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Briary Pre-School

We are a committee charity run pre-school, situated within the grounds of Briary Primary School in Greenhill.  We are situated in a spacious log cabin, which boasts a large play room, a sensory room, a nurture room, a snack room, a weatherproof covered veranda which leads into our main garden with wooden climbing frame and slide, a sensory cycle circuit and different textured spongy areas for sand play and construction. Our side garden which has recently been astro turfed has a large covered mud kitchen, a herb garden, insect area, playhouse,  and water station. We have a vegetable and fruit garden, each key group has their own vegetable bed tend to and grow vegetables and fruit. In our front garden space we have a small 'forest' area for natural exploration.  We value the importance of children's wellbeing and involvement. In 2014 we were awarded The Kent Quality Mark which is a Kent accreditation scheme.  In July 2017 Ofsted awarded us a grade of Good with outstanding for well-being. We have been awarded the accredited Food Champion Status for supporting six healthy eating initiatives in conjunction with Kent Community Health, part of the NHS Foundation Trust. Our staff are all full time, committed and caring key persons, which ensures consistency for the child, our key persons have a minimum of a Level 3 qualification, with one staff member working towards her BA (hons) Early Childhood Education and Care Degree. The Manager and Deputy have completed the Leadership and Management Professional Development Module of the Early Childhood Education and Care Degree.   We have a strong SEND provision, with a good reputation in the local area. Please look at our Local Offer section for more detailed information on what we provide. The Manager and Deputy are the Designated Safeguarding Leads in the setting and we have an Early Years Practitioner who has also completed the training. All staff have attended safeguarding training for early years staff.


We provide our children with enrichment, we have a weekly Sign and Rhyme session with a trained Makaton professional, these sessions are delivered in a fun and friendly way. We have embarked on an Intergenerational Project with a local care home, visiting every fortnight. During these visits the children engage with the elderly residents, sharing stories, activities and singing.


We are members of the Bay Collaboration, a group of like minded Managers and Deputy Managers from other preschool and nursery settings in Herne Bay and Whitstable. Together our collaboration share ideas and complete projects together. This year we have embarked on 'Our Wonderful World' award, to teach our children about recycling and sustainability for the future, in line with the United Nations Sustainability Development Goals. We are working towards our award and are completing challenges to achieve it, for example we have recently changed from plastic milk containers to glass milk bottles, the children are actively involved in recycling and understanding the implications to our planet.

Who to contact

Contact Name
Carol Smith
Contact Position
Pre-School Manager
Telephone
01227 742050
E-mail
briarypreschool@btconnect.com
Website
https://www.briarypreschool.co.uk/

Where to go

Address
Briary Primary School
Greenhill Road
Herne Bay
Kent
Postcode
CT6 7RS
Notes

At Briary Pre-school we plan in the moment with our children. Planning in the moment is nothing new, it is exactly what you as a responsive parent do every day and exactly what our skilled staff have always done. Every time an adult looks at, and listens to a child, they are assessing and ‘planning’ how to respond.

Over the past year we have been conducting lots of research, watching how our children play and interact both with adults and their peers. From our observations we have changed our environment to ensure that it is delivering good levels of involvement opportunities for children. The best levels of involvement are achieved when children’s well-being is high and we can achieve this when children are initiating their own play, the staff then join the children and plan in the moment, being observant and deciding if and how to respond. Our routine now supports this, so that children can play where they want, with whatever they choose for as long as they want. This is called child-initiated play and is sometimes referred to as ‘free-flow’. Our research showed us that fewer interruptions, increases the children’s wellbeing and involvement in their play.

We have changed our environment lots of the plastic toys have been replaced with well organised open-ended resources that provide endless opportunities for children’s imagination and play.

You will see china in the role play area, vintage scales for mathematical play, herbs and soil in the mud kitchen, cooking utensils in the sand area, real stones and pebbles in the construction area, a loose parts area, these are just a few of the many enhancements we have made.

We have a ‘Nurture Room’ which is open on arrival and provides a calm, cosy home-like space for children to play and settle, it has been particularly useful for our new settlers and their families, as well as providing a quieter space for children to play.

Bright stimulating coloured displays have been replaced with calm and visual displays showcasing the children’s creations and wow moments.

All areas are resourced so that the children can choose what they would like to play with, for example the water area has well-stocked baskets with a variety of water exploration toys, funnels, pipes, jugs, sieves, etc. The playdough, sand, role play, music area, physical gardens, mud kitchen are arranged the same, children choose their own equipment. This ensures that the child is always leading their own play . We have cosy reading areas both inside and outside and writing opportunities in all areas.

