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Wye Under Fives Accredited Pre-School

Wye Under Fives Pre-School is for children aged between 2 and 5 years who live in the village of Wye and the surrounding area. We also run a weekly Parent, Baby and Toddler Playgroup.  We are an independent charitable organisation providing the highest standards of care and learning for all pre-school children.  


Our most recent Ofsted inspection placed us as ‘OUTSTANDING‘ in all areas.  Run by experienced and well-trained staff, Wye Under Fives has been proudly offering an exceptional environment for young children in the area for over 50 years.

Who to contact

Contact Name
Debbie Ledner
Contact Position
Manager
Telephone
01233 812235
E-mail
finance@wyeunderfives.co.uk
Website
www.wyeunderfives.co.uk/

Where to go

Address
Village Hall
Bridge Street
Wye
Ashford
Kent
APostcode
TN25 5EA
Notes

Accessibility

  • The village hall is set out over a single floor.
  • Disabled parking is available directly outside of the main entrance, with ramps and handrails to the door.
  • There are also ramps and handrails to enable access to the outdoor areas. All doors and spaces between activities are wide enough to allow wheelchair access.
  • A disabled toilet is available and we have a portable changing table.

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 08:45 15:15
Tuesday 08:45 15:15
Wednesday 08:45 15:15
Thursday 08:45 15:15
Friday 08:45 15:15

Other Details

Table of costs
Table of costs
AmountCost Type
£12.45 Per half day
£3.00 Per lunch
ECD Type
Preschool
Offers pickups
No
Cost(s)
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
14
Vacancies Details
Afternoon Sessions only
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 25
5 8 25
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 4 14
Vacancy Information Last updated Date
05/02/2019
Facilities
Music, Computers / It, Messy Play Area, Cookery, Drama, Toddler Groups, Toys/dolls, Dressing Up, Dance, Team Games, Outdoor Activities, Themed Sessions, Environmental Area, Tv/video/dvd, Play House, Parent and Toddler Group, Trampoline, Parks/playgrounds, Puppets, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Car Parking, Songs, Slide, Stories
Notes

We are able to cater for children with additional educational needs and our staff have had training in Makaton signing, Autism, Down Syndrome, Speech & Language support techniques as well as emotional and behavioural issues.

 

All staff have had Paediactric First Aid training to Level 3.

 

Languages Spoken:
Sign Language Makaton, English
Wheelchair Access
Yes
Wheelchair access details
Access ramp & disabled toilet

Ofsted Information

Ofsted URN
960662
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
19/09/2007IntegratedOutstanding
08/06/2011Inspection (Early Years Register)Outstanding
21/03/2016Inspection (Early Years Register)Outstanding

Local Offer

Description

Wye Under Fives is a charitable organisation which operates out of the village hall in the beautiful village of Wye, an Area of Outstanding Natural Beauty. Due to our beautiful location (we are situated next to open fields, woods and parks) nature outings are a popular on-going part of our year.

 

We take children from two years to five and we also run a Parent, Baby and Toddler group on Wednesday mornings which allows children and parents alike to become familiar with the setting and community.

 

We are fully inclusive and warmly welcome any children with additional needs or disabilities.

 

 

 

We have an experienced staff, all of whom are parents themselves and a number of whom live within the village and have excellent links with the services and families in our community.

 

We have excellent links with local primary schools so that when your child is ready to move on, their transition will be a smooth and happy one.

Special Needs Support

All parents and children are invited to attend a welcome session, during which you will be able to discuss any concerns you may already have and whether there is support currently in place with other agencies or settings.

 

·         Each child at the setting is allocated a ‘Keyperson’.  This is a member of staff who has specific responsibility for your child’s on-going development and well-being.  They will make regular observations of your child, with reference to the seven areas of the Early Years Foundation Stage.  Through these observations, together with the collaboration of our experienced team of staff, any areas of need will be identified quickly.

 

·         We will also complete a ‘Progress Check at Two’, which will further highlight any areas for closer review and this should be shared with your Health Visitor.

Your child’s Keyperson and/or the SENCO (Special Educational Needs Co-ordinator) are available to speak to on a day-to-day basis about any immediate issues or just to let you know how your child’s day has gone.

You will receive a written assessment of your child’s progress three times a year, which will contribute to a record of your child’s overall Learning Journey.

Your child’s Learning Journey folder will also include a mixture of diary-type notes by their Keyperson to keep you updated of their activities, likes or dislikes at the setting; examples of their artwork, observations and any other reminders of their on-going achievements.

Where your child requires more targeted / personalised planning, we will discuss this with you at length and seek your input too, so that any planning is as broadly informed as it can be.

Through close observation, your child’s Keyperson will be aware of their current capabilities and will be working towards outcomes which are specific to them. All activities in the setting will have been planned with the needs of all children in mind and close communication between staff ensures that each child is involved to the fullest extent.

The environment for the children to play within is warm, welcoming and provides a rich range of activities which are accessible for all. Ramps and handrails are in place for children with motor difficulties, calm cosy areas are readily accessible for children who need a quiet area to retreat to.  Visual cues are in place to support children’s understanding both indoors and out so that they can select their activities and play independently, under our watchful eye. Our beautiful ‘butterfly garden’ is rich with sensory opportunities to be enjoyed by all. Activities may be subtly tailored to anticipate difficulties, such as smaller, quieter groupings, extra resources or a slight adjustment to routine.

