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Capel Pre-School


Capel Pre-School has recently been rated as 'good' with two areas graded as 'outstanding' at our Ofsted Inspection.  Our staff are dedicated to inspiring our children to develop, learn and play making sure that lots of fun is had along the way. 

We warmly invite you to visit us at the Pre-School!


Who to contact

Contact Name
Alison Smith
Contact Position
07936 151326
01892 833363

Where to go

Capel Village Hall
Falmouth Place
Five Oak Green
TN12 6RD

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
DayOpening TimeClosing Time
Monday 08.30 11.30
Tuesday 08.30 15:30
Wednesday 08.30 15.30
Thursday 08.30 15.30
Friday 08.30 15:30

Other Details

Table of costs
Table of costs
AmountCost Type
£15.00 Per session
£5.00 Per lunch
ECD Type
Offers pickups
Cost details
A session is either a morning or an afternoon. Children may join us once they are 2 years old. Children may stay all day
which costs £35.00 per day
from the age of 3. We accept all forms of funding and vouchers with no extra costs at each session.
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
Spaces do become available through the year as families re-locate. It is always worth getting in contact with us to see if we have any room.
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 26
5 8 26
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Nursery, Themed Sessions, Environmental Area, Trike, Parks/playgrounds, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Bike, Kitchen, Car Parking, Songs, Sleeping Area, Climbing Frame

Everyone is welcome at Capel Pre-School!  

Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
08/03/2011Inspection (Early Years Register)Outstanding
05/11/2015Inspection (Early Years Register)Outstanding
05/11/2019Inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
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 accept all forms of funding with no restrictions or extra costs.  

Service status


Local Offer


Below you will find the details of our Local Offer.

Coming to meet us at the setting is the best way to find out more about us and how we can help your child!

So call us to find out more and arrange a visit.

Thank you.

Special Needs Support

Beginning at our Open Day, our staff will make sure to chat with each child’s caregiver(s) individually. During these talks, we will develop an understanding of each child’s needs. We ask about your child’s interests at home, bringing together the caregivers’ knowledge of their child and the educational expertise of the staff. We also want to get to know each child’s unique family situation, giving us context on how to provide the best support. The entry record, and the information given there, is also a resource that we use.

The Progress Check, completed at the age of 2, is a statutory assessment (it is required by law and carried out by our local authority). This may be a time at which any delay in a child’s development can be discovered and discussed, and next steps can be identified. The next step may involve a child’s key person targeting a specific area of development, such as social skills, to plan in additional opportunities for your child to gain more practice and guidance in this area. If this step is taken, it will be written and shared with the caregiver(s) in a targeted plan.

Our Special Educational Needs co-ordinator is Zita Vallis. She works to ensure that each individual child at our school has access to the care they need to thrive, and every family is supported.

The key person approach is the mainstay of the Early Years Foundation Stage and of our school’s practice.

Your child’s key person will be present right from the very beginning, so that they can build a strong and positive relationship with your child and with you. There are many ways that you will be involved, if needed, in how your child is being supported:

  • daily informal chats with your child’s key person at pick-up and drop-off time
  • opportunities for meetings throughout the year, at your request
  • detailed learning journeys that set out photos and observations of how your child is developing during the year
  • 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 might need
  • collaboration with you on any extra planning we put into place for your child’s development and well being, such as a targeted plan

The EYFS (Early Years Foundation Stage) is an educational framework which allows key persons to uniquely plan for each individual child. We observe, assess, and make a plan for your child in three broad areas:

Communication and Language Development

  • providing a language-rich environment, tailored to the needs of current children
  • using targeted small group activities
  • providing ideas and resources for parents to use at home
  • working in line with speech and language therapy advice

Personal, Social, and Emotional Development

  • linking with local specialists, advisors, and health and voluntary sector providers for advice and support
  • attending specialist information sessions
  • targeted small group or individual activities to promote wellbeing and resilience

Physical Development

  • building links with specialist therapists, such as occupational therapists
  • offering an accessible environment and layout that meets 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

Our starting point with teaching is always to plan the environment in a way that ensures every child is ready to be focused, pay attention, and give their full involvement to learning. The rooms benefit from natural light, and there are soft furnishings and rugs to minimise noise and encourage a sense of calm well-being. All our furniture and our screens are movable, giving us full flexibility when setting up small group activities and quiet areas. Space is protected through the use of storage areas, which are clearly labelled with text and pictures.