Staff are supporting this play and ‘teaching’ in the moment, this could be teaching a new skill, adding on language, for example a child may say “bus” and the adult might reply “yes, big red bus”, showing, explaining, demonstrating, exploring, questioning and recalling – the opportunities are endless. If a child is showing a particular interest or curiosity , staff can support this by providing the resources immediately.

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 3 month(s) to 4 year(s), 5 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:30
Tuesday 08:30 15:30
Wednesday 08:30 15:30
Thursday 08:30 15:30
Friday 08:30 15:30

Other Details

Table of costs
Table of costs
AmountCost Type
£5.50 Per hour
£5.50 Per lunch
ECD Type
Preschool
Offers pickups
No
Cost(s)
Cost details
Please note that our lunch club hour from 11.30pm - 12.30pm is not offered as part of the 'free' funded education and is charged at £5.50 per hour.
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
18
Vacancies Details
We have vacancies for Free for Two eligible children, 3/4year old Funded Education, 30 Hours Funded Entitlement, Tax Free Childcare.
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 32
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 3 10
3-4 5 8
Vacancy Information Last updated Date
30/09/2019
Facilities
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Nursery, Discussions / Talks, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Play House, Ecology, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Air Conditioned, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Sensory Room, Bike, Kitchen, Songs, Sleeping Area, Slide, Library - Children's Library, Climbing Frame, Library Visits, Stories, Life Skills
Other facilities information
* Vegetable/Fruit Garden - each key group have their own vegetable bed to tend to. *Sand Play Area - with 'sand kitchen' and large wooden sandpit *Water Station - with differing height water tables, including guttering, funnels, jugs and a variety of water toys for children to self-select * Mud Kitchen *Herb Garden *Small forest area for exploration *Bug Hotel/Discovery Area *Loose Parts Area - wooden blocks, bricks, foam and sponge bricks and blocks, tubes, scaffold boards, crates and tyres *Transient Art Area - a range of natural materials for children to create their own 'pictures' *Snack Bar - children self register and choose and prepare healthy snacks and milk or water. They wash up their own cup and plate. *Sign n'rhyme hour session weekly with a Makaton trained teacher *Nurture Room - a calm and welcoming space to help our youngest children and a settling place for families *Sensory Room - we run daily sensory circuits as part of our SEND provision. We also use the room to deliver speech and language interventions. *Local trips - Library, Local Shop *Links with the local community - Herne Bay Little Theatre, Herne Bay Library, Briary Children's Centre, Briary Primary School *Coming soon - intergenerational play
Notes

We are a fully inclusive provision and strive to make reasonable adjustments to ensure that every child is able to access the same activities, opportunities and outings that are open to all children. Every child is unique and is treated as such.

We have enjoyed working with children with Autism, ADHD, Sensory Processing Difficulties, cerebral palsy, hearing impairment and Down’s syndrome.

We have a strong SEND provision, with a good reputation in the local area. Please look at our Local Offer section for more detailed information on what we provide.

Briary Preschool use a wide range of different teaching strategies and approaches to meet the needs of the individual child. Experienced and skilled staff have undertaken specific training tailored to meet the needs of an individual child. The SENCo oversees the implementation of support for individual children with additional needs or learning difficulties and will identify training that may enhance your child’s learning.

Teaching strategies that have been used for children with additional needs or learning difficulties include:

  • British Sign Language
  • Makaton
  • Visual Support
  • Sensory Circuits for children with sensory processing difficulties
  • Intensive Interaction
  • Adult and child Interaction – Speech and Language Training
  • Picture Exchange Communication System (PECS)
  • The ‘TEACCH’ Approach
  • Individual Planning
  • SENCO Training and liaison
  • Individual and small group speech and language support
  • Calm/quiet spaces
  • Achievable targets
  • Portage Liaison
  • Pastoral support
Languages Spoken:
English, British Sign Language
Wheelchair Access
Yes
Wheelchair access details
All ramps easy access..

Ofsted Information

Ofsted URN
154404
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
17/10/2007IntegratedGood
13/05/2009Inspection (Early Years Register)Good
23/09/2014Inspection (Early Years Register)Good
13/07/2017Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
Yes
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)

A child can access the 30 hour funded entitlement, either as a full week (35 hours) paying an additional top up for the extra five hours at £5.50 per hour or as additional hours, for example 24 hours per week. Please speak to the Manager to discuss options available.

