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East Farleigh Pre-School

We are an Ofsted Outstanding pre-school. We provide sessional care for children between the ages of 2 and 5 years and operate during term-time only for 38 weeks per year, Monday to Friday. Our opening hours are : Monday 9.15am-1.15pm, Tuesday 9.15am-1.15pm, Wednesday 9.15am-2.45pm, Thursday 9.15am-2.45pm and Friday 9.15am-12.15pm. Additionally we offer Lunch Club on Wednesdays and Thursdays until 1.15pm for those children that do not attend the full day session.


 

Who to contact

Contact Name
Sarah Shearman
Contact Position
Administrator
Telephone
07586 439018
E-mail
admin@eastfarleighpreschool.org
Website
www.eastfarleighpreschool.org

Where to go

Address
Old School Hall
Lower Road
East Farleigh
Maidstone
Kent
Postcode
ME15 0JL

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 3 month(s) to 4 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 9.15 13.15
Tuesday 9.15 13.15
Wednesday 9.15 14.45
Thursday 9.15 14.45
Friday 9.15 12.15

Other Details

ECD Type
Preschool
Offers pickups
No
Cost details
£15.00 for 3/4 year olds Per session am

£5.00 for 3/4 year olds Per lunch

£12.50 3/4 year olds Per session pm

£16.00 for 2 year olds Per session am

£6.00 for 2 year olds Per lunch

£14.50 for 2 year olds per session pm


Please see our attached Fee Structure for full costs
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
0
Vacancies Details
Vacancies for September 2019 and beyond
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 25
3 5 25
0 5 25
5 7 25
Immediate vacancies?
No
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
02/01/2019
Facilities
Music, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Outdoor Activities, Themed Sessions, Trike, Tv/video/dvd, Play House, Trampoline, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Refreshments, Books, Bike, Kitchen, Car Parking, Songs, Slide, Library - Children's Library, Climbing Frame, Stories
Wheelchair Access
No

Ofsted Information

Ofsted URN
127160
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
01/02/2008IntegratedGood
22/09/2011Inspection (Early Years Register)Good
15/05/2015Inspection (Early Years Register)Outstanding

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes

Local Offer

Description

The draft Children and Families Bill (2013) outlines the government's plans to require local authorities to publish information on services and provision across education, health and social care for children and young people aged 0 - 25 with special educational needs and disabilities (SEND). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The process extends to early years settings and all the information below forms our local offer at East Farleigh Pre-school and shows how we have, for many years, provided for children with special educational needs and disabilities.

Special Needs Support

Right from the start, every child who attends East Farleigh Pre-school is treated as an individual.  To give us a chance to get to know your child, we start to gather information before their very first day with us.  This helps us to learn about their particular strengths or about any areas where they may need extra support.

 

After registering, our starter packs will ask for information about your child’s very early years and whether they have had any issues or complications as a baby.  They will inform you of who your keycarer is going to be, including a photograph so that your child and yourself can recognise a familiar face from their very first session.

 

We will also ask parents to fill out an ‘All About Me’ form which will give us further important information about your child’s interests at home so that we can ensure we have favourite activities and toys available to them when they start, to aid the settling in process and help us plan for those first few sessions.

 

The children, along with their parent/carer, will be invited along to a taster session where they will spend time getting to know their keycarer, the setting and other staff and children.  During this session, parents will be asked to fill out a Parents Starting Points form which will enable staff to understand where a parent feels their child is from a developmental point of view.

Once your child has started with us, staff will assess for themselves within the first 2 weeks, through careful observation, where they feel their child’s starting points are and these will be recorded on a ‘tracker’ form.  From these initial joint observations, we are often already able to tell if there are any areas that your child may need some additional help.

 

Ongoing observational assessments are made and are linked to the Development Matters ages and stages of development – this again can identify individual needs. If your child’s keycarer has identified a possible individual need, they will discuss it with you in private, and plan together with you to support your child’s learning and development going forward.   The next step may include involving our inhouse SENCo to develop a Targeted Learning Plan where specific aims are developed alongside parent’s input, to support your child’s development. We may also suggest to parents that other outside agencies need to be involved, eg., it may be appropriate to refer your child for Speech and Language Therapy or to undertake a Paediatric Referral.

