Sturry Pre-School is a thriving group run by a dedicated and hard working team. We provide quality Early Years Education to the children of Sturry and surrounding villages ensuring that the children have an excellent start to their Education.
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 are not open for 30 hours however we share the 30 hours entitlement with other childminders and settings.
We are a pre-school in our own self- contained building providing care and education for 2.5 - 5 year olds.
We have 26-27 children each session and 5 adults to support them.
At present we have 12 children on our SEND register with Communication and Interaction difficulties, Social Emotional and Mental Health difficulties and Sensory and Physical Needs.
We also have 10 children with Additional Needs which includes 8 EAL children.
Special Needs Support
How does the setting identify children with additional needs or SEND?
Parents complete an Admission form stating any known Special Educational Needs and Disabilities.
During Home Visit starting points are established.
Once in the setting the key-person regularly observes their children and a Progress Check is completed showing their development in relation to the Early Years Foundation Stage 2017, this is after their first 6 weeks attendance. Should a child not be achieving their expected Developmental norms we would then use the graduated approach to support that child.
Our SENCo is trained in speech screening and we use a variety of assessment tools to determine any additional or special needs.
How will I be informed / consulted about the ways in which my child is being supported?
We have arranged meetings 3 times per year to share reports and progress tracking.
We have an appointment system for parents to talk to their key-person but our entry and exit procedure allows time for informal discussions daily.
Each child has an online Learning Journal showing observations, including a Parent Zone for parents to add photos or observations from home and a physical Unique Folder containing work, observations and other information.
Children with identified Additional or SEND will have a Targeted Plan or Personalised Plan completed by the parents and key-person with input from the SENCo and any other professionals/Agencies involved with the child.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Each child has activities planned for their unique needs.
Activities are adapted to meet the needs of each child where possible i.e. lower tables, water tray etc.
Next steps and Targeted/Personalised Plans inform activities and the environment. These are reviewed termly.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
The SENCo liaises with outside professionals to ensure that their Targets and Strategies are being used and incorporated within the daily activities.
We use visual cue cards and we have had training in Sign and Sing and Makaton.
Our curriculum is delivered through a mix of individual, small group and larger group sessions.
Our online Learning Journal allows us to monitor each child’s ability within the Characteristics of Effective Learning. Our written observations also link in to these as we recognise the importance of children being capable within these areas.
We have several quiet areas and have had training in Communication Friendly Spaces to support the needs of less confident children and children with limited speech.
We use SMART Targets within our Targeted/Personalised Plans.
What additional support does the setting provide for children with additional needs or SEND?
The Key-person has the support of the experienced SENCo and a relationship with parents begins during the initial Home Visit.
The SENCo supports the keyperson to complete the Targeted/Personalised Plan.
We regularly attend training on relevant subjects and recently attended Early Talk Boost which we use for children who require extra support with various communication difficulties. This has proved very popular with the selected children who are excited to join in with "Tizzy Time" which is what they have taken to calling it.
We have a mantra lingua pen which supports us if a child has English as an Additional Language. We also ask for a list of specific home language words which we can share with the staff and display in the setting.
We have provided Parent Workshops on Communication Development and Behaviour.
How will the setting monitor my child's progress and how will I be involved in this?
We complete daily observations using our online observation system, which parents have access to, and termly produce a written 5 minute observation which is shared with parents. These then provide our next steps for each child.
We complete reports (Summative assessments) 3 times per year, which parents contribute to and also review Targeted/Personalised plans with parents at this time.
Each summative assessment is fed into our Progress Tracker and analysed to see where learning can be improved individually or over groups of children.
As stated before we have informal chats with parents daily and more formal meeting system, however all parents are asked to spend 15 minutes with their key person 3 times per year to discuss their child's progress.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We have ongoing dialogue with parents and evaluate our practice constantly to ensure that the needs of all children are met.
All adult led activities are differentiated to allow all ages and abilities to participate.
Risk analysis are completed for all trips
How accessible is the building for children with mobility difficulties / wheelchair users?
We have hand rails to both exits/entrances, however due to the geography of the site our exit to the garden is via steps or a slide. This means that wheelchair access is only through the front door.
We have an accessible toilet with hand rail and low sink.
We have a changing station for children still in nappies and we have adapted this for a larger/older child with specific needs.
How will you support my child's transition to a new setting or school?
We have a good relationship with Sturry Primary School and reception teachers visit often and we visit there each Tuesday from March (Children attending other days are able to visit on a Tuesday with their parents).
Reports including the progress check for each child is shared with the reception teachers, child minders and any other settings that the children attend or may be moving on to (with the permission of the parents).
We have completed a photo book for children due to start with us to ease their transition from home to the setting. This included pictures of staff and the environment.
All children are given a photo and information of their key-person before they begin their life at the pre-school.
We provide the children with a photo book of their visit to the school and of the teachers and environment. We request photos from any other schools that the children may be attending, which they have been happy to provide.
The SENCo meets with the school SENCo prior to their start and discusses any particular needs that the children may have.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCo attends the forums and Early Years LIFT meetings and the collaboration that we are a member of are considering having separate SENCo meetings to share good practice.
The SENCo feeds back to staff during our staff meetings, keeping them up to date on any issues.
All training is fed back during staff meetings with the easy to use form that we have compiled.
We have regular questionnaires for parents to complete to ensure that we continue to meet their needs.
We review our SEF regularly.
Who should I contact if I am considering registering for a place at the setting?
The manager organises the waiting list and places are awarded in line with our admissions procedure.
We will then arrange a Home Visit and if there is a need we may have a second visit with the SENCo to ensure that we have everything in place to support any new children
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We use questionnaires and have a complaints/compliments box in the lobby.
We are committee run so any problems can be taken to the committee.
We encourage parents to feedback using e-mail or popping into the office to talk to one of the Senior Management Team.
Our complaints procedure is displayed in the lobby.
We have information and a link to our Prospectus which contains some of our Policies and Procedures, a list of all staff and their qualifications.