Local Offer

Description

The local offer is all local authorities are required to publish their Local Offer detailing the provision and services available in the local area. There are two key purposes of the Local Offer:

  • clear, comprehensive, accessible and up to date information about the available provision and how to access it. 
  • to make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents and service providers in its development and review. 
Links
Briary Pre-school

Special Needs Support

When your child starts at Briary Preschool they will be allocated a Key Person and join a Key group - Honeybees, Dragonflies, Ladybirds, Butterflies and Caterpillars. Your child's Key Person will monitor your child closely through ongoing observations and assessments, following the ages and stages of development outlined in the Early Years Foundation Stage Curriculum and other assessment tools, such as Every Child a Talker, your child’s Progress Check at 2 and any concerns you might share with us when your child starts with us.

If your Key Person has any concerns about your child's development, for example they may be working below age expectations or experiencing difficulties with their speech and language development, they will share their concerns with our Special Educational Needs Co-ordinator (SENCo) who will discuss this with you at the earliest opportunity with your Key Person. Some children benefit from further assessment and we work closely with a range of professionals, including speech and language therapists, paediatricians, health visitors and specialist teaching support.

We endeavour to identify any difficulties at the earliest opportunity so that we are able to support your child to reach their full potential.

From when your child starts at Briary Preschool they will be allocated a Key Person who will work closely with you and your child during your child’s journey with us. The Key Person will be responsible for planning for your child’s interests, observing, monitoring and assessing your child, contributing to their on-line learning journey and summative assessment. The Key Person will be closely observing the way in which your child engages with other people and their environment and will notice how your child explores patterns of repeated behaviour in their play – called Schemas, which are central to young children’s learning and development. We have an open door policy which means you can speak to your child’s Key Person at drop off and collection times where possible.

Formally we have three ‘open’ parent consultations per academic year, a chance to talk more extensively about your child’s progress with us, this includes a written assessment.

If your child is having a greater difficulty in learning than their peers or has a disability that hinders their learning, such as Autism, we will put in place targeted or personalised plan support, we will meet with you to set achievable targets for your child to achieve. The Key Person or adult supporting them will work on these targets, which are reviewed every 6-8 weeks.

The Early Years Foundation Stage (EYFS) Curriculum provides a framework for practitioners working with individual children from birth to five years old, which is differentiated to meet the needs of your child. This ensures that whatever age and stage of development your child may be at, they will be fully included, in order that they can strive to reach their full potential.

This may include adaptations to the environment or targeted or personalised support as explained in question 2. The Key Person will differentiate the learning for an activity to ensure that your child’s preferences and age and stage of development is taken into account to enable them to make progress and enjoy learning through play. Every child is unique, for example a hand painting activity could be adapted for the child that hates messy play, to include different tools so that they do not have to get their hands messy. A child that is obsessed with water play, could be encouraged to learn by using water as their interest, but bringing the learning into it, such as fishing numbers or letters. These are just two examples, but differentiation is key to a child’s learning, adjusting to their learning styles is important, are they a visual learner, do they like to ‘do’ or can they sit and listen and follow instructions. All of these factors will be considered when adapting the EYFS framework to meet your child’s needs.

Briary Preschool use a wide range of different teaching strategies and approaches to meet the needs of the individual child. Experienced and skilled staff have undertaken specific training tailored to meet the needs of an individual child. The SENCo oversees the implementation of support for individual children with additional needs or learning difficulties and will identify training that may enhance your child’s learning.

Teaching strategies that have been used for children with additional needs or learning difficulties include:

 

  • British Sign Language

  • Makaton
  • Visual Support
  • Sensory Circuits for children with sensory processing difficulties
  • Intensive Interaction
  • Adult and child Interaction – Speech and Language Training
  • Picture Exchange Communication System (PECS)
  • The ‘TEACCH’ Approach
  • Individual Planning
  • SENCO Training and liaison
  • Individual and small group speech and language support
  • Calm/quiet spaces
  • Achievable targets
  • Portage Liaison
  • Pastoral support

 

 

Carol is our Manager and Special Educational Needs Co-ordinator (SENCo) and her role is to co-ordinate the support for your child in the preschool. Carol will liaise and work closely with you and your Key Person to ensure that your child’s needs are met and to provide advice and support to the family. Carol has worked at the preschool since 2006 and has a wealth of expertise and knowledge, guiding the support for your child in preschool and the transition to a mainstream or specialist placement in school.

