New Ash Green Preschool is a happy friendly group run within the grounds of New Ash Green School. It is part of the Molly's preschool group
We provide a fun learning experience for all our children through inspiring and motivational activities and experiences
Our children make excellent progress towards their Early Learning Goals.
The preschool operates in a classroom within the main school at the rear of the premises.
Access is via the green gates off Church Road at the rear of the school.
There is an intercom system.
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 8.50 | 3.35 |
| Tuesday | 8.50 | 3.35 |
| Wednesday | 8.50 | 3.35 |
| Thursday | 8.50 | 3.35 |
| Friday | 8.50 | 11.50 |
| Amount | Cost Type |
|---|---|
| £18.00 | Per session |
| Start Age | End Age | Places |
|---|---|---|
| 2 | 2 | 27 |
| 3 | 5 | 27 |
| 0 | 5 | 27 |
| 5 | 7 | 27 |
| Start Age | End Age | Places |
|---|---|---|
| 3 | 5 | 8 |
| 2 | 3 | 2 |
As we're independent from the school can take children from a wide area.
| Inspection Date | Inspection type | Inspection Outcome |
|---|---|---|
| 23/01/2013 | Inspection (Early Years Register) | Good |
| 12/01/2017 | Inspection (Early Years Register) | Good |
30 hours is available to eligible children over the age of 3.
Mon - thurs 8.50 - 3.35pm and friday 8.50-11.50am
Depending on the severity of the need and the support and vacancy we can accept children with additional needs. Please contact us for details.
Please note we are not a specialist preschool.
Practitioners use observations to build up a picture of a child's needs using EYFS and Portage levels and what to expect development tools.
Parents are consulted to discuss how a child's needs can be supported both within and outside the setting, activities are discussed, resources are purchased and regular conversations support the children's individual needs and ongoing development.
Support plans are set and reviewed with the parents every 6 weeks or as needed.
individual plans are agreed with parents using Portage development steps where necessary.
Sessions and activities are adapted to suit the child and small and individual learning is introduced to support learning and encourage inclusion. Furniture and space is adapted where necessary
Small group or individual learning focus, MAKATON signing used, a separate learning path is developed in conjunction with the parent and the child's key person and senco and specialist teachers to develop an appropriate plan.
Development and progress towards targets is reviewed daily, weekly, and every 6 weeks and tweaked or adjusted to support the child
Outside support for parents training courses signposting
support for contact with specialists
Medication administration is managed and recorded where necessary
Behaviour is managed and supported by all staff. Parents are involved where there are behaviour support issues and Specialist Teachers are contacted for additional strategies.
Our Senco is involved with supporting all children and staff with children who have any additional needs.
A robust review of targets and strategies with activities is regularly updated.
Staff are mentored to ensure the child's best interests are at heart of their development
All children are included in all activities, support staff and or parents are involved where external trips and or activities are planned.
We have a ramp to support access into the room and equipment and activities are set out to support access to all areas.
Areas are flexible to allow for movement and reorganisation where necessary
All children are supported to transition into school. Classroom visits, play sessions, shared storytimes are arranged for all children where possible.
Where additional needs are involved a more detailed transition is organised with parenst involved to discuss needs with school teachers once the school place has been accepted.
This is different for every child and organised with parents, senco, specialist teachers and any other specialists concerned.
Our toilet cubilcles are wide and open access
Parents with English as a second language are supported.
Our SEN provision is good and parents opinions are always sought verbally and through evaluation questionnaires.
Nicki or Jules
Feedback comes in many formats, from verbal conversations, comments or questions on our online development tool Tapestry , parental key person development discussions and our annual questionnaires
All staff discuss feedback at staff meetings