St Stephens Pre-School
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)
Our setting is part of the Andaras multi academy trust,
We have access to large outdoor school playing fields and other facilities eg school hall, library.
Seperate enclosed outdoor area for free flow play and an additional room for small group work and focused activities.
All staff fully qualified or working towards a relevent level 3 qualification.
Work to or above adult:child ratios
Close links to school & the area resource base to ensure we can provide the best support for children with SEN.
Who to contact
Where to go
- St Stephens Pre-school
St Stephens Community Academy
- PL15 8HL
Time / date details
- Session information
- Monday : 09:00 - 12:00 Monday : 12:00 - 3:00 Tuesday : 09:00 - 12:00 Tuesday : 12:00 - 3:00 Wednesday : 09:00 - 12:00 Wednesday : 12:00 - 3:00 Thursday : 09:00 - 12:00 Thursday : 12:00 - 3:00 Friday : 09:00 - 12:00 Friday : 12:00 - 3:00
- Table of costs
Table of costs Amount Cost Type £12.00 Per Session
- Age ranges
- From 2 years 6 months to 5 years
Inclusion within our setting
- Has provision
- Has provision
- Experience with
- Has provision
- Experience with
- Yes would have an understanding
- Languages spoken
We have experience of working with children that have English as an additional language.
- Are there any pets at the setting?
- Immediate vacancies
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 09:00 12:00 Monday 12:00 3:00 Tuesday 09:00 12:00 Tuesday 12:00 3:00 Wednesday 09:00 12:00 Wednesday 12:00 3:00 Thursday 09:00 12:00 Thursday 12:00 3:00 Friday 09:00 12:00 Friday 12:00 3:00
- Offers pickups
- SENCo name
- Marie Whitley
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We believe that early identification and targeted interventions are key to supporting children in reaching their full potential. All our staff are highly trained and have good knowledge of child development. We gain as much information about children from their families during the induction process, at this point we establish whether a child is receiving support from any external agencies. Parents are also asked if they have any concerns about their child's development. During the child's first week we carry out a baseline assessment, this may identify areas of concern and provides a starting point to monitor progress. We carry out a progress check on the children in our care between the ages of 2 and 3, this will hopefully highlight any areas of concern or identify any special educational needs or disabilities, these can be acted upon at the earliest stage and any support needed can be put in place. We use the ECAT monitoring tool to monitor speech and language, this is used on entry and every 6 weeks so that any signs of speech delay or difficulties can be identified quickly and accurately, with the consent of the parents referrals will then be made to the speech and language team. We regularly observe all children and assess them using the development matters statement in the Early years foundation stage, progress is discussed at regular intervals with parents and where there are any concerns, with parental consent a referral can be made to the relevant professional within the Cornwall Council Early Years Team.
- How we identify and support children's learning and development needs
We have a designated Special Educational Needs Coordinator (SENCO) who is responsible for ensuring that all children with a special educational need and/or disability have access to all areas of the service we provide. Our planning is supported by Early Years Foundation Stage guidance materials, we incorporate education programmes including 'letters and sounds' and 'FunFit' (this programme supports children with sensory processing and physical development). Children are observed while playing and learning, these observations inform our short term planning, this ensures that all children can access a curriculum which is tailored to suit their interests and needs whilst working on areas of weakness and building on strengths. Targeted plans are developed for children with SEND that support their learning and development, parents and other professionals will have full involvement in the development and facilitation of these plans which will be regularly reviewed. All staff undertake relevant and specific training to enable us to support children with SEND. We attend current behaviour management training in order to support children behaviour and identify concerns. If needed (and where possible) , we will supply additional equipment and resources that may be required (only after attending necessary training). All staff have had recent visual support training which aids communication, we also have had basic Makaton training to further aid communication.
- Links we have to other agencies
We work closely with the LA Early Years Inclusion Service and attend regular cluster training that is provided by them. Our Manager and SENCO attend regular SENCO cluster meetings to gain knowledge and understanding from the Senior Locality SENCO and other local SENCO's. We are at present working closely with a teacher from the child development centre, this has been a valuable experience and has developed practise in our setting. We also work with speech and language specialists, Educational psychologists, social workers and health visitors.
- How we support children transferring to school
We are fortunate to be located on the site of the primary school, this enables the children to access the school facilities and become familiar with staff in the school. In the second half of the summer term, children attend 4 sessions in the school, a member of staff from the pre-school will attend with the children and the child development centre teacher where necessary. Teachers from all the local 'feeder' schools are welcome in our setting during this time to meet the children and become a familiar face. We discuss individual children's development and share information with the reception teachers (possible strategies etc.) in order to support development effectively.
Learning and development
- Specialist skills or training our staff have
We are a highly qualified workforce of 4 practitioners. The manager holds a Fda Early years, the deputy holds a level 3 qualification. Two practitioners hold a level 3 qualification All staff are trained in the use of visual supports, Basic Makaton training, Paediatric first aid and basic food hygiene. 2 members of staff have completed the 2 day makaton foundation training.
- Support we offer regarding children's health and well-being
We plan for and provide opportunities for energetic play and encourage daily free-flow outdoor play. Children have access to fresh drinking water at all times and we also provide a healthy snack. Parents are encouraged to provide healthy lunch boxes and all staff model healthy eating and healthy lifestyle choices.
- Ways we inform parents about how their child is being supported
We meet with parents to discuss their child's two year progress check and baseline assessments. We arrange parent consultations termly to discuss progress. We have an 'open door' policy and chat with parents on an informal basis each day. We provide information to parents within their induction pack which explains how we will support their child and share information with them.
We use 2Simple for online learning journals which we share every term, parents can make entries and comment on individual observations.
We use the class Dojo app to inform parents of what is happening in our setting during the day and to communiucatnt information.
- Our complaints policy
We hope that most complaints can be resolved quickly and informally, however, if this is not the case, we have a procedure in place to deal with concerns, this includes a 5 stage approach to making a complaint. All parents and cares can access our policies and procedures upon request.
- Alterations we have made to make our building accessible
We have wide doorways and flat access for child wheelchair users, we have a fully equipped accessible toilet. We use visual signs to label the environment i.e.. fire exit signs, these signs are also written in Polish.
We have had a wheelchair ramp fitted for our focus/ small group work room.
- Facilities we have for personal care
We have low level toilets and hand washing facilities. We have a discreet nappy changing area with a changing table that the children can climb up to using steps and adult support. We use visual sequencing strips to help children to become independent in their personal care (toileting/hand washing). we have a very strong key person system in place and where possible the key worker will tend to the child's personal care needs. All staff are DBS checked.
- Specialist resources we have
We are equipped with visual aids that support children during times of transition. We have numerous resources to support speech and language development.
- How we include all children in activities, such as trips
We differentiate activities and provide additional support as required. We invite parents to provide support, we carry out rigorous risk assessments and during outings and visits we ensure a high staff-child ratio to ensure safety at all times.
Last updated: 30/04/2019