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Next Steps Preschool

Who to contact

Telephone
01304 226234
E-mail
info@nextstepspreschool.co.uk

Where to go

Address
St. Martins Pre School Group, St. Martins Hall
Church Road
Dover
Kent
APostcode
CT17 9LW

When is it on?

When is childcare available
Term Time Only

Other Details

Table of costs
Table of costs
AmountCost Type
£4.70 Per hour
£4.70 Per lunch
£14.10 Per session am
£14.10 Per session pm
32.90 Per day
ECD Type
Preschool
Offers pickups
No
Cost(s)
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
20
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 30
3 5 30
0 5 30
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
08/11/2019
Facilities
Music, Literacy and Numeracy, Messy Play Area, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Pets, Play House, Puppets, Quiet Room, Games / Puzzles, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Refreshments, Books, Sign Language / Makaton, Sensory Room, Bike, Songs, Sleeping Area, Slide, Library Visits, Stories
Languages Spoken:
Sign Language Makaton
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
EY500822
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
13/06/2018Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Local Offer

Special Needs Support

We visit all parents who children will be coming into our setting, this so we can get to know the family. We will do a starting points with parents called 'All about me' and this will show strenghts or areas where children may need more support. We ask about the children's interest at home for the key person to help plan and will use development matters to look at developmental progress after assessing the starting points of children.

We complete the progress check at 2 as this is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps. the next steps will involve your child's key person who will work together and plan additioanal support for your child. this is written in a targeted plan where you can add any comments and support your child in the setting and at home.

We have a Special Educational Needs co-ordinator (SENCO) they will monior and support your child and provide resources to help with development and progress including managing behaviour

We will attend relavant training, liaise with Local Equality and Inclusion Adviser and make referral with your consent and also attend Local Inclusion Forum Team (LIFT) and make any referrals to the Specialist Teaching and Learning Service.

All children wil have a key person who will be involved from the very start so that strong and positive relationships are build with children and with parents.

There will be daily contact, opportunities to meet at your request and at any time, detailed learning journeys which set out photos and observation and how your child is developing during their time with us, there will be parent afternoons thoughout the year letting parents know about children progress and any additional support they might need. we will collaborate with parents on any extra planning we put in place such as target plans or personilised plans.

Our learning journey are recorded on ipads and will be sent to parent via email thoughout the year and summaries of children's learning will be sent three times a year, parents can feedback on the learning journeys 

The Early Years Foundation Stage is a framework the setting uses to plan for children by the key person observing and assessing each child individually in the three prime areas and four specific areas

Comminication and Language is made up of three sections; listening and attention, understanding and speaking by providing a language rich environment differentianting for children individual needs. using small groups activities recommended in Every Child a Talker programme. We provide intervention programmes such as the I CAN Early Talk Boast programme and ideas and resources for parents to use at home and work in line with speech and language therapy service.

Personal, social and emotional development is made of three sections; making relationships, self confidence and self awareness and managing feelings and behaviour; we link with local specialist provisions, advisers and health and voluntary sector for advice and support. We attend specialist and training information in house or at other venues and target small group or individual activities to promote well-being and resilence of all children.

Physical development is made up of two sections: moving and handling and Health and self care. We build links with specialist therapist, offer an accessible environment and lay out to meet families needs by demonstrating awareness of environment factors that have a sensory impact on children. We have freeflow access to gardens and provide a range of dietary requirements at an open snack bar morning and afternoon.

Environment

We plan for the environment to improve the conditions to enable children to listen and attend and give full involvement to their learning. The rooms benefit from natural light, the walls are painted neutral colours to promote a sense of calm; this is further enhanced by soft furnishings and rugs to minimise noise and encourage well-being. We also have movable furniture and screens to facilitate small group activities and quiet areas. we have storage areas which are labelled with text and pictures.

Resources

Effective teaching and learning requires a wide range of resources appropriate to support children's development at all levels: our SENCo will work with key persons to make sure specialist equipment obtained if necessary. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buty additional resources, staff training or support additional staff cover.

