Who to contact
- 07851 057213
Where to go
Wingham Village Hall
- CT3 1BD
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00/9:15 15:00 Tuesday 09:00/9:15 13:00 Wednesday 09:00/9:15 15:00 Thursday 09:00/9:15 15:00 Friday 09:00/9:15 15:00
- ECD Type
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 0 5 18 5 8 18
- Sandpit, Arts And Crafts, Music, Reading, Computers / It, Refreshments, Messy Play Area, Drama, Toddler Groups, Books, Toys/dolls, Dressing Up, See-Saw, Outdoor Activities, Kitchen, Bike, Play House, Trampoline, Slide, Climbing Frame, Games / Puzzles, Visits and Outings, Garden, Walks
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 22/09/2005 Integrated Satisfactory 15/12/2008 Inspection (Early Years Register) Satisfactory 22/04/2013 Inspection (Early Years Register) Satisfactory 01/11/2016 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
Prior to your child starting at See-saw’s your child’s key person will arrange a Home visit with you. During the home visit your child’s key person will ask you a series of questions about your child. We ask you about your child’s interests at home so that this can inform our planning. This is a valuable time for everyone to get to know each other and for us to observe your child in their home setting. It also provides an opportunity for you to discuss any concerns you may have.
Your child’s key person will also ask you to complete an ‘All about me’ form which gives us a chance to get to know your child and their particular strengths or areas where they may need extra support. When your child first starts we assess their starting points in line with the Early Years Foundation Stage.
Your child’s key person will complete a Progress Check at 2. This is a statutory assessment and this may be a time when any delay in your child’s development can be discussed and appropriate next steps identified. The next step may involve your child’s key person targeting a specific area of development, such as social skills. This will help to plan additional opportunities for your child so they can gain further experience in this area. This would be written and shared with you through a targeted plan.
Our Special Educational Needs Co-ordinator or SENCO is Melanie (Mel) Smith. She ensures that you and your family have the best support and resources to help with the development of your child. Being a SENCO includes working in partnership with parents, attending relevant training, supporting your child’s key person to review your child’s progress regularly, completing observations and relevant paperwork, making referrals to appropriate professionals with your consent, attending the Local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching and Learning Service. Mel has recently been on sensory processing course and is due to attend a course on Autism Spectrum Condition or ASC in the very near future.
How will I be informed / consulted about the ways in which my child is being supported?
Your child’s key person will be involved right from the start so that strong and positive relationships are built with your child and with you. There are lots of ways that you can feel involved in how your child is being supported.
- Informal daily conversations.
- Detailed learning journeys which set out photos and observations of how your child is developing through their time at See-Saw.
- An invitation to a parent meeting three times a year when we let you know about your child’s progress and any additional support they may need.
- Collaboration with you on any extra planning we put into place e.g. targeted plan.
Since September 2019 we have been using a digital system to record your child’s observations and progress. The online system is called Tapestry. Tapestry enables you to see observations of your child as they happen and allows you to add your own observations of your child.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is an educational framework which allows key persons to plan for your ‘unique child’. We observe, assess and plan for your child in three prime areas (Personal, Social and Emotional Development (PSED), Communication, Language Development (CL), Physical Development (PD) and four specific areas Mathematics (M), Literacy (L), Understanding the World (UTW), (EAD).
Personal, Social and Emotional Development
- Linking with health and voluntary sector providers for advice and support.
- Targeted small group or individual activities to promote well-being and resilience.
Communication and Language
- Providing a ‘language rich’ environment tailored to the needs of current children.
- Using targeted small group activities such as those recommended in the ‘Every Child a Talker’ (ECAT) programme.
- Using a language intervention such as the I CAN Early Talk Boost programme.
- Providing ideas for parents to use at home.
- Working in line with speech and language therapy advice.
- Offering an accessible environment and lay-out to meet families’ current needs.
- Demonstrating awareness of environmental factors that have a sensory impact on children such as noise, colour, lighting etc.
- Frequent and regular access to outdoor spaces
- Providing for a range of dietary requirements.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Our teaching starts with planning for the environment to improve the conditions that will enable children to listen and give full involvement to their learning. The hall benefits from natural lights as well as ceiling and wall lighting. The walls are painted in a neutral colour to promote a sense of calm; this is further enhanced with soft furnishings and rugs to minimise noise and encourage a sense of well-being. All our furniture is movable. We have screens to facilitate small group activities and quiet areas. Our storage is clearly labelled with text and pictures.
Effective teaching and learning requires a wide range of resources appropriate to support children’s development at all levels. Our SENCO will work with key persons to make sure specialist equipment is obtained if necessary. Where children are receiving support from outside agencies, it may be possible to claim extra funding to buy additional resources, staff training or support additional staff cover. For example we have recently purchased a range of technological resources e.g. remote control cars, a child’s camera, metal detectors.
The majority of our staff are trained in early years practice. We use the Best Practice Guidance document to support our teaching. This document which was written by the Specialist Teaching and Learning Service sets out a wide range of teaching strategies which can be used to support children e.g. the use of visual resources and Makaton signing. The book is divided into universal, targeted and personalised levels to enable us to support children in the four broad areas of need. The areas of need are identified in the SEND Code of Practice and comprise.
- Communication and Interaction
- Cognition and Learning
- Social emotional and mental health
- Physical/sensory difficulties
What additional support does the setting provide for children with additional needs or SEND?
