Devonshire Rooms Pre-school
Who to contact
- Contact Name
- Mrs Tracy Hann
- Contact Position
- 01634 240139
Where to go
- ME6 5BQ
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 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 15:00
- Table of costs
Table of costs Amount Cost Type £13.50 Per session
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Places Range
Places Range Start Age End Age Places 2 2 8 3 5 32 0 5 32
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Wheelchair Access
- Wheelchair access details
- After Consultation With Parents
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 16/01/2006 Integrated Satisfactory 02/11/2009 Inspection (Early Years Register) Good 24/10/2013 Inspection (Early Years Register) Good 25/01/2017 Inspection (Early Years Register) Good
Devonshire Rooms Pre-school values all children and recognises that children develop and learn in different ways and at different times. We have two designated SENCO's who support each other and all other members of staff. We identify additional needs as soon as possible and implement target plans when appropriate. Plans are carried out in partnership with parents/carers and key person in line with the SEN Code of Practice.
Special Needs Support
How does the setting identify children with additional needs or SEND?
All staff at Devonshire Rooms Pre-school hold appropriate childcare qualifications and have a good sound knowledge of child development. Your child will be allocated a key person who they are able to build up a good relationship with. Through this system we pride ourselves on our strong parent partnership and find that we are able to talk freely with our parents about any concerns they may have regarding their child’s development.
We use Tapestry (an online learning journal) to collate evidence about your child’s time with us. We will observe your child’s activities and, through these observations, staff are able to build up a picture of your child’s interests and needs.
How will I be informed / consulted about the ways in which my child is being supported?
Your child’s keyperson will be involved from the very start to ensure that strong and positive relationships are built between your child and yourself.
All observations are posted on your child’s online learning journal (Tapestry) so you can see what progress is being made and parents are encouraged to add comments or seek further clarification on that particular observation.
Parents have informal opportunities to meet with their key person for daily updates either in person or by telephone. A room is available for more confidential discussions.
If any further support is needed for any child then a joint approach will be implemented between key person, SENCO and parents to put in place a targeted plan.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Your child’s key person will plan for your ‘unique child’. The will observe access and plan activities based on your child’s interests and parents are encouraged to complete the ‘all about me’ form to keep us informed of any new interests so that these can be incorporated in their play.
Your child’s unique characteristics of learning are incorporated into planning and we will ensure that targets are personal, appropriate and SMART (specific, measurable, accessible, realistic and timebound)
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Our strategies begin with our environment. Audits will be carried out to ensure that children are able to have full access to all that is on offer within pre-school. The SENCO will liaise with the key person and other professionals (with parental consent) to ensure that any specialist equipment is sourced and any training undertaken if needed.
The SENCO will liaise with other professionals (with parental consent) such as Early Years Inclusion Team, Specialist Teaching Service, Speech and Language Therapist and Health Visitors to gain further advice in supporting each individual child.
Pre-school uses visual timetables to support routines and now and next cards to support children during transition times.
What additional support does the setting provide for children with additional needs or SEND?
The key person and SENCO work together using a graduated response to provide targeted or personalised plans for each individual child. They will work with the Best Practice Guidance to support teaching. The plans are drawn up and agreed with parental input and reviewed at a mutually convenient time.
Pre-school has good links with the local Children’s Centre and are able to provide information, support and training opportunities for families.
How will the setting monitor my child's progress and how will I be involved in this?
All children’s progress is tracked and monitored through observation, assessment and planning. This enables staff to develop a clear understanding of how they are developing and to identify any children that may require additional support to achieve their full potential.
All observations are added to their on-line learning journal (Tapestry) so you can see how they are developing.
The SENCO and key person will work together to ensure targets and strategies are implemented and reviewed.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Inclusive practice is a big part of our ethos, SENCO and keyperson will work with parents to ensure that our environment and activities are made appropriately accessible and differentiated for an inclusive approach.
Risk assessments and room audits will be carried out and regularly revisited to ensure the above.
We would research a trip to ensure all children can attend and would welcome parents to accompany their child on a trip if necessary.
How accessible is the building for children with mobility difficulties / wheelchair users?
The hall is on one floor and has wheelchair access. The open plan environment ensures ease of movement around the hall, the toilets (we have a toilet suitable for wheelchair access or mobility difficulties) and the garden which also has soft play flooring.
How will you support my child's transition to a new setting or school?
The keyperson will ensure that transitions are well planned and supported. My Unique Progress/Transition report which consists of my progress, the characteristics of effective learning and all relevant paperwork linked to my journey will be passed on to my new setting with consent forms and assessments on every child to identify any support that may be needed. This information will be shared with parents who will be encouraged to add their own comments and these will be reviewed on a regular basis. We will then implement a joint approach, who will be supported by the Special Educational Needs Coordinator (SENCO) to ensure that your child’s needs are being fully met. Your child will have their own or an Educational, Health and Care Plan (EHCP), depending on their specific needs.
Regular progress meetings and transition meetings are held to review your child’s progress and next steps are discussed with parents, keyworkers and SENCO. We work alongside other professionals and jointly agree targets.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCO and all staff attend regular further training in areas of specific professional development and cascade at staff meetings.
SENCO attends Local Inclusion Forum Team meetings each term to keep up to date with current changes and network with other professionals.
Regular meetings with keyperson parents and carers to assess children to ensure they are meeting their needs.
Robust policies and procedures are in place which are reviewed regularly to ensure that resources and environments are suitable and accessible to all.
Who should I contact if I am considering registering for a place at the setting?
For further information please call the setting for a prospectus, a viewing or a discussion with the Manager or SENCO.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Our setting has an open door policy and parents are welcome to communicate with their key person at any time either in person or by phone.
We value our parent’s opinions and use these as part of our evaluation process.