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Godinton Playschool


Established for over 30 years, we are a friendly and welcoming Playschool run by dedicated staff who are constantly striving to provide our children with the highest possible standard of preschool provision.


At Godinton Playschool CIC, we are dedicated to creating a nurturing, stimulating and welcoming environment for all children, while always keeping the child’s best interest in mind and allowing for hands-on, experiential learning. 

 

The hall is divided into individual sections to encourage the children's development within the seven areas of learning. Being a pack-away setting, we are constantly reviewing the learning environment that we are providing and ensuring that the equipment and resources are varied and suitably challenging. 

 

The Playschool has its own large secure outdoor play area behind the hall, to allow outdoor play everyday. The children take part in many activities including arts and craft, messy play, science experiments and song time to name a few.

Who to contact

Contact Name
Hayley Finch
Contact Position
Manager
Telephone
07982829678
E-mail
godinton.playschool@hotmail.co.uk
Website
www.godintonplayschool.co.uk

Where to go

Address
Godinton Village Hall
Loudon Way
Ashford
Kent
Postcode
TN23 3JJ

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), month(s) to 4 year(s), month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 9.00am 2.00pm
Tuesday 9.00am 2.00pm
Wednesday 9.00am 2.00pm
Thursday 9.00am 2.00pm
Friday 9.00am 2.00pm

Other Details

Table of costs
Table of costs
AmountCost Type
£7.00 Per hour
£21.00 ( 3 hours ) Per session am
£35.00 ( 5 hours ) Per day
ECD Type
Preschool
Offers pickups
No
Cost(s)
Cost details
We charge £7.00 per hour. Children can attend 9-12 or 9-2
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Vacancies Details
We have some vacancies. We follow Kent's funding calendar. This can be provided on request.
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 4 30
Vacancy Information Last updated Date
01/03/2024
Facilities
Messy Play Area, Toys/dolls, Dressing Up, Dance, Nursery, Trike, Play House, Games / Puzzles, Play Room, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Refreshments, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Car Parking, Songs, Slide, Climbing Frame, Stories
Notes

 

 

 

 

 

 

Languages Spoken:
English
Wheelchair Access
Yes

Ofsted Information

Ofsted URN
2640253
Link to latest ofsted inspection report 

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)

We can provide 25 hours a week as we are open 9-2 pm everyday (term time only)

Service status

Status
Open

Local Offer

Description

 

At Godinton Playschool, every child is valued and we are committed to meeting their individual needs.  Our local offer outlines our provision for inclusive practice and support for children with SEN/D. 




Special Needs Support

How does the setting identify children with additional needs or SEND? 

Before a child starts at playschool, the parent/carer fills in an all about me form, which gives us some ideas as to their background, interests and individual needs. This opens communication regarding the child’s development and gives us an idea of the needs of the child.  Every child is assigned a key worker who develops a relationship with the child and their family.  The key person is responsible for regular observations that link to the early years curriculum.  This is now done via Tapestry, which parents can also add to with photos and comments if they wish. We use Kent progress tracker in order to quickly identify each child’s areas of need.  If children join when they are two, we carry out a Progress check at Two which reviews progress and development, and is completed with parents. Parents are encouraged to discuss any concerns with their child’s key worker, and likewise the key worker will always discuss concerns with the parent.

How will I be informed / consulted about the ways in which my child is being supported? 

 We have daily informal contact with parents who should always feel welcome to discuss any concerns at drop off or pick up time.  The key workers regularly update the children’s Tapestry accounts with observations and these are always available for parents to look at and add to.  We invite parents to parents evening to discuss their progress and well being/involvement.  Parents are always welcome to make an appointment to discuss their child’s progress with the key worker and we are happy to share our observations and assessments.  If we feel that a child needs additional support we will liaise with the parents to create targeted or personalised plans which outline targets and how we will support the child in playschool and at home.  This may involve working with outside specialists where appropriate, and/or seeking help via LIFT (Local Inclusion Forum Team).  We will always contact parents with our concerns, seeking their permission to pursue a course of action.

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs? 

We differentiate the EYFS to each child by knowing their interests and learning styles.  Planning is adapted for each child according to their level of development and learning needs.  For children with identified additional needs, we follow their targeted and personalised plans, which are updated every 6 weeks.

What teaching strategies does the setting use for children with additional needs or learning difficulties? 

