Who to contact
Where to go
St. Peter & St. Pauls Church
- CT17 0RG
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 5 month(s) to 10 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08.00/08:45 11:45/12.45 Monday 11:45 14:45 Wednesday 08.00/8:45 11.45/12.45 Wednesday 11:45 14:45 Thursday 08.00/08:45 11.45/12:45 Thursday 11.45 14.45 Friday 8.00/8.45 11.45/12.45 Friday 11.45 14.45
- Table of costs
Table of costs Amount Cost Type £4.25 Per hour
- ECD Type
- Offers pickups
- Schools covered
- River Primary School
- Cost details
£2.50 for Breakfast club Before School
£4.00 an hour After School
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- There are limited vacancies
- Places Range
Places Range Start Age End Age Places 0 5 30 5 8 30
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 5
- Vacancy Information Last updated Date
- Music, Computers / It, Messy Play Area, Cookery, Toddler Groups, Toys/dolls, Dressing Up, Outdoor Activities, Trike, Parent and Toddler Group, Parks/playgrounds, Puppets, Water Play, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Arts And Crafts, Refreshments, Internet Connection, Kitchen, Songs, Climbing Frame, Stories
- Wheelchair Access
- Wheelchair access details
- Wheelchair access, disabled toilet.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 03/07/2008 Integrated Good 10/11/2011 Inspection (Early Years Register) Good 28/01/2016 Inspection (Early Years Register) Good 05/09/2018 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
When your child begins at Pre-school we will ask you, together with your child's key person, to complete a 'starting points' form to give us a chance to get to know your child better, their strengths and where they need extra support. We ask about your child's interests at home so that this can inform planning and next steps and we assess their progress with the document Development Matters.
The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any developmental delay may be discussed and appropriate next steps identified. Your child's key person may plan additional opportunities for your child and these will be shared with you, usually through a written targeted plan.
Our Special Educational Needs Co-ordinator (SENCO) is Frances Horne who endeavours to ensure that all families have the best support.
How will I be informed / consulted about the ways in which my child is being supported?
Your child's key person will be involved with you and your child from the start so that strong and positive relationships are formed. there will be
- Daily informal contact.
- Opportunities for meetings whenever you feel these are necessary.
- Detailed learning journeys with photographs and observations which you may view and add to whenever you wish.
- Invitations to open weeks, stay and play sessions and parents workshops so that we may let you know about your child's progress and how we are achieving this.
- Collaboration with you on any extra planning we put in place.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We adhere to the EYFS which is an educational framework that allows your child's key person to plan for your 'unique child' through observation, assessment and planning in the three prime areas and four specific ones. The prime areas will be adapted to your child's needs as necessary by
Communication and Language
Providing a language rich environment tailored to the needs of the current children
Using targeted small group activities
Using a language intervention such as the I CAN Early Talk Boost programme
Providing ideas and resources for parents to use at home
Working in line with the speech and language therapy advice
Personal, Social and Emotional Development
Linking with specialist provision, advisors and health and voluntary sector providers for advice and support
Attending specialist information sessions
Targeted small group or individual activities
Building links with specialist therapists
Offering an accessible environment and lay-out of the setting to meet families current needs
Demonstrating awareness of environmental factors that have a sensory impact on children such as noise, colour, lighting etc
Free flow to the outside area and frequent access to outdoor spaces
Providing for a range of dietary requirements
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Environment: Our teaching starts with planning he environment to improve the conditions that will enable children to have full involvement in their learning and high well being. The upstairs room and furniture and screens in the main hall are used to facilitate small group and quiet areas.
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 enable specialist equipment is obtained where necessary.
Teaching Strategies: Our staff are trained in Early Years practice and we use the Best Practice Guidance document to support our teaching. This document sets out a range of teaching which can be used to support the children.
What additional support does the setting provide for children with additional needs or SEND?
Our SEND policy sets out the graduated approach we use to support children.
If your child is not making sufficient 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 into school. At all stages you would be consulted. Our staff regularly completes training and seeks information to meet the individual needs of the children.
How will the setting monitor my child's progress and how will I be involved in this?
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 have additional needs.
Your child's key person will invite you to see their learning journeys and hear about his/hsr progress. There is frequent opportunity to talk about any concerns that you may have but you may discuss these with her at any time.
We make an overall assessment of your child's progress three times a year. There are two statutory assessments, the Progress Check at Two, completed ideally in advance of your health visitor development check at two so that if we have noticed any developmental delays they can be discussed with you and you can then discuss them with your health visitor, and the Early Years Foundation Stage Profile, however most children have started school before this is required.
We are proud of our strong partnership with parents and we are never too busy to speak to you about any concerns you may have about your child.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We are committed to inclusive practice that enables all children to be included. Your child's key person will ensure that any planned activities are suitable or adapted to meet your child's needs through staff meetings and planning meetings.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting is wheelchair accessible and there are accessible bathrooms next to the main doors which also includes changing facilities. Please let us know if you have difficulties with accessibility.
How will you support my child's transition to a new setting or school?
We will pass on to school, with your consent, the My Unique Progress/Transition report and any other relevant paperwork.
There will be opportunities for the children and pre-school staff to visit the school or setting and for the teachers or the staff to visit the children at pre-school.
Activities such as dressing up in school uniform, looking at photo books, sharing stories and discussing feelings will support the children's transition.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We continually evaluate our provision at staff meetings and are therefore grateful for the feedback especially on the overall effectiveness of it's SEN provision. Our annual questionnaire provides an opportunity for this and also the regular parent and key person discussions.
Who should I contact if I am considering registering for a place at the setting?
Please contact the manager, Frances Horne, through the website www.abbeypreschool.co.uk or by phone or email.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
The manager and staff are always available at the beginning and end of the sessions, there is an open door policy and an out of hours number for communication. A member of the committee acts as a liaison between staff and parents if needed and her details are made known in the newsletter and on the parents' board. There is also a dedicated committee email address and the complaints procedure is well documented in the complaints policy.