Getting it right for your child is our main objective; we want them to be happy and enjoy preschool, feel nurtured, grow in confidence and make progress in their learning and development. Every child is unique and is treated as individuals.

As an Early Years Provider we are able to access various sources of funding to enhance and support your child, if we agree that they would benefit from additional support at preschool. We are able to access support from the Specialist Teaching and Learning Service who can work with individual children to help the preschool to work on specific targets with the child. The funding currently available:

Early Years Pupil Premium (EYPP)

This provides extra funding for 3 and 4 year old children whose parents are in receipt of certain benefits or who have been in care or adopted from care. It provides an extra £302 a year for the preschool for any child receiving 15 hours of the Early Education Entitlement. It can be used to support children’s school readiness and is particularly useful for children who have a development delay or SEN need or disability, to purchase resources to enhance their learning. We have used EYPP to fund day trips for disadvantaged individuals and to provide an in house animal encounter and resources tailored to an individual child.

 

Disability Access Fund (DAF)

The DAF is additional funding (£615 per child per year) for funded 3 and 4 year olds who are also in receipt of child Disability Living Allowance. The DAF supports us to make reasonable adjustments to our provision and can also be used for specific training or to fund additional adult support for that child.

 

Special Educational Needs Inclusion Fund (SENIF)

SENIF enables us to support and enhance the provision for our funded SEN children and secure better outcomes for them. For example, a child with sensory processing difficulties may benefit from taking part in a daily sensory circuit supported by a skilled adult. A child with speech, language and communication difficulties may benefit from structured language sessions each day to work on targets set by the Speech and Language Therapist. Every SENIF application is different and is tailored to address the needs of the child. We can apply for SENIF with parental consent, our SENCo Carol will guide you through the process in supporting the application.

If you are thinking about applying for a place and you are worried that your child may have difficulities and need extra support, please contact Carol who will be happy to talk to you and answer any questions.

The Management and SEN team work closely with your child’s Key Person to monitor the on-going assessment of your child’s progress, learning and development, tracking data three times a year at the end of Term 2 (Oct/Nov), Term 4 (Feb/Mar) and Term 6 (June/July). Your Key Person will produce a report called ‘My Unique Progress’ which summarises your child’s progress over the seven areas of learning outlined in the Early Years Foundation Stage (EYFS) curriculum. This system of monitoring and tracking ensures that any risk of delay in one or more areas of learning, is picked up at an early stage.

 We operate an online learning journey for your child, called Tapestry. You will be provided with a unique pin number to access the learning journey which can be shared with two family members as well. You will be able to contribute to your child’s learning journey, upload photographs and comments if you wish of days out or special times with your family. The learning journey is fully interactive and allows you to view every observation and photograph made by your Key Person and the age and stage of development your child is at. The learning journey can be accessed on a smartphone or tablet as well and is great for working parents.

 If we have identified that your child may be at a risk of delay or may need additional support, your Key Person will talk to Carol our Special Educational Needs Co-ordinator (SENCo) to discuss what we can do to improve outcomes for your child. Carol will arrange a convenient time to talk to you with your child’s Key Person to discuss any concerns you might have. Please do not be alarmed or worried, we just want the best for your child and sometimes they may need a little support during their journey with us.

We are a fully inclusive provision and strive to make reasonable adjustments to ensure that every child is able to access the same activities, opportunities and outings that are open to all children. Every child is unique and is treated as such.

 Each year we plan an outing, which usually involves coach travel. We have enjoyed welcoming children with Autism, cerebral palsy, hearing impairment and Down’s syndrome to enjoy a lovely day out with their family and friends. Prior to the trip our Health and Safety Officer will visit the venue and make a full and detailed risk assessment which can be shared with parents. The risk assessment will assess the accessibility and suitableness for children in our care.

All staff are trained with current disability awareness.

Our preschool is situated in the grounds of Briary Primary School, which has a disabled bay for blue badge holders dropping off and collecting children. We are situated in a lovely log cabin to the rear of the car park.

All of our entrances, exits and internal doors are wheelchair accessible, accessed by ramps with handrails in and out of the building. There are no steps. The building boasts hard wooden floors throughout with no door frame trip hazards. We have a fully accessible disabled toilet, with mobility aids and a pull string alarm for emergency assistance required, we have changing facilities.

