Bossingham Pre-school Ltd
Who to contact
Where to go
- Bossingham Pre-School
Bossingham Pre School
- CT4 6DU
We are a rural pre-school situated in an Area of Outstanding Natural Beauty close to Canterbury in Kent. We aim to provide a happy, healthy, stimulating environment in which children play, learn and grow in the most natural of ways. Our children spend much of their time outside, spotting wildlife and enjoying the fresh air and have access to Forest School sessions (please see prices for details) which are led by a trained Forest School leader. Indoors however, our building has been specially designed for pre-school children with designated quiet, play and messy areas. It's a positive place; a nurturing space for those all-important early years.
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 8:00 17.00 Tuesday 8:00 17.00 Wednesday 8:00 17.00 Thursday 8:00 17.00 Friday 8:00 17.00
- Table of costs
Table of costs Amount Cost Type £14.25 Per session £5.00 Before School £5.00 After School
- ECD Type
- Offers pickups
- Cost details
We offer 2 sessions per day
9am - 12pm (morning session) and 12-3pm(afternoon session). We also have breakfast club from 8-9 am and after school club until 5pm. In addition
we also offer Forest School sessions and Little Music Stars sessions once per week which are chargeable at £3.00 each per session.
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- Phone for latest vacancies.
- Places Range
Places Range Start Age End Age Places 2 2 8 3 5 24 0 5 24 5 7 24
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 5 10
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Messy Play Area, Toys/dolls, Dressing Up, Outdoor Activities, Environmental Area, Trike, Play House, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Air Conditioned, Refreshments, Books, Sign Language / Makaton, Internet Connection, See-Saw, Bike, Kitchen, Car Parking, Songs, Library - Book Trolley, Sleeping Area, Slide, Stories
We are situated in purpose built building, with a fantastic safe and exciting outside area in an area of Outstanding Natural Beauty, a short drive from the City of Canterbury and the coast towns of Hythe and Folkestone.We offer a stimulatiing enviroment with a passionate and experienced staff team.
Our car park and building are wheelchair accessible and we welcome alll children and families. We are committed to improving outcomes for all our children.
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 27/09/2016 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
Initial information is gathered in a variety of ways. We offer parents a home visit and settling in sessions where a Getting to Know Me form is completed with the parents identifying any needs or concerns. The Key Person will carry out observations across the seven areas of learning within the EYFS framework which establishes a starting point and identifies any developmental concerns. A progress check at 2 years old is also carried out and shared with the parents and health visiting team. Ongoing observations and assessments gives the key person information on how to support individual children within their care.
How will I be informed / consulted about the ways in which my child is being supported?
Parents have the opportunity to talk to their child's key person at any time which allows concerns to be raised and dealt with appropriately.
The pre-school uses Baby's Days to log, track and assess children's learning across the EYFS which is available to parents to view and make their own contributions.
In areas where extra support is identified a targeted plan will be devised by the key person and shared with the parents. It may be necessary to involve outside agencies to support your child with their learning and development. The pre-school seeks and values the contributions of parents and works to involve them in the learning and development of their child at all times.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Through a key person approach we plan for each individual child in accordance with the Early Years Foundation Stage framework. We ensure that our indoor and outdoor environment offer language rich opportunities to meet the needs of all children attending i.e child with English as a second language, child with speech and language difficulties.
We access support from the Equality and Inclusion team so that we can provide an inclusive and diverse provision. We work closely with families and share knowledge to implement a targetted plan so all children can reach their maximum potential.
We endeavour to continually review our learning environment to ensure that it is accessible to all children who attend our provision for example open accessible spaces, no stairs, disabled toilet. Our indoor environment is designed to minimise over stimulation of the senses through using natural materials and colours.
We offer a mid morning snack for all children to enjoy. This caters for all children including those with food allergies and food preferences. Children are asked to bring a packed lunch. Our setting applies a no nut policy to the snack and the packed lunches.
We cater for children with additional health needs and ensure that our team is trained and is aware of medical conditions that may require interventions e.g Epipen. We may ask a community nurse to deliver training to our staff as and when needed.
A member of our staff if a qualified SENDCO (Special Educational Needs and Disabilites Co-ordinator) and they attmed regular forums and training to share knowledge and be kept up to date with the latest developments.
Our qualified team continually updates and extends their knowledge for example we have recently trained all our staff on the Every Child a Talker program.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Each child's key person builds an individual learning journey for each child documenting progress and achievements made during their time at the setting. The learning journies are shared with the child's parent/ carers through information evenings and access to the Baby's Days system.
Learning and development is recorded and progress is tracked identifying any support or additional needs that the child may have. Key persons work on the next steps for each child which outlines areas for development across the seven areas of the EYFS.
We focus on both what the child is learning as well as how the child is learning through implmeneting the characterisitcs of effective learning.
We use a range of visual support materials for example a visual timetable, visual signing and a labelled environment. Our environment offers quiet spaces and areas where children feel comfortable to commuicate with their peers.
Our team works with individual children and in small groups when facilitating the various activities and experiences that we offer.