Teaching strategies

All our staff are trained in early years practice and some of our more experienced staff have received training and supporting children with autism/speech and language. We use the Best Practice Guidance document to support our teaching. This document was written by the Specialist Teaching and Learning Service and set's out a range of teaching strategies which can be used to support children eg the use of visual resources and Makaton signing. the book is divided up into universal, targeted and personalised levels to enable us to support children in the four broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise:

  • Communication and interaction
  • Cognition and learning
  • Social emotional and mental health
  • Physical/sensory difficulties

 

Our SEND policy sets out the graduated approach we use to support children.

if your child is making insufficient progress through a targeted plan, the SENCo or key person may discuss with you the need to refer to other services, such as speech and language therapy. if your child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan.

If required your consent would be obtained to refer to the Specialist Teaching and Learning Service through the Local Inclusion Team (LIFT) meeting which is held six times a year. if the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services, such as health and would support your child's transition to school. At all stages, you would be consulted.

All our staff are regularly encouraged to complete training for example staff have been to behaviour management training and also Manager has done training on Moderation in the setting.

inn the past, where we have received children with a condition we are unfamiliar with, our SENCo has researched information and shared with staff and health professionals have come into give everyone an overview.

An effective key person approach is essential for all children. The key person is responsible for guiding , monitoring and supporting the physical and emotional development of children in our care and this is especially important when children hve special or additional educational needs.

Your child's key person will invite you to see your child's learning journey and hear about his/her progress: this also provides an opportunity to talk about any concerns. Individual appointments can be made if you cannot make the dates and you can always request a meeting at any reasonable time.

We make an overall assessment of your child's progress three times a year. There are also two statutory assessments: the Progress Check at Age Two and the Early Years Foundation Stage Profile. Most children will have started school before the EYFS Profile is required but the Progress Check at Two is very important. The progress Check will be completed ideally in advance of your child's health visitor health development check at the age of two; the check gives us the opportunity to discuss with you your child's starting points and the progress they have made since starting. If your child is delayed in any area of development, we will discuss with you and you can also discuss this with your health visitor.

We pride ourselves on our partnership with parents and carers and are always available to support all our families.

 

A commitment to inclusive practice that enables all children to be included is at the heart of our work. At staff meetings, your child's key person will ensure that any planned activities are suitable or adapted to meet your child's needs. We differentiate with all children and will adapt learning depending upon their age and development  need.

We regularly take trips to the library, farm shop and will do health and safety risk assessments to take account of any new conditions that may cause children to be at risk. A member of staff will take a first aid box, children's emergency details and any special equipment or resources we might need such as asthma pumps for children who need these. We make a research trip whenever we plan to go somewhere new and we would welcome any parents who can help by accompanying us on trips and outings.

The setting was not purpose built, but we have a disabled toilet and disabled access into the hall and back room.

The outdoor area is accessible from two exits and the surface is suitable for children using wheelchairs and frames: there is one step out into the garden but a wood ramp can be used to block this step and able better access to the garden.

When possible we will make any reasonable adjustments to meet the needs of children, parents or staff. There is an accessible toilet near the entrance which is an disabled toilet and this includes changing facilities. Please let us know if you have any difficulties with accessibility.

 

My Unique Progress/Transition report which incorporates information about the characteristics of effective learning. Relevant paperwork, such as Progress Check at 2, passed on with consent.

Activities such as dressing up in school uniform, photo books about local schools

Visits to the school or setting are arranged to help with children transitions

We can have opportunties at LIFT meeting and SENCo forum meetings. Evaluation of training and workshops content and passing on information to all staff in the setting in staff meetings.

We hold regular parent and key person assessment meetings through the year to keep a good flow of discussion about children progress and learning.

We have questionnaires/surveys focused on how we meet the children needs and suggestions and feedback on what we could do better.

We refer our policies and procedures yearly or if there has been updates in the Law or though government

We have open door policy, if parents come and look around the setting and they are happy they would like to send their child. We will then come and do a Home visit with the key person and will do the starting points of children with parents on this visit. If need be any additional visits can be with the SENCo and key person and arrangements for assessment for additional funding such as SEN Inclusion Fund (SENIF).

We can also apply for funding under the Disablity Access Fund (DAF) and how this might be used.

Our SEND policy provides the context for supporting children through the graduated approach and our complaints procedure is displayed on our notice board. Copies of policies can be seen on our website. If you would like a translated version of any policy let us know and will endeavour to do this.

 

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