Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Team Games, Outdoor Activities, Trike, Tv/video/dvd, Play House, Trampoline, Puppets, Water Play, Games / Puzzles, Play Room, Visits and Outings, Garden, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Air Conditioned, Refreshments, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Soft Play Area, Songs, Slide, Climbing Frame, Library Visits, Stories, Sports
Other facilities information
We are a purpose built building with a wide selection of activities and resources to meet the children's needs. From quiet, cosy spaces for a story, to a large garden area with climbing, sand pit, separate bike area and mud kitchen.
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
We offer FF2, 15 and 30 hours vouchering. see website for more information
Special Needs Support
How does the setting identify children with additional needs or SEND?
On admission the family and the child are invited along to a taster session, where they meet their key person and familiarise themselves with the environment. The key person will discuss the child’s needs to provide ‘equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported to gage the child’s starting points. We will discuss with parents if they have any concerns about child’s development or meeting milestones. If any concerns SENCo will be introduced to discuss strategies.
Staff will complete a Progress Check at any time between the child’s 2nd or 3rd birthday, this is where any developmental delay can be discussed with parents and staff and appropriate next steps identified.
Our Special Educational Needs Co-ordinator (SENCO) is SAM and she ensures that families have the best support and resources to help with the development of your child and this includes managing behaviour.
How will I be informed / consulted about the ways in which my child is being supported?
Your child’s Key Person will be involved right from the start, so that strong and positive relationships are built with your child and with you.
We involve parents within their child’s development in a number of ways which includes
Open days 3 times a year to meet your Key Person to discuss progress and development.
Opportunities for meetings at your request throughout the year.
1 to 1 meeting to plan extra support for children with additional needs e.g. Targeted Plan/Personalised Plan.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is statutory Framework for the Early Years Foundation Stage. Where the Key Person can plan for the unique child by observing, assessing and planning for your child in three prime areas and four specific areas.
Communication and Language
Providing a language rich environment tailored to the needs of current children.
Providing ideas and resources for parents to use at home – working in line with the speech and language therapy advice.
To develop their confidence and skills in expressing themselves and to speak and listen in a range of situations.
Personal, social and emotion development.
We have targeted small groups and individual activities to promote wellbeing and resilience. These also cover the 7 areas of learning and development.
Attend specialist information sessions. Linking with outside agencies (Specialist Teaching, Speech and Language Therapy and Equality and Inclusion Team).
Involves helping children to develop a positive sense of themselves and others to form positive relationships and respect for others.
Confidence in their own abilities.
Offering an accessible environment and lay-out to meet families current needs.
Free flow play into a large outdoor area accessed all year round.
Children are supported to understand the importance of physical activity and to make healthy choices of food.
The impact of an environment with a child that may have sensory processing disorder, the SENCo will look at adapting the environment to reduce the noise, colour and lighting to make the child’s transition more comfortable. We are in the process of setting up our ‘Sensory’ Garden in our outside area, to give children chance to be calm, relax and support children with sensory difficulties.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
All our staff are trained in early years practice and some of our more experienced staff have received training in supporting children with Special Educational Needs. We use the Best Practice Guidance document to support our teaching. This document written by the Specialist Teaching and Learning Service sets out a range of teaching strategies which can be used to support children e.g. visual resources and Makaton signing. The book is divided into universal, targeted and personalised levels to enable us to support children in the four broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise.
Communication and interaction
Cognition and learning
Social emotional and mental health
We have a large open spacious room with natural light. We have individual learning areas that encourages children to develop their attention and listening skills. All equipment is stored at the child’s level and is all accessible to all children clearly labelled with pictures and words.
Effective teaching and learning require a wide range of resources to support the children’s development, our SENCo will work with the Key Person and outside agencies to make sure that we have the appropriate equipment to aid the child’s development. The SENCo will look into extra funding to buy additional resources or extra training for staff to support the child to their full ability.
Resources are changed on a weekly basis by the KP to link in with their planning for each individual child.
What additional support does the setting provide for children with additional needs or SEND?
Our SEND policy sets out the process we have in place for referring children for further assessment e.g. using the ‘Graduated Approach’ system, ‘Front Door’ (referrals to EH and SCS) Health and Care (EHCP) assessment.
We use targeted plan’s to support the children to make progress in areas of development, if the Key Person or SENCo believe the child is not making sufficient progress using this strategy they will discuss with parents where consent will be obtained to refer to outside agencies. The SENCO will present the child at the Local Inclusion Team Forum (LIFT) meeting which is held six times a year where a decision of a referral to a Specialist Teacher may be made. If your child begins to receive support from outside agencies their targeted plans will change to a personalised plan.
All the staff regularly attend appropriate training and support during the academic year to include the diversity of our children’s needs.