We often welcome visits from the Speech & Language Therapy team to further train and advise staff of the most effective techniques and our SENCO regularly attends SENCO forums to ensure that skills and knowledge, for all staff, is maintained. All of these things help to make sure that our learning environment is fully inclusive.

Targeted and personalised planning is developed for children who require specific interventions. The targets within these represent small ‘stepping stones’ to reach our overall aspirations for them and these are informed by staff, parents and any outside agencies who are involved.

When planning for your child we make sure that our targets are Specific, Measurable, Accessible, Realistic, Time-bound. By using these planning rules, we are able to keep our interventions current to the child’s needs at their specific stage of development. However, we don’t just address their needs. We focus on their individual strengths, interests and preferred style of play and this all helps us to provide an environment that keeps them interested, occupied and challenged.

Our SENCO will liaise closely with any outside agencies so that their recommendations are included in our planning, understood by all staff members and included in day-to-day practice.

This may include the use of visual aids (pictures or ‘real-life’ items) to support understanding of routine, behavioural expectations or play options. It may include small circle time sessions to help with social, physical or language difficulties.

We also use Makaton signing at the setting everyday with all children. It is embedded into our day-to-day practice.

We maintain a calm, quiet atmosphere at all times indoors but there are also additional quiet spaces available for children to use both indoors and out, should they feel the need for some ‘down time’.

We strive to create a close relationship between staff, parents and outside professionals so that information is free-flowing and readily exchanged for the benefit of your child.

Our SENCO will monitor your child’s progress to check that our strategies are having the impact that we would like and to further involve outside agencies when necessary.  These may include The Equality and Inclusion Team, Specialist Teaching & Learning Service, Speech and Language Therapists, Occupational Therapists etc.

Our SENCO will also identify any additional staff training needs so that we are always equipped to deliver the possible care. We have strong links to local charities and support groups, so we can access help and training from a range of experienced sources.

Your child’s Keyperson and the SENCO will make regular observations of your child to give us up-to-date information on how your child is interacting with their environment.

Our written, summative assessments provide a broader overall picture of your child’s progress in relation to the Early Years Foundation Stage.

Any targeted or personalised plans are reviewed and renewed termly, and you will be invited to each of these reviews with your child’s Keyperson and the SENCO.

Reflecting on our own practice and the impact that our interventions are having enables us to monitor whether our strategies are effective and where improvements can be made.

Nothing quite replaces regular face-to-face contact with a parent, which is why we operate an open-door policy, where parents are welcomed to discuss any issues informally or formally as suits.

By regular discussions with parents and with all staff, we are able to identify and anticipate any needs for adaptation of the activities on offer or the way that they are delivered.

Reviews of how well our planning is working allows us to continue with successful techniques and further develop new ideas.

All activities/environments that we introduce the children to are risk assessed so that we are fully prepared. This is never more important than when planning trips outside of the setting. We gather as much knowledge as possible beforehand and this is combined with our knowledge of the children so that we can anticipate any potential hazards or impacts on their well-being.  As with all things undertaken, a review afterwards will help us to acknowledge good practice or improve.

We operate out of our local village hall which is set out over a single floor.

Disabled parking is available directly outside of the main entrance, with ramps and handrails to the door. There are also ramps and handrails to enable access to the outdoor areas.

All doors and spaces between activities are wide enough to allow wheelchair access.

A disabled toilet is available, and we have a portable changing table.

Our SENCO will contact the SENCO/class teacher at your child’s new setting or school to arrange a meeting. Any plans or assessments that have been made will be shared so that the new setting has a good history of your child’s progress and the targets that they are currently working towards. We will also share (with your consent) any information / advice from outside agencies so that they are aware of the ‘whole picture’.

In addition, your child’s class teacher and/or the SENCO will be invited to visit our setting and observe them as they play and raise any other questions that they may have.

Our home corner will gradually include various items of school uniform for the children to become familiar with, to practice putting on and to pretend.

Children are gently introduced to photographs from around their new settings and we have fun role play activities based on whatever school theme the children are interested in at the time.

We have very strong links with our nearest school and each year we take any children enrolled there for short story time sessions in their new classroom so that they can see what it will be like, with a familiar adult and then return to the setting to talk about it.

It is vital that transition to school is seen as a fun and exciting adventure and not as a frightening experience and we are committed to sending the children onto their next stage with as much enthusiasm and optimism as possible.

SENCO forums provide an on-going source of information, training and updates, which enable us to reflect on our practice in an informed way.

We have an on-going training plan to ensure that our skills are updated and relevant.

Progress and practice are discussed at our staff meetings and matters arising from these are also discussed during committee meetings.

Feedback from parents is encouraged and a questionnaire is available to download from our website and is also on the SENCO noticeboard in the foyer.

 

  • You can download a prospectus from our website or pop in to the setting to pick one up.
  • If you would like to arrange a visit or discuss any issues, you can call our manager on 01233 812235.

We operate an open-door policy so that if you have any concerns, you can discuss them straight away with either your child’s Keyperson, the SENCO or our manager.

Alternatively, there is a link on our website if you would prefer to send an e-mail.

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