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Lydd House Playgroup

Lydd House Playgroup is a Committee run setting. We are passionate about providing the best experiences for the young children in our community, making the most of our local assets. We take the children out and about to explore our lovely town and all it has to offer! We visit the local library once a term. Take the children to the vets, the park, and celebrations/activities at the church.


The Playgroup operates on the ground floor of two houses that have been converted into one. The houses were originally two semi-detached Police houses. We have ample space for the children to play inside and out! 


Inside we have designated areas:



  • A messy room: where water, sand, play dough, paint are a staple of our daily activities; also complimented by other forms of messy play - slime, water beads, cornflour, ice cubes, craft activities, gluing, collaging etc.

  • A home corner: where children can role play alongside/with each other, dressing up, playing with the pretend food, dolls and teddies.

  • A book corner, with a varied choice of books, music/story cd’s, and puppets. 

  • A self registration system which identifies how your child feels when they arrive at Playgroup. Also, a Super Star board to highlight and praise all kinds of desired behaviours! 

  • There is a quiet cosy corner where children can rest and take a nap. 

  • We have literacy and numeracy based resources out daily to develop children’s awareness, and ample mark making activities to develop their gross and fine motor skills.

  • We understand that children thrive on  being able to investigate and question the environment around them. We encourage this wholeheartedly, inside and outside. 

  • We have a varied construction and small world area, the children access these resources independently, developing their own play naturally. 


Our outside area:



  • We have an array of large play equipment: swings, slides, climbing frames and balancing equipment.

  • We have a road circuit for the children to ride bikes, trikes, scooters and cars.

  • A large sand pit with diggers! A water pump station which the children can access independently.

  • A mud kitchen for those glorious mud pies!

  • Two pet rabbits!

  • A large vegetable garden to dig in and explore. Also a big log pile for bug hunting! 

  • A Wendy house  to chill out in, and a stage for our budding entertainers! 


There is so much on offer at Lydd House Playgroup! Come and see for yourself, bring your children, we can guarantee they won’t want to leave!

Who to contact

Contact Name
Michelle Furlong
Contact Position
Manager
Telephone
01797 458160
E-mail
lyddhouseplaygroup@yahoo.co.uk

Where to go

Address
115-117
Station Road
Lydd
Kent
APostcode
TN29 9LL

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 09:00 15:00
Tuesday 09:00 15:00
Wednesday 09:00 15:00
Thursday 09:00 15:00
Friday 09:00 15:00

Other Details

Table of costs
Table of costs
AmountCost Type
£5.50 Per hour
ECD Type
Preschool
Offers pickups
No
Cost(s)
Cost details
We have no additional costs.
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
20
Vacancies Details
Please ring for any information or queries
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 23
5 8 23
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 5 23
Vacancy Information Last updated Date
16/08/2019
Facilities
Literacy and Numeracy, Computers / It, Messy Play Area, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Themed Sessions, Environmental Area, Play House, Trampoline, Water Play, Quiet Room, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Reading, Refreshments, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Car Parking, Songs, Sleeping Area, Slide, Climbing Frame, Stories
Other facilities information
We do not have a sensory room, however we do provide sensory play and resources. We have nappy changing facilities .
Notes

We provide the Free For Two funding scheme, subject to eligibility.   

Languages Spoken:
Sign Language Makaton, English
Wheelchair Access
Yes
Wheelchair access details
Ramp + disabled toliets.

Ofsted Information

Ofsted URN
127356
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
08/02/2008IntegratedGood
14/02/2011Inspection (Early Years Register)Good
09/06/2015Inspection (Early Years Register)Good
26/05/2017Inspection (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)

We also offer the 30hrs free entitlement, subject to eligability. You can use your hours however you wish and we also work in partnership with other childcare services which would enable you to split your entitlement should you want too.       

Local Offer

Description

The setting has a designated Special Educational Needs Co-ordinator (SENCo) who supports the key person in their role to ensure every child is observed and planned for appropriately to their level of development and if any needs are identified. They attend regular SENCo forum meetings to support their own development and update on any legislation/information. The designated person attends regular meetings which also includes the support of outside agencies, Children Centres, Specialist Teaching Service, etc should support be identified or for any children requiring support. All staff attend regular training for their own professional development.         

         

Special Needs Support

You and your child will have an induction session in the setting and part of this session will be about your assigned key person getting to know your child. The induction provides a perfect opportunity for you to let us know your child's strengths and any areas you may be concerned about. Your key person will then use this information as a starting to point to observe and plan.        

Any identified development concerns identified from either the 2yr Progress Check or our baseline assessment, will then be discussed with you and the settings Special Educational Needs Co-Ordinator (SENCo) to create a target plan to support your child and whether any help from outside agencies will be required. If it is felt your child would benefit from support from agencies such as the Specialist Teaching Service, then we all work together to provide the best outcomes for you and your child.      

The role of the SENCo is to

  • Liaise with the key person to plan identified targets. 
  • Attend forum meetings and Local Inclusion meetings.
  • Make referrals to appropriate agencies.     
  • Attend training. 

