Before and after school club
Zoe Evans Childcare Ltd
Who to contact
- 01634 244 492
Where to go
When is it on?
- When is childcare available
- Open All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:30 18:00 Tuesday 07:30 18:00 Wednesday 07:30 18:00 Thursday 07:30 18:00 Friday 07:30 18:00
- ECD Type
- Out Of School Club - Before And After School
- Offers pickups
- Valley Invicta Primary School at Holborough Lakes
- Places Range
Places Range Start Age End Age Places 0 1 15 2 2 15 3 5 15 0 5 15 5 7 15
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Cot Room, Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Nursery, Team Games, Discussions / Talks, Outdoor Activities, Themed Sessions, Tv/video/dvd, Play House, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Help With Homework, Arts And Crafts, Reading, Books, Sewing, Bouncy Castle, Sign Language / Makaton, Internet Connection, Sensory Room, Kitchen, Car Parking, Songs, Sleeping Area, Library - Children's Library, Stories, Sports
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 15/03/2018 Inspection (Early Years Register) Good
Our Local Offer
Relating to Children with Special Education Needs and Disabilities (SEND) & Additional Needs.
- How does the setting identify children with additional needs or SEND?
- Your child’s key-person will get to know your child in the first instance e.g. through settling sessions, registration form completed by parents/carers, observing your child and their behaviours, liaison with parents/carers. If there are any pre-existing/known additional or special educational needs, your child’s key-person will discuss with you during the settling period.
- The key-person continues to observe and get to know your child upon officially starting at our setting.
- The key-person advises the setting’s special educational needs co-ordinator (SENCO) of anything they have noticed that may suggest additional or special educational needs in your child.
- The key-person and SENCO meet and discuss your child and plan for the SENCO to observe them in the setting, without your child realising.
- Once the SENCO has observed your child and documented their findings, they would again meet with the key-person to discuss and consider next steps e.g. how to best support your child in the setting and at home. Findings might suggest your child does not have additional needs or SEND, or possibly that more time is required to ‘watch and wait’, observing again later.
- Key-person, SENCO and other staff if appropriate, will keep evidence of any observations, meetings and interventions/strategies implemented to best support your child, for example. Good record keeping is important as this could support your child’s case in the future, from an early education perspective.
- If additional needs or SEND are suspected, we will discuss with you first. In fact, your key-person will liaise (often at handover) with you from the beginning about any behaviours noticed and look to discuss these things through with you e.g. to see if you notice similar at home.
- With your consent, we would then contact our local Equality and Inclusion Team in the first instance. Sometimes this will involve a visit from this team to our setting, occasionally a phone call. They are there to offer the setting advice and guidance on what we can do to support your child further.
- We would then feedback any information to you from this meeting or phone-call, either at handover or in a meeting. We can then discuss plans and next steps to ensure your child is mutually supported with continuity of care, all to enable them to achieve their fullest potential.
- How will I be informed/consulted about the ways in which my child is being supported?
- It is always our intention to work together with parents in respect of their child. We like to build good working relationships with you.
- We do this through regular contact and discussion together with you about your child’s planning, learning, development and wellbeing for example, at handover, via phone-calls and/or arranged meetings.
- We work together with parents, mindful of your child’s needs and best interests and keep you fully informed at all stages. We value parents’ contributions greatly, given you are usually the ones that know them best.
- How will the setting adapt the EYFS Framework for my child’s needs?
- We value and respect every child as unique and individual and it’s with this ethos and underpinning, that we meet the requirements of the EYFS framework.
- Regarding children’s learning and development, we implement our observation, assessment and planning (OAP) cycle, for all children.
- Through adopting this cycle, we recognise any delays in your child’s learning and/or development, which may result in us adding them to our Additional Needs and/or SEND registers e.g. where common/regular methods to support your child do not result in desirable outcomes.
- When on such registers, added through consultation with parents and their consent gained first, we begin to explore and implement extra strategies to support children in their learning and development e.g. creating a ‘Targeted Plan’ for them together with parents, usually reviewed together on a termly basis.