If your child is making insufficient progress through a targeted plan, the SENCO or key person may discuss with you the need to refer to other services, such as speech and language therapy. If your child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan.
If required, your consent would be obtained to refer to the Specialist Teaching and Learning Service through the Local Inclusion Team Forum (LIFT) meeting which is held six times a year. If the referral is accepted, a specialist teacher would then visit your child to provide additional advice and guidance and may make further referrals to other services, such as health. They would also support your child’s transition to school. At all stages you would be consulted.
All staff are regularly encouraged to complete training. For example recently a member of staff has attended a sensory processing and intervention course, and a course about a child’s sustained thinking. Two members of staff are due to attend a course on ASC.
In the past, where we have received children with a condition we are unfamiliar with our SENC0 or Key person of the children has researched information and have shared with staff during our weekly staff meetings. We have also had health professionals attend our staff meetings to give everyone an overview.
How will the setting monitor my child's progress and how will I be involved in this?
An effective key person approach is essential for all children. The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important when children have special or additional educational needs.
Your child’s key person will invite you to regular meetings where your child’s progress will be discussed. This also provides an opportunity to talk about any concerns you may have. Individual meetings can also be made and you can always request a meeting at any reasonable time.
We make an overall assessment of your child’s progress three times a year. There are also two statutory assessments; the Progress Check at age two and the Early Years Profile. Most children will have started school before the EYFS Profile is required but the Progress Check at Two is very important. The Progress Check will be completed ideally in advance of your child’s health visitor health development check at the age of two. The check gives us the opportunity to discuss with you your child’s starting points and the progress they have made since starting. If your child is delayed in any area of development, we will discuss this with you and you can also discuss this with your health visitor.
We pride ourselves on our partnership with parents.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
At staff meetings your child’s key person will ensure that any planned activities are suitable or adapted to meet your child’s needs – this is called differentiation. For example where children need more support to be able to listen to a story, we place children in very small groups and use lots of repetition and pictures to help their understanding and attention. Also give children something to hold can help.
We regularly go for a walk within our community.When walking in large groups we use our walking rope, each child is encouraged to hold onto a coloured ring. A member of staff carries a bag with our Pre-school mobile phone, a first aid kit, home contact cards and medical consent forms inside. We regularly review where we plan to walk, taking into account the current needs of the children.
We have a yearly trip where parents are encouraged to join us with their children. Our health and safety officer completes a risk assessment and makes a visit to any new places, ahead of our visit.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our setting is within the Village Hall. The car park has 2 designated disabled parking spaces outside the building. The hall is on one floor and has wheelchair access. There is an accessible toilet within the front entrance. We have a paved outdoor area which can be accessed by a wheelchair.
Wherever possible we will make any reasonable adjustments to meet the needs of the children, parents or staff. Please let us know if you have any difficulties with accessibility.
How will you support my child's transition to a new setting or school?
Your child’s key person will complete a My Unique Progress/Transition report which incorporates information about your child’s strengths, likes, dislikes and things they may need additional support with.
Relevant paperwork will be passed on with your consent.
During Term 6 we arrange to go over to Wingham school and play in their adventure playground. In the past we have arranged a visit where the reception teacher, the classroom assistant and the reception class has met with us.
In the past, our SENCO visited a school where a child with additional needs or SEND was transitioning to. With permission from the school, our SENCO took photos and made a book featuring relevant areas and adults the child was likely to meet when attending their new setting.
In our setting we provide activities such as dressing-up in local school uniforms. We set up our role play area as a school classroom.
In the past reception teachers have visited the children sometime during year 6. This provides an opportunity for the teachers to have an informal chat about your child and for the teachers to see your child in a familiar setting.
Each year, in December we watch the reception class at Wingham school perform their nativity play. In return they come and watch ours.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We review our Policies and Procedures annually. The Policies and Procedures are made available to all parents. A copy is kept in our setting and is available upon request. A summary of our Policies are sent with our Prospectus to all parents via email, before your child starts at our setting, others are sent out throughout the year. For example snow closure and sun cream policy.
Staff meet Tuesday afternoons for a staff meeting. This is an opportunity for staff to discuss our SEN provision and plan for the coming week.
Our setting is part of a collaboration which provides an opportunity to meet with staff from other local settings. We are able to access training and evaluate our provision.
Our collaboration SENCO’s met regularly. This provided an opportunity to discuss the new changes to funding, the EYFS and new SENCO training.
Once a year, parents/carers are invited to complete a questionnaire. The questionnaire is compiled by the staff and committee members, who are parents. The answers are analysed and the findings are shared with all parents.
Who should I contact if I am considering registering for a place at the setting?
Visit our website http://winghampreschool.co.uk/ to complete or download our Application/Waiting list form.
If you are considering sending your child to our setting and would like to come and look around before filling in an Application/Waiting list form, please contact our Secretary at:
Please email or call or to speak to our Supervisor or Deputy Supervisor during opening hours to arrange a mutually convenient time for you to visit.
We offer a home visit to all our new children prior to them starting. If a second visit is needed with our SENCO, then it can be arranged to make sure everything is in place before the child starts with us.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our SEND Policy provides the context for supporting children through the graduated approach.
Our Complaints Procedure is displayed on our notice board.
Key Policies are posted on our web-site. All other Policies are available to view in the setting. We will endeavour to provide a translated version of any policy on request.
We welcome feedback via parent questionnaires and by providing a suggestions box for parents/carers.