We pride ourselves on our good relationships we have with all parents/carers and we are very approachable, from the very beginning you can talk to us at any time about any concern you may have. You will have regular meetings with your child’s key person to keep you updated on your child's progress, we also record your child's learning through an online learning journal - Tapestry, which is then accessed at any time via the app. This also refers to the developmental stages of the Early Years Foundation Stage (EYFS). 

If/when your child has a target plan in place, it will be overseen by your child’s key person, along with the settings SENCo/Manager. They are reviewed termly to ensure the targets are effective and relevant. 

     

 

Each child is individual and therefore planned for individually across the seven areas of the EYFS, 3 prime areas and 4 specific areas. 

Personal Social and Emotional development (PSED), Communication and Language (C&L) and Physical development (PD) are crucial areas that interlink throughout the EYFS. Activities and behaviour are consistently observed and implemented throughout the settings daily session to reflect and enhance the development of the 3 prime areas.           

  • PSED: An environment that supports well-being and resilience, which may come in the form of social activities or giving a child their own space and time to understand the world around them.   
  • C&L: Communication and Language programmes, Speech and Language support, enhancing the environment around them. 
  • PD: Well-being and the balance of inside and outside play, links with outside therapists, sensory play.  

The needs of the child will also be adapted for the other 4 specific areas also upon reflection from observations of your child.        

We use various teaching strategies informed by your child's needs and capabilities and we have experienced staff, along with the SENCo who are able to identify and adapt the environment accordingly. We use the Best Practice Guidance and implement targeted and personalised plans to ensure we stay focused on your child's needs and the area of concern. It is from this that we are able to monitor their progress and involve outside agencies if required. Outside agencies will also support and provide us with further strategies and resources to help support your child. We use visual aids, Makaton and other teaching strategies to ensure we support the areas identified in the SEND Code of Practice.

All parents get a planning sheet of what their child is learning over the following term.           

Additional support is being able to have good links with outside agencies and being able to identify the correct specialist needed. The setting attends a Local Inclusion Forum Team (LIFT) meeting which is held six times a year. The LIFT meeting enables various agencies to come together and if a referral is accepted, once your consent is given, then the child will be directed to the correct specialist. Staff at Lydd House consistently go on training to ensure they are kept up to date with new strategies and understanding of how to best support children with additional needs or SEND.

The setting has a record of administering medication folder for children that require medication.         

            

Lydd House hold parents meetings three times a year, the parent is shown their child's learning journal and their development over the previous terms is discussed. The information is then added to an overall assessment to ensure progress is monitored not only for the child but the environment too.

The setting carries out a baseline assessment on every child that starts the setting to be able to effectively monitor progression.

We have excellent partnerships with parents and recognise that parents are the most valuable source of knowledge and therefore welcomes and encourages sharing any information about their child on a continual basis which will also contribute to the child's planning. 

The environment and risk assessments are continually being reflected on to ensure that every child who attends, can access all the activities being offered or trips being organised.

Each activity is differentiated and adapted to suit the child's ability and need, we reduce the group sizes to help keep the attention of those listening and deploy staff effectively. 

All school trips are risk assessed and each member of staff is assigned two children (or one, should a risk be identified).

We also welcome and appreciate any parents that are able to help/accompany us on any trips we take.

We ensure that the correct information is continually updated, such as parent contact numbers etc and that this is brought on the trip with us.           

        

We are located on the ground floor across two houses, therefore all amenities, rooms and activities are accessible for someone using wheelchairs and frames. We do have a ramp for wheelchairs to enter the main door in the setting, as we have two steps leading up to the front door, we also have two side doors into the setting which are more ground level.

We have disabled changing and toilet facilities. Please let us know if you have any difficulties accessing the building.          

    

During the summer term, we offer school visits to the children that attend the local school. All allocated reception class school teachers are invited to Lydd House to get to know the children, and see them in our Pre-School environment.

The environment is set supporting their transition also such as role play and dressing up in school uniform (from most surrounding schools), photos of the teachers hanging up around the setting and various discussions throughout the sessions.

At transition time we arrange a hand over meeting with the reception teachers and complete a My Unique Progress/Transition form as well as a One Page Profile. The One Page Profile enables us to highlight the more personal characteristics of the child and having a better understanding of this will hopefully help them settle better. 

We have good communication and links with all primary schools and offer our support, should the child need it, into the new term also.          

        

We ensure the SEN provision is effective through regular staff meetings and reflecting on practice, this also helps identify our professional development and training required.

Other meetings such as LIFT and SENCo forums provide opportunities to network, reflect on practice and gain specialist knowledge/advice.

We regularly update policies to ensure they are relevant and current. Parental questionnaires are sent out for completion, and then reflected on.       

  

  • Collect an Induction pack from Lydd House Playgroup. At which point you will be advised when your child may be likely to start 
  • Return your completed forms to us.
  • We will call you to invite you back to have an induction with your child’s key person. During this meeting, we will work out what your child’s needs are and how best we can support them. 
  • Following on from that, you will be given a start date. 

If you have any queries, please contact us, we are happy to help. 

We offer a graduated approach as stated in our SEND policy, all policies are available to read upon request in the setting, along with our complaints procedure.

We also have an "open door" policy and welcome any feedback at any time to improve the setting, you are also provided with this opportunity with the parental questionnaire forms.  

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