At Capel Pre-School, we understand that teaching and learning require a wide range of resources to support children’s development at all levels; our SENco works 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, organise staff training, or support additional staff cover.

All our staff are trained in early years practice and some of our more experienced staff have received training in supporting the children with ASD, speech and language needs, and physical development requirements. 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 range of teaching strategies that 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 help us support children in the four broad areas of need. These areas of need are identified in the SEND Code of Practice, and they are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional, and mental health
  • Physical/sensory difficulties

If a targeted plan isn’t providing a child with adequate help, the SENCo or key person may bring up to a parent/carer the need to refer to other services, such as speech and language therapy or physical therapy, for example. If a child begins to receive support from outside agencies such as these, the targeted plan would be changed to a personalised plan.

If this form of help is necessary, the consent of a parent/carer will be obtained to refer a child to the Specialist Teaching and Learning Service through the Local Inclusion Team Forum meeting, which is held six times a year. If the referral is accepted, a specialist teacher will then visit the child to provide additional support and guidance, and may make further referrals to other outside services. They will also support your child’s transition to school. At all stages, the parent/carer will be consulted and listened to.

All our staff are regularly encouraged to complete training; for example, recently a member of staff attended a Makaton training course. As a result, we intend to use Makaton as much as possible in the setting.

In the past, when we have received children who have a need or condition with which we are unfamiliar, our SENco has researched information and shared it with staff, and health professionals have come in to give everyone an overview.

We are able to offer help in securing assessments for additional funding, such as the SEN Inclusion Fund (SENIF). We are also able to apply for funding under the Disability Access Fund (DAF) and we can offer advice regarding how this funding might be used.

At Capel Pre-School, we use the key person approach, and we find it very effective in monitoring children’s progress. The key person is responsible for guiding, monitoring, and supporting the physical and mental development of children in our care, and this is especially important when children have unique or additional educational needs.

A child’s key person will invite a parent/carer to see the child’s learning journey and hear about their progress. This also provides an opportunity to talk about any concerns. Individual appointments can also be made if you cannot make the dates, 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 Foundation Stage (EYFS) Profile. Most children will have started school before the EYFS Profile is required, but the Progress Check at Age Two is very important. The Progress check will ideally be completed in advance of a child’s health development check by their health visitor at the age of two; this is because the check gives us the opportunity to discuss with a parent/carer a child’s starting points and the progress they have made since beginning with us. If a child is delayed in any area of development, we can discuss this with the parent/carer at the time of the Progress Check, and they can then discuss this with their health visitor.

At the heart of our work at Capel Pre-School is a commitment to inclusive methods and practices. We want every child to be able to participate. At staff meetings, a child’s key person will ensure that any planned activities are suitable or adapted to meet the needs of the child. 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.

The setting is in a village hall and has wheelchair access. The open-plan environment also ensures ease of movement. The outdoor area is accessible from one exit and the surface is suitable for children using wheelchairs and frames. We are able to access fields as there is a path.

Whenever possible we will make any reasonable adjustments to meet the needs of children, parents, or staff. We have car parking with a designated disabled parking space. There is an accessible toilet and this includes changing facilities. Please let us know if you have any difficulties with accessibility.

We want to prepare each child at Capel Pre-School for an easy transition to the next phase of their education. With full consent from a parent/carer, we are able to share relevant paperwork, such as the Progress Check at Age Two. We also keep detailed reports of a child’s learning journey, and with full consent, these can be passed on to the child’s new school. These reports contain information about the characteristics of the child’s most effective ways of learning.

At Capel Pre-School, we are always keen to learn and do better. We make every effort to objectively assess the effectiveness of the resources and strategies we provide. We make use of Local Inclusion Team Forum (LIFT) meetings and SENco forum meetings, which any parents/carers are welcome to attend. We also organise regular key person visits for parents/carers, to maximise communication and the sharing of information. We frequently review our policies and procedures.

Please contact our Administrator either by phoning 07936 151326 or emailing to We can then arrange a mutually convenient time for you and your child to visit us and meet with our Supervisor and staff.

We welcome and appreciate feedback, whether it be positive or negative, from parents/carers; we have a general ‘open door’ policy. At meetings with key persons, parents/carers are encouraged to voice their thoughts. To give more urgent, private feedback, we ask parents/carers to request a meeting.

Our complaints procedure is displayed on our noticeboard. Copies of all policies can be seen on our website. If you would like a translated version of any policy, please let us know and we will endeavour to provide it as soon as possible.


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