 

All new parents to the setting are also given detailed information explaining what the EYFS is and how the pre-school keeps up to date with your child’s development through the use of learning journeys.

 

It is also a requirement of the EYFS that we undertake a Progress Check at 2, which is a report completed for all children in this age bracket. It consists of a short written summary of the child’s development in the 3 main prime areas:

  • Communication and language
  • Physical development
  • Personal, social and emotional development

This progress check is always carried out alongside parents in a meeting between them and your child’s keycarer and highlights any strengths, weaknesses, difficulties or delays in development.  Should this be the case options and appropriate next steps are discussed.  Parents are then asked to share this progress check with their health visitor.

 

In addition to the Progress Check at 2, your keycarer will complete 3 further My Recent Progress reports on your child over the course of a year (one per term) to ensure you are always kept up to date with their development.

 

Our Special Educational Needs Co-Ordinators or SENCo’s are Debbie Cowan and Tracey Shea.  They are there for you to raise any concerns that you may have and will offer support and advice to your child’s keycarer and other staff in our setting. They will also liaise with other professionals to seek advice and support in identifying individual needs if necessary.   They are both fully trained and are able to complete all relevant paperwork, liaise with local Equality and Inclusion Advisers and make necessary referrals.  They also ensure they attend Local Inclusion Forum Team meetings (LIFT) and all forum group training sessions, to gain further advice and keep up to date with current requirements and systems.

We adopt the keycarer approach here at East Farleigh Pre-school and their role is to develop trusting, sensitive relationships with parents and children to enable respectful sharing of information. We try to ensure that your child’s keycarer will be in for most of the sessions your child attends, fostering a relationship with and understanding your child.  We also operate a ‘buddy’ system for when your keycarer cannot be in, so that another member of our staff is able to take their place.  As a small team though, rest assured that all members of staff have a thorough knowledge of all the children in our care and are familiar to them.

 

Children’s progress is closely monitored within the setting. At East Farleigh we use an online system known as Tapestry and through this, each child has their own learning journey that is completed by their keycarer. The digital learning journeys are updated regularly and include observations and photographs of the children, informing you of how they are developing throughout the year.  Tapestry is a fabulous 2-way system in that home observations can also be taken by parents and shared with pre-school to ensure continued learning.  We often plan activities based on the parental contributions made via tapestry that show us the current interests of the child.

 

We also find Tapestry particularly useful for updating parents who work and are not able to attend the setting on a regular basis. 

 

Using information gathered via the observations uploaded onto Tapestry, 3 times a year all keycarers will complete a tracker which informs them of the child’s progress across all areas of learning and development. From the results gathered, they will be able to identify individual needs and plan next steps in the form of PLOD sheets, and any low areas will be identified.  These will be discussed with parents in a meeting between themselves, their keycarer and our SENCo officer, and will lead to the accessing of additional support from other professionals where necessary.  Regular review meetings will also be held to keep parents informed of outcomes and let them know how they can support their child at home.

 

Our next steps/PLOD sheets are all photocopied and kept in the front of our register so that all staff have access to them and know how to bring the children on in the absence of their keycarer.

 

The trackers are followed up with 3 yearly My Recent Progress reports where any next steps for the following term will be shared with parents to also work on at home with their child.

 

 

At East Farleigh we are very keen to promote an ‘open door’ policy which means all parents and carers are always welcome to come in to pre-school at any time to talk about any concerns they may have, whether for a quick chat or a private consultation.  We also operate ‘stay and play’ every session where parents can sign up to come and spend some time in the setting with us and the children.

 

Parents are kept informed of events and activities regularly through lots of different methods including our Tapestry News Page, emails, weekly updates on our Facebook (closed) parent’s group and our information wipe board.  We also send out a newsletter 6 times a year detailing main events for the upcoming term.

 

 

 

As a registered charity committee run pre-school we also hold our Annual General meeting once a year in October which doubles as a parents evening and is an opportunity for parent and carers to come in and have a chat with their keycarer, the setting manager, committee members and other parents.

 

We will always collaborate with parents regarding any extra planning or additional support we put in place.

