Who to contact
Where to go
- ME15 8LH
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 3 month(s) to 4 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 13:00
- ECD Type
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- please contact us for up to date information on vacancies
- Places Range
Places Range Start Age End Age Places 0 5 50 5 8 50
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 4
- Vacancy Information Last updated Date
- Sandpit, Music, Computers / It, Hearing Loop, Messy Play Area, Books, Sign Language / Makaton, Internet Connection, Kitchen, Bike, Car Parking, Songs, Library Visits, Puppets, Garden, Walks
- Languages Spoken:
- English, Hungarian
- Wheelchair Access
- Wheelchair access details
- Wide doors, disabled WC, hearing loop.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 15/02/2008 Integrated Good 11/05/2012 Inspection (Early Years Register) Outstanding 28/04/2016 Inspection (Early Years Register) Outstanding
Special Needs Support
How does the setting identify children with additional needs or SEND?
When your child is due to start with us you will receive a welcome pack and this will give us a detailed picture of your child and their needs. We offer stay and play sessions where you will meet your child’s keyperson and talk over any concerns you may have. Your keyperson will assess, plan and observe your child in all areas of development within the Early Years Foundation Stage (EYFS). We will track your child’s progress using the EYFS and Leauven Wellbeing and Involvement Assessments. We will complete a 2 year progress check for children under 3 which can be used alongside the health visitor check.
If we have concerns, we consult the Best Practice Guidance document for more advice.
All our staff have a good knowledge of child development and can identify when additional support may be needed. Our Special Educational Needs and Disabilities Co-ordinator can offer more support to your child and family. She attends regular training and keeps up to date with legislation and paperwork. She undertakes continuing professional development to update and increase her knowledge, this is disseminated and shared with the team.
How will I be informed / consulted about the ways in which my child is being supported?
Staff are always available to speak with you if you have any concerns. Each child has their own online learning journal which staff use to add observations and assessments and parents can add their own views in addition. Children with SEND or additional needs will have their own personalised plan which are reviewed every 6 weeks. Parents are involved with setting targets and reviewing the progress. These plans will assist your child to progress to their full potential.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Our activities are planned to include all children and can be adapted to ensure your child will achieve. Adjustments may be made to instructions that may be given and staff may differentiate expectations for individual children
Your child’s keyperson will plan activities to suit their needs and stage of development. If needed we will make reasonable adjustments to the environment. We will always ensure we are inclusive to all children attending our setting.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Each child’s keyperson knows them well and plans for their individual needs. Should any areas of development require additional support the keyperson will discuss this with the SENCO and together they will decide the best way forward.
We can liaise with the Specialist Teaching Service, involve the children in individual and small group activities and plan activities that are tailored to the needs of individual children
What additional support does the setting provide for children with additional needs or SEND?
Where an additional need is identified, key workers will attend relevant training to ensure that we can best support the child and meet their needs. We work closely with parents to ensure personal care/medicine needs are discussed and documented and a plan is in place. We can seek support from Local Inclusion Forum Team (LIFT) to access support, funding and resources.
How will the setting monitor my child's progress and how will I be involved in this?
We monitor children’s progress through daily observations of them at play and these inform planning and next steps. Each child’s progress is reviewed on a regular basis.
Some children will have targeted plans which are reviewed every 6 weeks. Personalised plans are reviewed every 6 weeks alongside the parents and together with the keyperson they will set and agree targets.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
All children are included in everything our setting does. Should the need arise we would adapt an activity according to each child’s needs, maybe by an adjustment to instructions that may be given to ensure they can participate or differentiating the expectations for individual children. When funding allows we may engage the services of additional staff to enhance the child’s experiences.
How accessible is the building for children with mobility difficulties / wheelchair users?
The premises are all on one level with a ramped entrance, wide doorways and accessible toilet facilities.
How will you support my child's transition to a new setting or school?
We consult with the new setting or school to discuss transition. It is usual for a meeting between the new school, parents, previous setting and any professionals involved to take place. A plan will be put in place between all involved to ensure your child has a smooth transition. This could include visits with the keyperson at different times of the day, staying for lunch, taking part in playtimes. In addition we may have access to samples of the school uniform for dressing up. The school may provide photographs of the school for the child to use at the setting and at home.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCO attends regular SENCO Forums and Local Inclusion Forum Team (LIFT) meetings. Staff attend training to update their knowledge. We ensure our policies are up to date. Personalised and targeted plans are reviewed every 6 weeks. Targeted plans are reviewed with the child’s parent when current targets are discussed and may be modified into smaller steps. When a target has been achieved new targets will be set with parental input. Parents encouraged to continue the targets at home
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We value the contribution parents make to our setting and welcome any feedback We have a complaints policy which can be found with all other policies on our parents’ notice board. Questionnaires may be used periodically to gather information. Staff are always available for parents particularly at the beginning and end of each session