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New Ash Green Preschool Ltd

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.

Who to contact

Contact Name
Nicki Ewen/Jules Ripley
Contact Position
Manager/Supervisor
Telephone
01474873858
E-mail
ewennicki@aol.com
Website
newashgreenpreschool@new-ash.kent.sch.uk

Where to go

Address
New Ash Green Primary School
Church Road
New Ash Green
Longfield
Kent
Postcode
DA3 8JT
Notes

The preschool operates in a classroom within the main school at the rear of the premises.

Access is via the Main school entrance at school opening and school home times and also via the green gates off church road during the day.

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 8.50 3.35
Tuesday 8.50 3.35
Wednesday 8.50 3.35
Thursday 8.50 3.35
Friday 8.50 11.50
Other Availability
Sessions are provided in 3 hour blocks and a lunch time session is available at an additional cost

Other Details

Table of costs
Table of costs
AmountCost Type
£18.00 Per session
ECD Type
Preschool
Offers pickups
No
Cost(s)
Cost details
additional £4.50 for our lunch session per day
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
8
Vacancies Details
please contact us for vacancy details
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 27
3 5 27
0 5 27
5 7 27
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 5 8
2 3 2
Vacancy Information Last updated Date
21/09/2019
Facilities
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Drama, Toys/dolls, Dressing Up, Nursery, Team Games, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Play House, Trampoline, Ecology, Puppets, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Woodwork, Refreshments, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Songs, Slide, Climbing Frame, Library Visits, Stories
Other facilities information
Local library visits, orchard visits and trips to the local shops to enhance children's learning. Annual Farm trip off site
Notes

 As we're independent from the school can take children from a wide area.

Wheelchair Access
Yes

Ofsted Information

Ofsted URN
EY451034
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
23/01/2013Inspection (Early Years Register)Good
12/01/2017Inspection (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)

30 hours is available to eligible children over the age of 3. 

Mon - thurs 8.50 - 3.35pm and friday 8.50-11.50am

Local Offer

Description

Depending on the severity of the need and the support and vacancy we can accept children with additional needs. Please contact us for details.

Links
www.mollyspreschool.co.uk

Special Needs Support

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

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