 

 

At East Farleigh Pre-school we observe, assess and plan for your child using the framework of the Early Years Foundation Stage (EYFS). The EYFS is made up of three prime and four specific areas as follows:

 

Personal, Social and Emotional Development

 

Communication and Language

 

Physical Development

 

Literacy

 

Mathematics

 

Understanding the World

 

Expressive Art and Design

 

Our pre-school room is resourced according to the age and needs of the children within it and our staff use Development Matters and the Statutory Guidance for the EYFS to plan provision and activities for the children in their care.

 

Our planning is very much centered around planning for the unique child and follows current child fascinations. The activities and provision are adapted to suit the needs of all children in each age group within our pre-school, from the 2 year old new starters to the 4 year old leavers. Staff differentiate the activities that they develop and the provision that is on offer to meet the individual needs of their keychildren. For some children a greater level of differentiation is required because they have identified additional or special educational needs. Practitioners are sensitive to the developmental needs of the children in their care and when they are differentiating activities and provision have this in mind so that all children are able to access the setting in a way that is appropriate to them.

 

We will have both child led and adult led activities on offer and involve your child where possible in all we do, enabling them to make choices and engage in activities and experiences that are of interest to them.  Where necessary we will create support within the environment, such as the use of a visual timetable or a now and then board to support the child to understand. 

 

Where children have been identified with a special education need or as requiring additional support, we will create Targeted and Personalised Plans in order to help them to access all that is on offer to them within our setting.  This may involve your child accessing activities in smaller groups, or maybe even on a 1-1 basis with their keycarer if required.

 

We ensure we provide a ‘language rich’ setting to encourage early language skills and all staff are trained in basic Makaton Sign Language to further assist with successful communication. Where a child has been referred to Speech and Language Therapy, we will endeavour to work in unison with their advisor to deliver the EYFS in a way that they can understand.

 

Our pre-school environment and our EYFS planning remains adaptable and subject to change to constantly meet the current needs of our children and their families.

 

In addition, we operate a fully free-flow environment between our indoor and outdoor space to allow children to decide for themselves where their learning will take place.

 

 

When planning for our children at East Farleigh Pre-school we always take into consideration their ‘unique’ interests and ensure that through careful observation we are aware of their particular Characteristics of Effective Learning and Teaching.  These are as follows:

 

Playing and Learning

Active Learning

Creating and Thinking Critically

 

Once we have this information, the first thing we will start looking at is our pre-school environment to see if there are any adaptions that need to be made to enable children with special educational or additional needs full involvement in their learning.

 

Our walls are painted in a neutral colour to promote a sense of calm and we have a sofa, blankets and quiet book reading area to encourage well-being, we feel it is important though that children are able to see evidence of their own work and photographs of themselves and their peers in the pre-school environment.  We try to keep noise indoors to a minimum where possible and children are encouraged to use the outside area if they wish to run around.

 

We have a wide range of visual supports and materials we use including our daily timeline, ‘now and next’ boards and visual cards and any specialist equipment will be obtained if necessary.  Our SENCo liaises regularly with outside agencies to ensure recommendations are carried through and any extra funding to buy in additional resources or training is applied for.

 

All staff are trained in early years practice, one member of staff has qualified teacher status, three have a level 3 qualification and two have a level 2.  We have a regular programme of supervision and appraisals for all staff where we value opportunities to support their further professional development and they are encouraged to seek and are provided with opportunities for this. 

 

As a setting we also seek to support staff to further develop their knowledge and understanding of a range of additional and special educational needs. We are constantly updating our training and our SENCo officer regularly attends SENCO Forums and conferences to keep up to date.  In recent years staff have attended training in Downs Syndrome Awareness. ASD Awareness and all have basic Makaton Sign Language training which we use on a daily basis within the setting, having recently introduced a ‘Sign of the Week’ to share with parents at home as well.

 

All staff are encouraged to work with external professionals who visit children in the setting, some will have more experience of this than others but they are supported by the SENCo and management. For some children it may be the case that at specific times of the day they require additional support and as a setting we endeavour to make reasonable adjustments by using our strong staff ratio’s which are always higher than needed.