The SENCo liaises with outside agencies where necessary and ensures that their recommendations are followed through within the setting.  We have a range of visual and sensory materials to support development and use Makaton to support speech at a universal level.  We plan for each unique child and have a good knowledge of the characteristics of learning.  We have quiet and comfortable spaces accessible at all times, both indoors and outdoors.  Through communication with parents and quality interaction, we develop an excellent knowledge of how each child learns and their needs within the setting.

What additional support does the setting provide for children with additional needs or SEND? 

We welcome any other agencies to work along side us in supporting children. We attend meetings and encourage parents to come in and work with us to provide a an inclusive setting. 

How will the setting monitor my child's progress and how will I be involved in this? 

The main way in which progress is monitored is through daily observations of children within play.  We provide continuous provision of activities which cover each area of learning and are tailored to the children’s individual needs.  Our observations link directly to The EYFS, and we use them to inform planning and next steps.  These observations and photographs are uploaded to Tapestry which can be accessed at any time.  Parents are encouraged to add to the children’s folders with photographs and contributions from home.  Three times a year, we complete a progress tracker for each child, which tracks their development in each area according to their age.  We use the Kent Progress Tracker tool to help us identify areas where our provision might be lacking and where children are not making expected progress.  If an area of need if identified the parents will be informed and a targeted plan developed which will be reviewed with parents six weekly.  Where other agencies are involved, e.g. speech therapist, a more detailed personalised plan will be completed.  This can be discussed informally or during a meeting if there is a lot of information to share. Our focus is not on data collection, rather spending time with the children and getting to know them and their individual learning needs.

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips? 

We ensure that all children have the same opportunities with regards to activities and trips by communicating with parents, sharing ideas and ensuring differentiation where necessary within planning.  We evaluate our activities and planning so that we can make improvements where necessary.  We involve parents and children in decisions about activities and trips and research where necessary to ensure we are prepared.  The children enjoy going for local walks and to the park and we have a pushchair for children who are unable to walk, and use this with parent’s permission to ensure equal opportunities.

How accessible is the building for children with mobility difficulties / wheelchair users? 

As we are based in a village hall, our setting is based on one level and is wheelchair accessible.  We have an accessible toilet and changing facilities, and our garden has a ramp to ensure it is accessible for wheelchairs.

How will you support my child's transition to a new setting or school? 

The transition to primary school is of utmost importance and we try to make it as smooth as possible.  We have a member of staff who manages transitions and puts together resources for parents and activities for children to help prepare them for the transition.  This includes books, a school uniform dressing up rail and pictures of their new schools.

We have excellent relationships with local primary schools, and take our older children to watch sports days and Christmas plays which introduce them to the school environment. Teachers also visit the children within the setting and we discuss the children’s individual needs with them.  The key worker completes a transition form with their progress tracker and comments regarding the characteristics of effective learning which is passed onto the new school or nursery.  In the case of a child with SEND, we may meet with the SENCo of the new school to pass on relevant paperwork, with consent.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

We are constantly evaluating our practice and always welcome feedback from parents with regards to our provision.  We ask parents at review meetings how they think their child is progressing and if we could be doing anything else to support them.  Our SENCo attends forums and training and evaluates the training and practice.  We discuss our provision at monthly staff meetings and send an annual questionnaire to parents.  We also attend SENCo forums and LIFT meetings for guidance, advice and training.

Who should I contact if I am considering registering for a place at the setting? 

We offer visits to playschool for parents and children to get a feel for the setting and to stay and play.  We usually offer three to four visits before the start date, during which time parents can ask any questions and the child gets to know the environment and their key worker.  We tailor our settling to each child and parent and what they feel comfortable with, i.e. how long the parent stays, how many visits and what to do should a child be distressed.  The SENCo may meet with parents prior to the start date to discuss concerns or additional resources or training that may be needed.  We also hold an open day during the summer where parents can view the setting, and have a virtual tour on our website.  We have a mobile number and email address for prospective parents to contact.

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints? 

We always welcome feedback from parents, offering a consistent and familiar point of contact with a manager on the door for drop off and pick up. We send out an annual questionnaire to all parents and then have a meeting to review any comments.  Our complaints procedure is outlined within our policies which are available daily for parents to view.  These policies are reviewed yearly to ensure they are relevant and effective.  We also encourage parents to feed back and have an open door policy should parents/carers have any concerns, this enusres the playschool is meeting the needs of the families.  

We are proud of our small playschool and are continually striving for improvement.  Our aim is to help every child fulfil their potential and ensure their time at playschool is happy and enriching.
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