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.
Borden Village Pre-School
Who to contact
- Contact Name
- Helen Kitchingham or Sharon Barbary
- Contact Position
- 01795 421221
Where to go
- ME9 8JS
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 with an inbuilt sand pit, 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 accessable 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 Day Opening Time Closing 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
- ECD Type
- Offers pickups
- 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?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- We are currently taking enquiries and enrolment for September 2020 intake.
- Places Range
Places Range Start Age End Age Places 2 2 12 3 5 26 0 5 26 5 7 26
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 4 26
- Vacancy Information Last updated Date
- 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
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
- Wheelchair access details
- New building - All DDA complient.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 30/01/2012 Inspection (Early Years Register) Good 05/02/2015 Inspection (Early Years Register) Good 05/12/2017 Inspection (Early Years Register) Good
We provide an environment in which all children, including those with special educational needs are supported to reach their full potential.
Special Needs Support
How does the setting identify children with additional needs or SEND?
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.
How will I be informed / consulted about the ways in which my child is being supported?
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 manager 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 Manager 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 can be stopped.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
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.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
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 can 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.
What additional support does the setting provide for children with additional needs or SEND?
Our setting Manager 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 children and their families are worked closely with during every step of the 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
How will the setting monitor my child's progress and how will I be involved in this?
We use an online Learning Book which allows us to document a child's progress, achievements, and WOW moments instantly.
All parents are offered 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.
When a SEN Child is being observed, for the most part they are worked with as any other child via their key worker and setting staff. If needed, we can refer to the Local Inclusion Forum Team (LIFT) to access specialist teachers who can give advice and guidance.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
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.
Parents will be liaised with prior to the trip and a plan made to allow the child to attend.
Parents may be asked to accompany them as they will be the ideal chaperone as they will have been in similar situations before.
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.
How accessible is the building for children with mobility difficulties / wheelchair users?
Our building is compliant with disabled access to all areas.
We have a disabled toilet, shower and a low level preschool toilets and sinks.
We have designated parking spaces outside the preschool on a block paved area. The main school carpark is gravelled, priority is given to children in wheelchairs or mobility issues.
How will you support my child's transition to a new setting or school?
We will start speaking to the children about school during the last two terms before they leave preschool.
We will read stories to encourage discussion and role play on the subject. If a role play scenario is created by the children staff will aim to extend that as much as the children need all the while discussing the subject at circle time and in small groups if the children want that.
Staff are trained to handle transition to school as smoothly as possible and will liaise with parents of children whom may be struggling in any way.
Teachers from the schools are invited to come and speak to the children and answer any questions with in the familiar setting.
The child’s key person is always able to attend transition meetings or visits.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
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 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 staff, can find out what strategies and adaptations happen at home to carry out in the setting. With all home visits and tasters staff information is given along with the setting's prospectus which answers many questions the family may have
Who should I contact if I am considering registering for a place at 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 speak about any concerns or question you might have.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
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.