 

When a child is initially flagged up within the setting as having a possible additional need, this will be discussed as a team at our 6 weekly staff meetings and we will refer to our Best Practice Guidance document with will support any teaching for that child going forward.  The guidance is divided into universal, targeted and personalised levels to enable us to support the child in the areas of need identified in the SEND Code of Practice as follows:

 

 

Communication and interation

Cognition and learning

Social, emotional and mental health

Physical/sensory difficulties

 

From the information we are able to gather from ascertaining the Characterstics of Effective Learning, observing play and recognising any gaps and consulting our Best Practice Guidance, we are then able to drawing up targeted plans, contact outside agencies such as speech and language or our local equality and inclusion team, put into affect personalised plans if required and ensure that the child is receiving the best possible level of teaching that will be so important in moving then forward in their learning and narrowing the gap.

At East Farleigh Pre-school we use the following Graduated Approach system to ensure we provide additional support for children with additional needs or SEND:

 

  • Concerns are identified through starting points, parent input, observation and Progress Check at 2
  • Evidence and information is monitored and gathered and SENCo is informed
  • Speak to parents and share evidence, document and agree actions to be taken
  • Review progress with parent and SENCo, implement a Targeted Plan – Assess-Plan-Do-Review
  • Speak to parents and SENCo and prepare all necessary paperwork for LIFT
  • Attend LIFT and seek professional intervention

 

Once the Targeted Plan is in place, should your child still be making insufficient progress, they may be referred to other services such as Speech and Language.  Once your child is receiving this further support from outside agencies, the Targeted Plan will become a Personalised Plan.  From here, our in-house SENCo, together with your child’s keycarer, will refer your child to our Specialist Teaching and Learning Services via the Local Inclusion Team Forum (LIFT) process.  As a parent, you will be consulted that this is going ahead.

 

Our two in-house SENCo officers have received all the necessary training to fulfil their roles knowledgeable and successfully and ensure they keep constantly up to date by attending regular training courses and forums, which they then cascade back to all staff at our frequent staff meetings.  We take great care in ensuring that all staff are up to speed with any SEND children in our care and are aware of any specialist care that they require.  For example, last year we had a child attend our setting with Downs Syndrome and all staff attended a Downs Syndrome Awareness Course to enable us, as a whole setting, to give her the best possible pre-school experience and to understand her needs.

 

In addition to this, all staff are trained in Paediatric First Aid and we write clear and thorough risk assessments for staff to follow, for all our SEND children.

 

We have a clear Administering of Medicines Policy which provides guidance for staff regarding how to safely administer medicines to any children who have long term medical conditions and who may require ongoing medication. In this case an Administering Medicines form will need to be filled in and signed. Personal Health Care Plans will be written if necessary and staff will be trained in giving the appropriate medication for your child if required.

 

With regard to behaviour we have a strong Behaviour Management Policy in place and staff provide good role models for positive behaviour and are consistent in the day-to-day care of all our children.  Should your child display unwanted behaviour we will work with you and your child to provide a consistent and planned approach to improve their behaviour.

 

All personal care and hygiene related issues will be dealt with by your child’s keycarer first of all, or another member of staff in their absence.  Should they require any specialist help in this area, we will work together with you to establish a suitable care plan.

All children at East Farleigh Pre-school with English as an Additional Language are provided with the support that they need to ensure they are able to join in and be included in all aspects of our pre-school day.

 

All staff are Makaton Sign Language trained and teach the children basic signs so that their needs can be communicated in a non-verbal way.  If we have children with EAL we will provide any signage, posters, pictures, etc., to be displayed around the setting that may include useful words in that language for staff to use and photos or pictures of home to make children feel included. We will also provide visual prompt cards and cues to support the child’s understanding.

 

All children at East Farleigh Pre-school have a voice and their contributions are very important to us and form a part of our imbedded British Values.

 

 

 

 

All staff have accessed child development training to at least Level 2 and/or have experience working with the Early Years age group. Our effective keycarer approach is essential for the well being of all the children as they are responsible for supporting and monitoring the social and emotional development of the children in their care, this is particularly important in the case of children with special or additional educational needs.

