St Thomas More Pre School is Ofsted registered and runs termly.We cater for children between 2 and 5. We run in a converted stable block in church grounds just outside the village of West Malling. We cater for upto 26 children a session. There are 7 members of staff whose qualifications range up to Early Years Professional Status .
St Thomas More Pre-School
Who to contact
Where to go
St Thomas of Canterbury Centre
The Priests House
- ME19 6HN
We are inclusive and full disabled access. We have a sercured outside area which we access everyday.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 3 month(s) to 4 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 12.00 Monday 12:00 15:00 Tuesday 09:00 12.00 Wednesday 09:00 12.00 Wednesday 12:00 15:00 Thursday 09:00 12.00 Thursday 12.:00 15:00 Friday 09:00 12.00 Friday 12:00 15:00
- Table of costs
Table of costs Amount Cost Type £6.00 Per hour
- ECD Type
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- For children who are 2 and a half and will be starting school in September 2022
- Places Range
Places Range Start Age End Age Places 0 5 26
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 and a half 3 years 5
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Drama, Toys/dolls, Dressing Up, Outdoor Activities, Themed Sessions, Environmental Area, Play House, Water Play, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Books, Bike, Slide, Climbing Frame, Stories
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 13/07/2007 Integrated Good 10/03/2011 Inspection (Early Years Register) Good 14/05/2015 Inspection (Early Years Register) Good 25/04/2017 Inspection (Early Years Register) Good
As a setting we strive to provide an inclusive environment for every child. We have arrangements in place to support children with SEND or disabilities. We will work with parents/carers to make reasonable adjustments to the environment and our practice to meet the needs of these children. We have 1 member of staff who have SENCO training and they will work with staff, other professionals and parents/carers to provide practice to ensure every child is supported and included.
Special Needs Support
How does the setting identify children with additional needs or SEND?
Children are appointed a key worker when they start. Working with parents the key worker will use observations and information gathered from the parents to monitor the child’s development.There is a two year check when the children arrive in the setting which looks at the three primary areas this will give rise to discussion with parents about the childs strengths and weaknesses , this also provides an oppotunity to talk to parents should their childs development fall below expected progress levels. The parent is able to speak to the key worker at any time and will have a meeting three times a year to discuss the child’s progress. If there are concerns the setting uses a graduated approach through targeted plans and liaising with outside agencies to support the child.
How will I be informed / consulted about the ways in which my child is being supported?
The key worker will plan and support the child,there will be face to face contact with the keyworker on arrival and departure on most days,along with regular update meetings three times a year to discuss the learning journey plus six weekly meetings where areas of concern are identified and a targeted plan is in place.The setting is open to parents arranging a meeting to discuss their concerns whenever they request it and ongoing collaboration with parents is essential with regard to treatment and education plans. The SENCO will work with the keyworker to help support and guide staff.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
All children are allocated a key worker to observe and plan for the child. This is overseen by the manager to monitor the provision and make sure all children are progressing in their development.We use one to one activities,small group work and larger group activities dependant on what best suits the individual children.We use Every Child a Talker strategies to support and develop communication and language skills.We suggest how parents may support their child in the home learning environment.Multidisciplinary working with outside agencies ie speech and language therapists ,specialist teachers and childrens centres enables us to provide care to best meet the childs needs.We work from the childs interests and our environment allows the fluidity of movement in order that the child may be free to choose what resources interests them .
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Key workers see their children 3 times a year to look at the child’s learning journey and develop a plan to work with the parents on in areas of support the child needs.Two members of staff have SENCO training and will attend meetings and training to keep updated. The SENCOS work with other members of staff to provide strategies to use and monitor their use. We use Best Practise Guidance to direct our teaching and liaise with the inclusion team as necessary, we use visual aids and have specific training as needs arise.
What additional support does the setting provide for children with additional needs or SEND?
The setting has policies which are updated each year about SEND, administrating medicines, personal care and behaviour. These all follow statutory frameworks from OFSTED.We follow a graduated approach . This is were we first put into place a plan to support children in areas that they are not developing . We work at this with the parents/ carers. If the staff still have concerns about a childs progress they would refer and get advice from the Local inclusion team. After this visit if the local inclusion team/ any other professionals involved felt it necessary the child would be referred to Local Inclusion Forum team meeting which occurs six times a year.Once concerns are discussed and a plan in place, other agencies may be engaged and the childs needs would be addressed via a targeted plan in order to support the childs developmental progression .
How will the setting monitor my child's progress and how will I be involved in this?
The key person and SENCO share responsibility in effective guiding ,monitoring and support of the child.The keyworker will liase with the parents or carers during meeting and this allows the parents to be fully involved in the planning for the child and give opportunity for discussion of changes and concerns around the childs care.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
The setting will provide and adapt activities to individual children to make sure all are included.We consider all of our childrens needs and are always inclusive in our awareness of each childs needs,treating each child as an individual.Health and safety is a priority and we ensure a risk assessment is done at the setting and also for trips where a pre trip visit will occur if the venue is new to the setting.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting is wheelchair accessible and there is a disabled toilet.
How will you support my child's transition to a new setting or school?
Transition to schools is targeted to children’s needs. Visits from teachers, visits to schools, transition forms and meeting set up if child has SEND.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Overall effectiveness of SEN provision is monitored by SENCO in looking at children’s progress and development in conjunction with parents.The SENCO liaises with specialist teachers and the Inclusion Team in order to best meet the childs needs .We evaluate our provision at staff meetings and provide staff with opportunity to discuss any concerns and request help , training and learning opportunities.The SENCO attends SENCO Forum update meetings , and yearly reviews policies and procedures.
Who should I contact if I am considering registering for a place at the setting?
When considering registering for the setting, please ring Cathy Collins,visits can be arranged and when the childs begins at the setting settling in sessions will be organised. Arrangements are made if SENIF/DAF payments are relevant and how they maybe spent.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Parents give feedback verbally, on children’s learning journeys and via a yearly questionnaire.Parents are free to come at anytime to comment or discuss feedback as we have an open door policy,for instance a phonics workshop for parents was arranged following requests from parents .