- With such interventions, your child may progress accordingly in line with EYFS expectations and their details may be removed for such registers.
- Where interventions to not appear to be working, we may do one or more of the following examples:
- Create another ‘Targeted Plan’ together with parents and review termly.
- Contact our local Equality and Inclusion Team for specialist guidance/support.
- Create a Personalised Plan, a more detailed document if deemed more appropriate for your child.
- Attend a Local Inclusion Forum Team (LIFT) meeting, with a Specialist Teacher present, alongside other professionals e.g. a Speech and Language Therapist (SaLT), Health Visitor, Paediatrician. Local settings attend LIFT meetings and have their cases heard to gain further advice and support to best support your child.
- A Specialist Teacher may attend the setting to observe your child after attending a LIFT meeting. While they do not diagnose children, Specialist Teachers are often able to identify what your child’s behaviours could be linked to. The final part of their visit usually involves meeting with parents at the setting, together with your child’s key-person and the setting’s SENCO, to discuss their findings and suggested next steps.
- What teaching strategies does the setting use for children with additional needs or learning difficulties?
- First and foremost, key-people work hard to build strong attachment relationships with children to enable a culture of trust and friendship. This acts as a starting point for all children and a secure base from which to learn and explore.
- We do all we can to ensure children enjoy their time at the setting and learn and develop to the best of their abilities, fulfilling their unique potential.
- We use the KCC Best Practice Guidance document and EYFS Development Matters Guidance for activity ideas and environments that can best support children e.g. creating a cosy den like space.
- Our staff team have combined experience of working with children with:
- Global Developmental Delay,
- Sensory Needs,
- Downs Syndrome,
- Speech and Language difficulties,
- Selective Mutism.
- Despite this experience, all children are individual and unique, and no two children’s symptoms or behaviours are the same.
- While we draw and reflect on our experiences which can prove helpful, it is occasionally necessary to undertake specialist training when working with individual children e.g. accessed via our local Specialist Teaching and Learning Service, to gain a deeper understanding of how best to support children and nurture their unique development.
- As standard, all practitioner staff have basic online training via EduCare in:
- Equality and Inclusion in Early Years Settings,
- Supporting Children with SEND in the Early Years,
- SEND Code of Practice,
- Understanding and Addressing Children’s Behaviour in the Early Years.
- Many staff have accessed extra purchased training, from short courses to a specific SEN Diploma. Such training deepens our understanding and recognition of children with additional needs and/or SEND, enabling us to plan activities and experiences that meet their learning needs.
- What additional support does the setting provide for children with additional needs or SEND?
- With parental consent, children with additional or special educational needs will be added to our Additional Needs and/or SEND register. This enables us to give special rights to such children, to implement strategies to support them in their learning and development that may differ to our regular level of care and attention.
- Children on either of the above registers will usually start with a simple ‘Targeted Plan’ following consultation with our Equality and Inclusion Team, a document we complete together with you. This sets a goal for us to work towards, both in the setting and at home, with ways in which we can mutually support your child.
- A ‘Targeted Plan’ is usually completed on a termly basis and is reviewed together with you at the end of the term for example, to determine the next steps to be implemented.
- Children may have other agencies/professionals involved in their care e.g. a Speech and Language Therapist or Specialist Teacher. We contact these agencies/professionals in effort to work together for the sake of the child e.g. implementing ongoing strategies practiced by such professionals within our setting, enabling greater impact for their continuity of care.
- We may seek specialist support from our local Equality and Inclusion Team and/or attend a Local Inclusion Forum Team (LIFT) meeting for advice.
- Children may occasionally require a specialist nursery placement, either exclusively or to compliment the care and attention received in our setting. We aim to work closely with specialist nursery’s to again ensure children’s continuity of care, when attending our setting.
- It is our duty to safeguard and protect all children in our setting and ensure their positive health, safety and wellbeing. In accordance with the EYFS, minor adjustments can and will be made e.g. children with a physical disability such as difficulty walking/mounting steps or mobilising through means of a wheelchair, could be assisted by the setting adding a ramp to any stepped entrances and walkways.