 

Your child’s keycarer is responsible for their Tapestry online learning journeys and you will receive updates to these at least once a week as their carry out observations on your child.  Should any concerns arise from these observations, appointments can be made to come in to the setting and talk them over, involving the setting manager or SENCo where appropriate.

 

My Recent Progress reports are carried out three times a year and are also done via our online Tapestry system.  Once a report has been written for your child, you will receive a copy for your comment and signature whereafter you will be able to access it at any time via your child’s account.

 

The Progress Check at 2 and the Early Years Foundation Stage Profile are the two statutory assessments that have to be made on your child (note the EYFS Profile is normally completed during your child’s reception year).  At East Farleigh we try to complete the Progress Check at 2 within 6 weeks of your child starting with us. This is so that the important information we have gathered can be passed on to your Health Visitor prior to the Health Development Checks they carry out and subsequently any areas of development that are showing delay can be discussed.  As a parent it is your responsibility to ensure that the Progress Check at 2 that we carry out is passed on to your Health Visitor.

 

We always include information from our local Children’s Centres on our noticeboard.  Children’s centres are an extremely useful way for parents to access helpful services and there is always lots of information about the different classes and activities on offer.  You can find your nearest Children’s centre below:

 

West Borough Childrens Centre

Greenway
Queen's Road                            

Maidstone
Kent

ME16 8TL

 

East Borough Children's Centre

Vinters Road

Maidstone
Kent

ME14 5DX

 

Sunshine Children's Centre

Stagshaw Close

Postley Road

Maidstone
Kent

ME15 6TL

As a setting we will always work alongside any specialist services involved with your child and they are welcome to visit the pre-school at any time. Working closely with you, your child and these outside services enables us to build stronger relationships and understand your support needs better.

 

We are supported by our local Equality and Inclusion team who aim to help Early Years and Childcare practitioners provide the best possible experience for all children in our setting. The team will support staff in meeting children’s individual needs through offering phone advice, observing individual children in their setting, suggesting ways to support individual needs, planning next steps with practitioners and parents and sign posting to training.

 

Parental agreement will always be obtained once the Specialist Teaching and Learning Services become involved in the care of any individual child and our SENCo will work closely with them and any other professionals that become involved.

At East Farleigh Pre-school we have high aspirations for all our children, regardless of whether they have any additional or special needs. Our practice is fully inclusive and we plan in line with children’s individual interests and current fascinations, whatever they may be. All keycarers will ensure that any planned or adult led activities are suitable and can be adapted or differentiated to meet your child’s specific needs or age phase.  For example, SEND children who do not want to participate in group times such as circle or story time will be supported by their keycarer elsewhere in the setting and we will implement activities in smaller groups to help them to understand and start to gain some basic listening and attention skills. 

 

Staff that plan activities will also write out an OLI (Our learning Intention) for the activity to show what they are hoping the children will achieve from participating in the activity, and at what level it is aimed.  This again can be differentiated for varying groups and stages of development.

 

At East Farleigh we attend an end of year trip somewhere, to a local farm or similar, and all children are welcome. We always say that parents and carers need to also attend with their children and therefore the individual needs of your child can be met.  The setting manager will always send out information prior to the visit so that parents can make an informed decision on whether it is right for their child and can know what to expect on the day.

 

A thorough risk assessment would always be carried out prior to the visit.

 

We would also take along any special aids or medication children require and always seek consent forms from parents.

 

All visits or trips would always be planned to include all of our children.

 

We also hold a fundraising sports day event every year on our local recreation ground. Again parents are responsible for taking their child and collecting them as we do not have a licence to transport children.  Races would be thought out in advance and adapted, where necessary, to ensure that we include all children in the day.

 

East Farleigh Pre-school is a packaway setting in a privately owned multi-purpose hall that is used for a wide range of different events and activities.  As such, it is, unfortunately, not particularly wheelchair friendly.

 

The main door is wide enough for a wheelchair to access but we would need to add a ramp, there is however a sharp turn to negotiate to enter the actual hall through another door.

 

The main hall is one room and is big enough for a wheelchair to be able to move around.  However, we are a free flow pre-school and access to the garden at the back of the building would again be difficult for a wheelchair user who would have to negotiate 2 doors, one at a sharp turn in a lobby as at the front of the building.  Again, there is a step down but a ramp could be added. Once outside, our garden is laid to tarmac fully and is flat.