Resources and furniture would be adjusted to ensure accessbility for the wheelchair user. Adjustments for children with visual or hearing impairment is in place. We have high vaulted ceilings which are great for acoustics and it does not become too loud or overwhelming. Tactile and sensory is important to us and we pride ourselves on our sensory provision for children with sensory processing difficulties, we have been involved this year with training other settings to deliver sensory circuits.

 

 

Briary Preschool has a robust transition plan with excellent collaborations in place, ensuring that your child’s transition to mainstream or specialist school is a smooth one.

 As part of the Coastal Alliance we meet with all of the local schools and teachers are invited to come in and meet your child in the preschool environment as part of their transition plan. For children with SEN or additional needs, Carol our SENCo will organise an individual transition meeting with the school SENCo, class teacher and yourself, to discuss the support that your child has had at preschool, their level of learning and development and how best they can support your child in school, including any additional funding that may be required.

 For children who are transitioning to Briary Primary School, we work closely with the Early Years Department who allow us to take your child for accompanied short visits to their new classroom during July. We try and make a minimum of 3 visits and during the visit we will show them the layout of the school and important areas such as the toilets in the classroom, the coat pegs, dining hall and PE area. This has greatly reduced any anxieties for the child and the teachers have commented how settled the children are in September who have made these visits.

 All children are issued with a short social story on their new school. Children with SEND or additional needs will have a more detailed social story on their new school to help them prepare during the summer break.

 During Term 6 we focus on school readiness in the preschool environment:

 

 

  • School uniform dressing up role play

  • Stories on going to school
  • Weekly PE sessions, getting them use to changing out of their uniform into a PE kit
  • Teacher visits.
  • For children transitioning to Briary Primary School, we finance a school dinner experience during July, so that your child can experience having a school dinner in the dining hall. Children are accompanied by their Key Person and preschool staff, who sit with them during the meal. They collect their own meal on a tray, take it to the table to eat it and then help to clear away the plates. Children have loved this and we are now in our third year of providing this experience.

 With parental permission we also pass on to school a report called ‘My Unique Progress’ which charts your child’s learning and development progress with us since they joined and includes their likes and dislikes, any allergies or medical information and information about any additional support they may need.

We assess the overall effectiveness of our SEN provision in a range of ways:

 

 

  • Through parent consultations/evaluations- your opinions really count!

  • Through an annual monitoring visit from a Special Educational Needs Monitoring Officer from KCC to inspect the preschool and how we support children with SEND and additional needs. They look at the overall impact any funding has had on enhancing outcomes for individual children.
  • Through the Specialist Teaching and Learning Service who support individual children accessing SENIF funding (please see Q 5).
  • We have a weekly staff meeting to discuss any concerns about individual children.
  • Our SENCo and SEN staff attend regular updates and attend a SENCo forum meeting once a term.
  • Training and Development – all staff access training relevant to their role to support and enhance children’s learning and development.

 

 

Please contact Briary Preschool via telephone or email. Our staff will be happy to send you a registration form, in the post or via email or please feel free to drop in and pick up a form, you could arrange to have a look round at the same time. Our Managers will be happy to give you a guided tour and answer any questions you may have.

We hold two formal parental consultations where any feedback can be shared, we usually have a parent questionnaire available and a comments book for compliments or complaints or suggestions – ‘How well are we doing?’

 More importantly, we have an open door policy where you can make an appointment at any time to discuss any matters with your child’s Key Person. You can ask to speak to our Management Team if you would like to talk confidentially about any matter. Our SENCo is available to support and guide you. Please remember that we are here for you as well as your child. Sometimes you just need a listening ear and a reassuring chat.

 You can access our complaints policy in the parent pack that you were given when your child started with us, or you can view it on our notice board. It is also available on our website www.briarypreschool.co.uk

 We would love you to become part of our preschool family and join our friendly committee, to help shape the future of our preschool, as a charity committee run preschool, legally we have to have parents as part of the committee. This means attending a meeting usually three times a year. It sounds daunting but really it isn’t and we would love you to get involved. Please talk to us to find out more.

 We also have a fundraising committee as part of collaboration with Briary Primary School, called ‘Friends of Briary’; we are always looking for volunteers to help out with organising or running events with us. You may have some great ideas and hidden talents; we would love your support as we are reliant on the funds we receive from fundraising.

 We also run regular Parent coffee mornings where you can drop in for a chat, we usually have a theme and try and arrange for a health visitor or professional to pop along too to share information. Last year we held coffee mornings on phonics, literacy skills, fussy eaters, toilet training and speech and language.

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