘open door policy’ and we will always make time to see a parent at the beginning or end of a session.