 

We do not have a designated disabled toilet within our building and a wheelchair user would not be able to access our toilets independently and safely as the doorway and room beyond would be too narrow.

 

We would advise any parents of children with mobility issues or wheelchair users to come and view our premises so that we can fully explain the limitations of the building, and discuss together where adaptations could be made so that the child can gain access to all the facilities, if possible. 

 

Our car parking is very limited and does get extremely busy during drop off and pick up times. We do not have a designated disabled parking bay.  If parking near to the doorway was required, we would suggest staggering the drop off and pick up times of your child so as not to coincide with everyone else.

 

Wherever possible we will endeavour to make any reasonable adjustments to meet the needs of the children, however there are limitations due to the fact we do not own our premises.

 

We always carry out indoor and outdoor safety checks on our building and its contents on a daily basis and would write an individual risk assessment for any child entering our building with mobility difficulties.

 

 

A smooth transition for your child is very important whether this means your child coming from home into pre-school, changing pre-schools or moving from pre-school to school. We feel a successful transition is important for both the child and the parents and carers and we achieve this by offering an hour long settling in session to children and their parents, just before they start pre-school. Parents are asked to stay at this session which gives your child a chance to familiarise themselves with their new surroundings, knowing that you are still close by.

 

Sometimes transition can involve a child changing settings, perhaps they are moving to a different area, or have a place in a specialist pre-school that can cater more to their individual needs. If your child leaves our setting to attend another, we will ensure that they have a copy of their most up to date My Recent Progress report and a copy of their most up to date Tracker to take with them to show their new keycarer.  Should their new setting also use Tapestry, we would be able to transfer their learning journey over to them digitally. In some cases, where appropriate, we would invite your child’s new keycarer and SENCo to meet their keycarer with us to help them become familiar and to discuss what we feel are your child’s strengths and needs.

 

If your child attends East Farleigh Pre-school alongside another setting to split childcare or hours, with parent’s permission, we will liaise with the other setting and share information that may be relevant, usually in the form of their current My Recent Progress report.

 

As a pre-school we are aware that the children often end up attending many different local schools and so, when children are ready to go to school, we will help you with as much information as we can to make the process easier. We have a transition report that the keycarer will fill in which holds information around where they feel your child has reached developmentally whilst at pre-school and will include any other relevant information we feel will help their new teacher get to know your child more. This report will always be read and signed by the parent or carer, ensuring you agree with the information and are happy for it to be sent to your child’s school.  

 

Some of the local schools’ reception class teachers will come out and visit the children at pre-school, during which time they will sit and have a chat with their keycarer and spend some time with your child, in order to build up an initial picture.  In addition to this, some schools will provide photo books for your child to have at home to help them to become familiar with their new surroundings.

 

In the case of children with special or additional needs and school transition, we will hold a special transition meeting at your convenience, with the school, yourselves and our SENCo, to plan transition for your child into their new school.  This will give the school the information necessary to make plans for any changes needed (including staff training or 1-1 support).  The meeting will be an opportunity to share any targets on your child’s Personalised Plan, share information on any health care plans in place or discuss their current EHCP’s, along with any other information that may be relevant to your child.  This meeting may also include any other professionals that are involved with your child.

 

In the case of our SEND children, it may also be possible to arrange for your child’s keycarer to attend any settling in sessions at your child’s new school with them, to help promote a smooth transition.  Indeed, last year we used some EYPP money for this very purpose.

 

Within our setting at East Farleigh Pre-school, we will endeavour to ensure that all the children are school ready by the time they are old enough to go.  We introduce lots of extra activities such as bringing in our PE kit and practising changing, adding items of school uniform to our dressing up box and ensuring there are lots of books around the ‘My First Day at School’ theme for the children to read.

 

 

Our in-house SENCo Officers ensure they regularly attend all local SENCo Forum Meetings, alongside the LIFT meetings to ensure that we, as a setting, are up to date with current thinking and processes.  The information gained from these forums and meetings is always cascaded directly back to the setting manager and all staff at our staff meeting and together, as a team, we are able to assess whether the SEN provision we are providing needs to be changed, improved or developed in any way.

