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Borden Village Pre-School

Borden Village Pre School is an Ofsted 'Good' independent pre-school situated in the beautiful countryside of Borden. We welcome all families from the village and our surrounding local community. At Borden Village Pre School we believe in a child-centred approach where childhood is celebrated and cherished, and every child is valued as unique. We offer a nurturing, fun and challenging learning environment and we love being outside every day. 

Who to contact

Contact Name
Helen Kitchingham or Sharon Barbary
Contact Position
Co-Managers
Telephone
01795 421221
E-mail
bordenvillagepreschool@gmail.com
Website
https://www.bordenvillagepreschool.co.uk/

Where to go

Address
School Lane
Borden
SITTINGBOURNE
Kent
Postcode
ME9 8JS
Notes

In September 2011, we moved into our new purpose built, DDA compliant preschool.  The preschool is all on one level with easy access into and out of the building into the garden and grounds, which we access each and every day that we are open.

We have a staged area where the children can play and perform. Ramps can be provided to aid access to the stage.  The outside area is flat with many natural and exciting items to enhance our childrens play and learning opportunities.  In December 2017 we had a new brick paved playground created for an additional flat surface.

Inside we have accessible toilets and sinks and changing areas.

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 08:50 14:50
Tuesday 08:50 14:50
Wednesday 08:50 14:50
Thursday 08:50 14:50
Friday 08:50 14:50

Other Details

ECD Type
Preschool
Offers pickups
No
Cost details
£30 for a two year old up until the term after their third birthday per day

£15 for a two year old up until the term after their third birthday per session

£26.00 for a three and four year old from the term after their third birthday per day

£13.00 for for a three and four year old up until the term after their third birthday per session
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Total vacancies
17
Vacancies Details
We are currently taking enquiries about current vacancies and enrolment for September 2022 intake.
Places Range
Places Range
Start AgeEnd AgePlaces
2 2 12
3 5 26
0 5 26
5 7 26
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
23/11/2021
Facilities
Literacy and Numeracy, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Dance, Team Games, Outdoor Activities, Trike, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Healthy Living, Reading, Air Conditioned, Refreshments, Books, Sign Language / Makaton, See-Saw, Bike, Kitchen, Car Parking, Songs, Sleeping Area, Slide, Stories
Notes

We are experienced in a range of additional needs and work with a variety of other professionals to support the individual needs of every child.

Languages Spoken:
Sign Language Makaton, English
Wheelchair Access
Yes
Wheelchair access details
New building - All DDA complient.

Ofsted Information

Ofsted URN
EY431395
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
30/01/2012Inspection (Early Years Register)Good
05/02/2015Inspection (Early Years Register)Good
05/12/2017Inspection (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 have spaces to provide 30 hours of free entitlement, this can be taken in any form between the hours of 08.50 - 14.50.  If we do not have space we work with childminders who are also registered to provide the 30 hours of free entitlement.

Service status

Status
Open

Local Offer

Description

We provide an environment in which all children, including those with special educational needs are supported to reach their full potential.

Special Needs Support

Our setting is all inclusive which identifies and recognises children with additional needs or SEN through different approaches:

 

Through the 'all about me' when signing up children with parents.

Concerns raised by parents to the setting.  As a setting which promotes an open-door policy we welcome parents to raise any concerns they may have, and we will work in partnership with them to answer all queries.

Assessments and observations carried out by the setting.

Through the child's key person's knowledge and bond with the child.

From the outcomes of targeted and personal plans.

Our setting works by set procedures when dealing with SEN criteria shown below:

 

Key person picks up on concerns about a child and brings them to the attention of the SENCo.

SENCo carries out their own observation of the child.

SENCo and key person have a meeting to decide the way forward.

Informal meeting arranged with parent, key person and SENCo. Discuss ways we could support the child (i.e. target plan or referral depending on relationship receptiveness) with parent.

Inform parent that SENCo can be available for any future meetings and will be monitoring progress, whilst liaising with the key person.

Based on the outcome of the meeting, the SENCo will decide how best to proceed in each case and implement an agreed plan in conjunction with the key person and parents.

A parent meeting will be arranged with the key person and SENCo to discuss any written reports and referrals.

Every step of the way will be logged by SENCo in the SEN file.