When a targetted plan is needed to support a child we work on using a SMART (specific, measurable, accessible, realisitc and time bound) target approach.
The SENDCo works with specialist teachers and outside agencies as advised too.
What additional support does the setting provide for children with additional needs or SEND?
Our setting offers a graduated enrolment process which includes play and stay sessions, home visits and initial shorter sessions if the child requires this. Through this process we are able to build up a relationship with families and gather all the information we need to ensure a smooth as possible transition for the child. We evaluate the information that families give to us so that we can identify any additional support that is required for the child and access these as soon as possible.
The manager monitors the role of the SENDCo to ensure that all relevant policies and procedures are followed and provide additional support and training when needed.
We link in with children's centres in Canterbury and Shepway and inform parents by way of posters of upcoming workshops and support.
How will the setting monitor my child's progress and how will I be involved in this?
The key person keeps a learning journey which details observations and learning and development on each child. Progress is monitored through a tracking system which ensures that each child is making timely progress and are progressing within the expected levels for their age range. If the key person and parents feel that a child may require further support a targetted plan will be made with the pre-school and the parents and regularly reviewed. Targetted plans are shared with parents to ensure that parents and the pre-school are working in partnership to achieve the child's goals.
The manager monitors the progress of all children at the setting through a tracking system and identifies any areas of learning which require further intervention in order to support individual children at the setting.
We offer parents discussion evenings to give opportunities for them to talk to their child's key person to discuss progress that has been made and identify and further discuss any concerns that they may have.
Parents are also welcome to talk to their child's key person on an informal basis at drop off and pick up time or can make an appointment if a moer lengthy discussion is needed.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Our provision is regularly reviewed with parents and staff through questionnaires and informal discussions to ensure that all children are accessing all experiences and learning opportunities that are offered. Each experience that we offer the children is differentiated to allow all children the same opportunity for learning for example a key person may model the activity to meet the needs of different children by adapting the activity to meet different age ranges and needs by using different language to meet understanding.
We evaluate experiences offered to ensure the learning outcomes are significant in the progress of the children.
We risk assess activities, including trips, to ensure that all children can safely access the experiences that are on offer.
How accessible is the building for children with mobility difficulties / wheelchair users?
We offer a highly accessible environment both inside and outside. The pre-school is all on one level with clear accessible routes to all areas. There is an accessible disabled toilet and changing facilities. The pre-school is accessed via the car park or from the main road. Ther car park has two designated disabled bays and the pathway up to the pre-school is paved and all on one level
How will you support my child's transition to a new setting or school?
We work closely with other schools and settings to ensure transisitions are as smooth as possible. We do this by liaising with the school/ new setting and providing them with relevant information to support your child. The child's key person will provide an end assessment report detailing all learning and development to date and any help or support that the child may need. The learning journey will be passed to the parents/ carers to share with the new school/ setting.
The pre-school converses with the new school/ setting and arrangements are made for them to visit the child at the pre-school and share knowledge and information with the child's key personand/ or SENDCo.
We ask that the school/ setting provide information such as photographs, names of teachers and uniform, to leave in the pre-school for the children to access and become familiar with.
We are aware that the new school setting offers visits and we support the child with this process.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The pre-school has a qualified SENDCo in post to support children and families who may have additional needs. The SENDCo is trained to identify when additional support may be needed and seeks advice from the specialist teaching services. The SENDCo has opportunities to attend specialist services referral meetings and share practise and knowledge through SENDCo forum meetings.
The pre-school team work closely with the SENDCo and take directions and advice in order to support their key children. Staff meetings are held regularly to discuss with the SENDCo any concerns key persons may have about their children.
The pre-school team evaluates the environments and the provision to ensure that we are meeting the neds of all children who attend.
The manager supports the SENDCo in their role ensuring that all relevant paperwork, assessments and outside agency involvement is accessed, evaulated and reviewed.
The pre-school uses questionairres, parent evenings and open days to share practise and information with parents/ carers.
General pre-school information to parents/ carers is also shared through newsletters, our notice board and our Baby's Days system.
Who should I contact if I am considering registering for a place at the setting?
We undertake home visits, where possible, before your child starts with us. We offer play and stay sessions as part of our settling in procedure. Additional meetings with your child's key person and SENDCo can be arranged.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
The pre-school offers parents/ carers the opportunity to talk to their child's key person/ manager at drop off and collection times. If a more in depth discussion is needed then you can make an appointment to see the appropriate member(s) of staff.
Our Baby's Days system allows parents/ carers to leave short messages and to make a formal complaint or compliment. We do encourage parents/ carers to voice their concerns to the manager in the first instance as we find that any issues parents/ carers have can usually be resolved this way.
All complaints are followed up in line with our complaints policy/ procedure which parents can access in the pre-school or via our website.
There is a suggestion box located in our foyer and annual questionnaires and surveys are offered to parents/ carers so that parents/ carers can express their views and help us to improve our practise.
Further information about us can be found on our website www.bossinghampreschool.co.uk