 

As an extension from this, SENCo staff are also mindful to keep up to date with any training that is offered, whether it be in the form of external training days, workshops, in-house group training or e-learning.  This training is always evaluated thoroughly and any new ideas to better our provision are implemented wherever possible.  Any information learnt that is useful to parents will be shared with them via email, our Facebook page or attached to our noticeboard.

 

SEN is always a part of our agenda during our staff meetings and our SENCo Officers will take time during the meeting to ensure all staff are aware of all the additional and special needs requirements of the children in our care.  Staff take time to discuss this and exchange any ideas they may have to improve our setting and what we provide for those children.

 

Once it has been identified that your child is in need of a Targeted Plan, we will hold regular assessment meetings between your keycarer, the parent or carer and our SENCo Officer to discuss the strategies we have put in place and to listen to how parents are implementing them within the home.

 

We track and monitor all children within our pre-school 3 times a year and from the information we gather we can clearly see whether our SEN children are achieving.  We look closely at whether the strategies we have put in place are narrowing the gap for these children and will provide clearly thought out interventions where this is not showing to be happening. 

 

The manager keeps up to date Self Evaluation records which are contributed towards by all the staff, committee members and parents and carers involved in the setting.  Any changes made to provision are recorded in the Self Evaluation file and the impact of these changes analysed to ensure they are affective.

 

The setting manager sends our regular Parent Questionnaires to all parents and carers for their comments on the service and care we provide as a pre-school.  All results are collated and shared with everyone.  Any suggestions for change are discussed by staff and implemented where possible.

 

All our Policies and Procedures are available to parents and carers to read at any time and any suggestions for change will always be taken on board.

 

In the first instance, should you wish to register for a place with us at East Farleigh Pre-school, please contact:

 

Pre-school Administration Officer - Sarah Shearman

Once you have spoken to Sarah about the possibility of a place here with us, an opportunity to come and view our pre-school whilst we are in session will be offered to you.  At this point, should you wish to discuss your child’s specific needs in more detail, a meeting can be arranged with our setting Manager and SENCo Officer.

 

When we are fully aware of the needs of your individual child, we will be able to further discuss with you a suitable settling-in process and make any arrangements that may be needed for additional funding such as the SEN Inclusion Fund (SENIF) or the Disability Access Fund (DAF).

 

 

East Farleigh Pre-school works hard to include parents in everything that we do. We are fully transparent and our open door policy reflects this, any parents or carers are free to come and join us for a session at any time.

 

We value any feedback, good or bad, and feel we give parents and carers plenty of opportunity to do this via our suggestion box that is always available in the lobby, our parent questionnaires, our parent/carer and child planning input forms and our regular Tapestry and Facebook updates.  If there is any way in which we can implement suggested changes, we will do so where appropriate. We are also a Committee run pre-school whereby all parents and carers are invited to join our Committee and take an active part in the running of our pre-school.

 

Example of something we have changed as a result of feedback from Parent Questionnaire:

 

Parents’ Comments to the Question – What do you like least about the setting?

 

“Opening times, I think offering full days would be beneficial”

 

“The opening times are not good for working parents/prep for going up to big school”

 

“It would be great to have some afternoon sessions”

 

“The option of afternoon sessions and/or full day would be helpful”

 

“Hours of operation – ability to fit around work”

 

“It’s a shame there isn’t an afternoon provision or consistent lunch club”

 

“No afternoon sessions”

 

As a pre-school we took these comments on board and over the last 3 years have gone from operating a lunch club for an extra hour for 2 days as a week to offering lunch club on every day except a Friday and remaining open for 2 full days a week.  The impact of this has been very helpful to our parents who work and an excellent way for our leavers to get used to doing full days prior to starting primary school.

 

Our Complaints Policy is available to all parents and procedures are in place to deal with any complaints made.  Any compliments and positive feedback will always be shared with all members of staff. 

 

Copies of all our Policies and Procedures can be found on our website.

 

DEBS – Have we still got comments made from Erin’s mum and dad when she left anywhere

 

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