We will always work professionally in close partnership with the child, key person, parent, SENCo and Co-managers of the setting, together with outside agencies using sensitivity and confidentiality at all times to improve the outcomes for children.  If, at any stage, the parent has any concerns regarding continuing the process, they are welcome to discuss this with us and if they wish to opt out, they can sign a form to express their wishes, but this may be noted as a safeguarding concern if we feel it is not in the child’s best interests.

Once the educational programme has been decided via the above procedure the child's Key person, supported by the Co-Managers and SENCo will work with the child every session they attend.  Parents will be regularly informed of the progress by the Key person.  These programs will be assessed termly to decide if they are working correctly, need amending or if the program has succeeded and what the next steps maybe.

We will adapt the EYFS for SEND children via targeted and personalised plans.

 

These plans are specifically focused on the individual child's needs and abilities with attainable objectives put in place.

We put very small group sessions in place, utilise the expertise of our SENCo and utilise a specialist teacher to give guidance and advise where needed.

Children who are eligible for Special Educational Needs Inclusion Funding (SENIF) could be given additional support as well as the strategies mentioned.

Parents will be part of the decision-making process with the setting relaying all information they receive to the parents.  The child's Key person will personally discuss all strategies put in place with the parent as often as is needed as the Key person is the child's closest worker throughout their time with the setting.

Our setting has an online learning book where the parent can see what their child has been doing at preschool whenever they want, with the opportunity to comment and add their own observations.

Our setting Co-Managers and Key Person work hand in hand with parents and all professional bodies involved in every case. Key persons and or the SENCo are available to attend meeting and appointments with parents for additional support.

Staff work in line with the setting's open-door policy where we work in partnership with the children and their families during every step of their journey.

Every need is met through this open discussion and sharing process.  If a child has a long-term care need then the appropriate discussions are held with the detailed paperwork completed. Any medicines are signed in and out with each Key person handling the administration where possible.

All along these steps the focus is on the child and their views on their needs.  'Children's voice' is a huge part of our ethos

We use an online Learning Book which allows us to document a child's progress, achievements, and WOW moments instantly.

All parents are given a log in to see what their child has been doing and gives them the opportunity to include observations of their own from outside their child's preschool sessions.

 

From the time of sign up at our setting a child's needs are discussed and documented and wherever possible adaptations are spoken about with parents and put in place.  Activities are pre planned and thought through to allow access for all, including trips outside the preschool.

 Our trips are for the whole family so all children can be included.

Preschool staff will endeavour to make all activities as smooth as possible for all included.

We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds.

All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parents and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins; while others may be more removed from close kin or may live with other relatives or foster carers.

Some children have needs that arise from disability or impairment or may have parents that are affected by disability or impairment. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.

We understand that these factors affect the well-being of children and can impact on their learning and attainment.

Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.

Our building is compliant with disabled access to all areas.

We have a disabled toilet  and a low level preschool toilets and sinks.

We have parking spaces outside the preschool on a block paved area which can be used for wheelchair users.  

We chat to the children about their new schools once we know where they are going. 

We print out photos of the schools they will be attending, displaying uniform and placing photos of the children who will be going there next to them. This provides opportunities to talk about their new adventures.

We work with our parents and the teachers to make the transition as smooth as possible.

The childrens new Teachers are welcomed to come and join us for a stay and play and the opportunity to talk to the childrens Key Person.  

 

Our co-managers are the setting SENCo's and will on a termly basis assess the effectiveness of Targeted and Personalised plans of children and discuss with the Key person. Alongside this is the liaising and partnership of the setting SENCo and Key person to carry out with the children's parents.

The child will carry out a taster session as set out by the preschool and the family will be offered a home visit so the child and family can familiarise themselves with preschool staff.

Arrange a home visit in the case of SEN children enabling the Key Person and SENCO can find out what strategies and adaptations are happening at home to continue them in the setting.  

Please feel free to pop along and visit us and collect a registration form.  The Co-Managers Helen Kitchingham and Sharon Barbary will be happy to answer any  questions you might have.

Our setting gratefully receives all feedback both compliments and complaints as we see all dialogue as a chance to reflect on our practice and allow us to move on stronger after issues have been resolved.  Compliments are kept as part of our setting’s ongoing vision to impact and develop those children in our care.

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