- We have created a sensory room in one of our buildings, accessible to all children. This room includes a light projector, fibre optic and rope lighting, mood pebble light, a cosy den/nest and various tactile toys and resources to hold, touch and feel. While this room is enjoyed by all children, it is particularly favoured by children with greater sensory needs, often with some level of SEND.
- How will the setting monitor my child’s progress and how I will be involved in this?
- Through ongoing monitoring of progress via our observation, assessment and planning (OAP) cycle (see diagram previously shared).
- Termly summative assessments tracking learning and development in accordance with the EYFS Development Matters guidance, enables us to track your child’s progress and focus on areas requiring extra attention and support to progress them further.
- We share such information with you during handover’s, phone calls and meetings for example, maintaining an ongoing dialogue between the setting and parents.
- We also seek your input in how progress is developing at home, sharing any similarities and differences that may exist between there and at the setting.
- How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- We aim to include all children in all setting activities, experiences and trips. With a knowledgeable and experienced workforce, this is most often the case, regardless of any additional needs or SEND being present.
- Where children require a lesser ratio or one-to-one care during trips, this is arranged for them e.g. following risk assessment of the trip we are accessing. Anyone assigned to care for your child for the duration of a trip, would know them well and vice versa, to ensure their wellbeing, safety and needs are met, especially in unfamiliar environments.
- Occasionally, where you may be in receipt of certain benefits relating to your child’s needs for example, we are able to access funding for them to make adjustments to care practices e.g. recruiting a suitable person to work on a one-to-one basis with your child and/or access funding to purchase specialist resources or equipment.
- How accessible is the building for children with mobility difficulties/wheelchair users?
- We have two buildings, one with ramped access and arranged on one floor and the other building being based over three floors. However, those unable to access the top two floors of this building will not be detrimentally impacted by accessing only the ground floor e.g. there is desk/table space on all floors, electronic devices are accessible on all floors, toilet facilities are on the ground floor as well as a large family/play room, kitchen and dining room. The gardens are also accessed on ground level.
- Both buildings, The Lodge and The Cottage, are accessible to those with mobility difficulties or as a wheelchair user.
- The Lodge is a single-storey building with ramped access already existing and includes our sensory room.
- The Cottage, arranged over three floors, has two low-stepped access entrances/exits. If necessary, we can make a reasonable adjustment with the addition of a ramp for those that need it.
- How will you support my child’s transition to a new setting or school?
- We liaise with the new setting/school that your child is to attend e.g. phone-calls, meetings both at our setting and the new one.
- We ensure we pass on anything relating to your child’s learning and development to help the new setting or school get to know them, enabling their consistent care.
- We welcome new setting/school staff that will be working with your child, into our setting, so your child can begin getting to know them and some familiar faces.
- We could visit the new setting or school with your child and you.
- We work with your child to assist and support them with such transitions e.g. through creating a social story about the new setting/school, with pictures of the new environment and familiar faces.
- How does the setting assess the overall effectiveness of its SEN provision and how can parents /carers take part in this evaluation?
- A specific question on our setting parent feedback form, invites parents to comment on the effectiveness of our SEN provision.
- We keep up to date with relevant legislation to ensure we remain compliant.
- We seek SEN training opportunities as often as needed, enabling us to consider and review our setting and approach to SEN each time we attend or complete a course or workshop.
- We complete occasional audits relating to our SEN provision within the setting that assist us with self-evaluation of the services we provide, making adjustments and improvements when needed.
- Who should I contact if I am considering registering for a place at the setting?
- Please contact Zoe Evans, SENCO, as follows:
- 01634 245410
- The Lodge, Holborough Road, Snodland, Kent ME6 5PJ
- What arrangements does the setting have for feedback from parents/carers, including compliments and complaints?
- Parents are welcome to discuss any feedback with us and/or email/post us their compliments and/or complaints to any of the details above.
- We have several policies and procedures relating to the service we provide, including a complaints procedure that we would follow should any complaints arise.