How will the setting monitor my child's progress and how will I be involved in this?
At Poppy Pre-school we ensure that all children attending the setting have a personal Learning Journey which records photo’s, observations and comments, in line with the Early Years Foundation Stage, to build up a record of each child’s achievements during their time with us.
The key person is responsible for planning, monitoring and supporting the child’s development in the pre-school care. Children with special or additional educational needs will be supported with extra support developed with the key person and SENCO.
In addition to ‘Tapestry’ The Manager along with the ‘Room Leader’ monitor the children’s progress through Progress Tracker, this is updated and reviewed Termly. This enables us to identify children that need added support in specific areas. We can evaluate and put in place provisions to support, learn and develop.
The setting invite you along 3 times a year to speak with your key person to see your child’s learning journey. This is also supported with Tapestry where updates of your children’s development is regularly uploaded. This is also an opportunity where you can discuss any concerns you may have with your child’s progress and may have an opportunity to speak with the SENCo. Individual appointments can be made if you cannot make the dates.
When your child starts our setting at the age of 2 a Progress Check will be made to assess the starting points of your child. This gives the key person opportunities to plan outcomes for your child. If the check highlights any delay, appropriate measures will be put into place with the key person, parent and SENCO. Sometimes resulting in referrals to specialist outside agencies (Speech and Language). Children are also monitored with the Kent Progress Tracker which is updated 3 times a year.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Our commitment to inclusive practice enables all children to be included in the heart of our work. At staff meetings trips are discussed, planned and risk assessed to meet each individual child’s needs and support. We have special small group time for children with additional needs on a daily basis, planned to support the child’s individual needs.
The setting regularly plans trips to the park which is accessible to all children and parents. The area is risk assessed before attending to take account of any children to be at risk.
How accessible is the building for children with mobility difficulties / wheelchair users?
The setting was purpose-built single-story building with wheelchair access and is an open plan environment to encourage ease of moving around the room. The outside space is all on one level with soft mulch flooring and is wheelchair accessible.
We have an accessible toilet on the walkway for parents and children to use, with changing facilities.
How will you support my child's transition to a new setting or school?
We have a rising 5 session on a Wednesday afternoon, where we have a more structured approach. Where activities and play are planned around school readiness. The last term of pre-school we have story time at the reception class at school and we also use the playground for fun and games. We actively encourage a ‘representative’ from the school’s the children will attend, to visit us and meet with the children in the final term before they leave.
All relevant paperwork will be transferred to the school including the Progress Check at 2 and the record of transfer, passed on with parental consent.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We assess the SEN provision by monitoring the effectiveness of strategies that have been put in place to support the children to make sure these continue to work, and your child develops within their time at pre-school.
Below are some of the ways we monitor the children and staff’s development.
SENCo forum meetings
Opportunities at LIFT meetings
Evaluation of training and workshop content
Regular parent and key person assessments
Policies and procedures reviewed yearly
Who should I contact if I am considering registering for a place at the setting?
Registration forms are available on our website poppypreschool.org.uk or parents can pop in and collect a paper version. This only registers their interest and does not guarantee sessions. Our Admin Manager will then use this information to contact parents to arrange for them to visit, discuss sessions and requirements.
Children with additional needs will be offered sessions in accordance with our ability to meet their needs appropriately, considering staffing, capacity, funding and our ability to meet the children’s individual and developmental needs.
Parents and children are invited for a taster session, where they meet their key person and spend time playing and exploring the environment. This will be a chance for the parent to speak with the key person if there are any concerns.
A home visit may be arranged for children with additional needs for the key person to meet the child in their home environment.
We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
We ensure that information about our setting is accessible, using simple plain English, in written and spoken form and, where appropriate, provided in different community languages and in other formats on request.
We arrange our waiting list on a first come first served basis. Priority is given to siblings of children already attending the setting/club. In addition, our policy may take into account: - the age of the child, with priority given to children who are eligible for the free entitlement – including eligible two year old children; - the length of time on the waiting list; - the vicinity of the home to the setting; - whether any siblings already attend the setting; and - the capacity of the setting to meet the individual needs of the child.
We offer funded places in accordance with the KCC Early years and Free Entitlement Funding, FF2 and 30 hrs and any local conditions in place at the time.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our SEND policy provides the context for supporting children through the graduated approach and our complaints procedure is displayed on our notice board. Copies of all policies can be seen on our website. If you would like a translated version of any policy let us know and we will endeavour to do this.
Our feedback from parents may come from our ‘open door’ policy, a suggestion box on the walkway and questionnaires/surveys that are sent out each academic year. We are also looking for ways to improve our setting for children and welcome constructive feedback from our parents.
Parents are sent termly newsletters by email, detailing information and events for the coming term.