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Pippins Preschool

Who to contact

Contact Name
Nicola Setford
Contact Position
Manager
Telephone
07468 426755
Website
https://www.pippins-preschool.co.uk/

Where to go

Address
Community Centre, Beadsman Crescent
Leybourne Chase
West Malling
Kent
Postcode
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
DayOpening TimeClosing 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

Other Details

Table of costs
Table of costs
AmountCost 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
Preschool
Offers pickups
No
Cost(s)
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
0
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 8
3 5 8
0 5 16
5 7 16
Immediate vacancies?
No
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
06/04/2021
Facilities
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:
English
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
EY461890
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
17/01/2014Inspection (Early Years Register)Good
21/09/2017Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes
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)

We provide 15 hours of funding for 3 and 4 year olds and eligable 2 year olds. Subject to availibilty these hours can be accessed over half days sessions 9am till 12 pm or 1pm till 4 pm or during lunch club 12pm till 1pm or over full days 9am till 4pm. 

Aditional hours are charged.

Totally Free Extended Pattern over 38 weeks (subject to availability):  Eligible three and four year olds will be funded to a maximum of 30 hours per week.

10 am till 4 pm 6 hours free per day over 38 weeks (term time)

Chargeable Extended Pattern over 38 weeks (subject to availability):  Eligible three and four year olds will be funded to a maximum of 30 hours per week with a day rate charge.

Full Day 9 am till 4pm. 7 hours per day free plus a day rate charge of £8 per day, over 38 weeks (term time)

Morning session 9 am till 1pm. 4 hours per day free plus a day rate charge of £5 per day, over 38 weeks (term time)

Afternoon session 12pm till 4pm. 4 hours per day free plus a day rate charge of £5 per day, over 38 weeks (term time)

Service status

Status
Open

Local Offer

Description

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

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.

We track the children through observations against the Early Years Foundation Stage (EYFS) and after 2 weeks with us we complete a tracker document called ‘My Starting Points’. This will highlight any early concerns in any of the 7 areas of the EYFS.  For children under 3, we complete a statutory assessment called a 2 Year Progress Check which parents are asked to share with their Health Visitor. If any delays in development are identified we will discuss them with parents and appropriate next steps will be discussed. Our SENCo Nicola Setford will be informed and she will support the child’s Key Person and may put a targeted plan in place. This plan be shared with parents so that we can work together to support the child. 

Termly assessments will take place in December, March and July which may also identify if a child has a delay in any areas of their learning and development

 

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.

If we feel your child needs any extra support in any area, we will invite you to complete a targeted plan with their Key Person and the SENCo and we will encourage parents and the setting to work together to address the concern.

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.

We work in line with Speech and Language therapists, the Equality and Inclusion Team and the Specialist Teaching and Learning Services and our colleagues in health to meet children’s individual needs. We also attend training and workshops to ensure staff are working to the most current guidance and are continually improving their professional development. 

We are able to accommodate children with a range of dietary requirements and adaptions will be made, where necessary.

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.

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.

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.

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.

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.

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.

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. 

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. 

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.

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