Kelso House Pre-school

On admission, we ask you to complete an “all about me’’ form and to share the information recorded in your child’s health record. This gives us a chance to get to know your child, their strengths or areas that will require additional support prior to them starting. We find out about their likes, dislikes and particular interests at home. This will inform our planning, then when your child starts we assess their starting points in line with a document called Development Matters.

There is a statutory assessment called Progress Check at 2, this may be at a time when any delay in development can be discussed and appropriated next steps identified. This could be for your child’s key person to target a specific area of development. This would be written and shared with you though a targeted plan.

We have a special needs coordinator (SENCo)(Mrs Mason) whose job is to ensure that families have the best support and resources to help with the development of your child.

The Early Years Foundation Stage (EYFS) supports and maps your child’s progress from birth until the end of their reception class. Our key person approach is the cornerstone of this and our practice.

Your child will be allocated a key person, who will be involved right from the start to enable a strong and positive relationship between the setting and you and your child. In our setting your involvement is very important to us, as you are the expert in your knowledge of your child. So, your child will have a folder which goes home each day, containing and necessary information, observations, photographs or other achievements. In which you can add your own photographs, events and information from home, this is their learning journey. There is always daily informal contact available. We produce 2 written assessments, 1 summative assessment alongside a formal parent meeting. We will also have collaboration meetings to involve you in any concerns or additional planning we put in place.

The EYFS is the educational framework which allows your child’s key person to plan your child’s learning. We observe, assess and plan each child’s development using the 3 prime areas and 4 specific areas. Through this we are able to identify areas where children are excelling, on target or need additional support. We have resources to support learning and specialists’ advisers at outside agencies we can contact.

Before your child starts in the setting we ensure we have the right resources to support your child. We look at the environment, staffing levels and effective teaching resources. We take each child’s individual needs, which agencies if any are already supporting your child and see what is required to ensure we can give your child all they need to thrive.

The areas of need identified in the SENCo Code of Practice are Communication and interaction, Cognition and Learning, Social emotional and mental health and Physical/sensory difficulties. Therefore, our SEND policy sets out the graduated approach to support children.

If your child is making insufficient progress through a targeted plan, the SENCo or key person may discuss the need to refer to other services. At which point the targeted plan changes 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 Forum (LIFT) meeting which is held six times a year. If we are unfamiliar with any condition, we research and share with staff or health professional come in to advise.

Your main contact at the setting will be your child’s key person, your child’s learning journey is kept in your child’s book bag which goes home daily. They will receive 2 written assessments with next steps suggestions plus 1 summative assessment with a parent meeting. However, we have an open-door policy for parents wishing to discuss any issues about their child’s progress.

We take regular trips out of the setting; some are planned in advance, others are more spontaneous. Each trip has a risk factor and as such risk assessment are in place. Our setting has high staff/child ratios therefore we ensure high levels of safety. We have a check list to ensure all safety equipment, first aid, medication etc. are taken. When we go further a field for a whole school picnic this is usually a family-based outing.

The setting is run within a home not purpose built therefore adjustment have to be made for children with mobility difficulties.

We use an online progress tracker that can be passed on to the next setting. We have a play box containing uniforms, books etc. from the local feeder schools. We attend a meeting with reception teachers and have taken children for play and stay sessions at their next school.

As a small home run setting with a high staff ratio and low staff turnover, we are able to support the individual needs of each child. We all get to know our children and families well and although we have a key person scheme we are all responsible for the well-being of each child.

Locally there is plenty of support the setting can access if necessary such as SENCo forum meetings, specialist teaching and LIFT meetings. Feedback from our parent questionaries’ has always been positive. Staff share concerns about individual children and this is passed on to parents quickly. Parents are involved with their child’s journey and we believe that a child’s self-esteem is central to learning.

If you are interested in a place at the setting make an appointment with Mrs Mason. Come and have a look around, ask question and if it is the place for you, register your child. As part of our settling in process we hold a taster session, where you and your child come and stay and play for an hour. Sometimes we will do a home visit depending on your child’s needs. Parents are welcome to stay and settle their child. And if additional funding is necessary arrangement will be in progress in readiness for the child’s staring date.

Each year we have a parent questionnaire which allows parents to anonymously voice their opinions. Parents are given a parent information book containing all our policies. We have an ethos that encourages parents to chat informally about any concerns. All concerns are monitored, and parents consulted daily to ensure their needs are being addressed appropriately.