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 Pre-School offers term time care for children aged between 2 and when they start school.
We are open every day from 0855- 1515 which allows parents to fit in child care to meet their needs and work commitments. Breakfast & after-school care are also available.
We take a maximum of 12 children each day so please check with us for availability.
Please contact us if you have any questions, or to book an appointment to meet our team and look around our Pre-School, we always welcome visits.
Who to contact
Where to go
- Table of costs
Table of costs Amount Cost Type £10.50 Per 3 hour session £3.50 Per Hour £2.00 Breakfast Club £4.00 Afterschool Club
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Experience with
- We work with parents to ensure that all needs are met.
- Has provision
- Experience with
Yes would have an understanding
All children are welcome in our home.
- We pride ourselves on creating an inclusive cultural experience. We have links with the local library who send us EAL books to use within the classroom and to send home with parents. We cover cultural holidays across the festivals calendar and invite parents and family members into our setting for them to share their cultural holidays, food, arts etc.
- Languages spoken
- Are there any pets at the setting?
- Immediate vacancies
- This is dependent on days, please call to check our availability. Availability now on all days, please call to make an appointment to have a look around our setting and to meet staff.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 0855 1515 Tuesday 0855 1515 Wednesday 0855 1515 Thursday 0855 1515 Friday 0855 1515
- Offers pickups
- SENCo name
- Tom Harman
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
There is a rigorous induction period for when a child starts that allows staff and parents to share any relevant information. Inductions sheets will require information on food allergies, illnesses, vulnerabilities etc. Staff undergo regular up to date training to ensure that they are able to identify children are risk, understand the correct procedures to follow and what support is available for themselves and for the children. Regular staff meetings allow staff to discuss and identify any children that they feel may be vulnerable and who they wish for all staff to monitor. This information sharing between staff is private on confidential. Our school policy is adhered to and is updates regularly. EYFS tracker sheets are kept for all children to monitor if a child needs additional support in their learning. Daily contact books are shared between staff and parents to allow a constant exchange of information.
- How we identify and support children's learning and development needs
Staff work closely with children and parents to ensure that they have a secure knowledge of each child's development. Observations are undertaken on whole class activities, individual learning time/continuous provision and within group work. A combination of all of these allows staff to complete termly progress reports which help to identify areas of progress and those areas that may need a little support. Should a child need extra support, this will be done during their play based learning in a way that suits that child's learning. Characteristics of effective learning are monitored to further support staff from gaining an understand of how and what the children are learning. Our setting implements ECAT monitoring forms to ensure that children are developing their speech as expected, it also allows us to plan for interventions and referrals should they be needed.
- Links we have to other agencies
We have a wonderful support network within our multi-academy trust and make regular links our SENCO. Our setting supports work from multi agencies and we work alongside the agencies that may be required for the children within our care. For example, SALTS, school nurse, support workers etc.
- How we support children transferring to school
We work closely with our onsite school to ensure that transition is as seamless as possible. We share an outdoor area which allows children to familiarise themselves with staff and other children. Children who may move on to other schools will have their new class teacher invited in to observe children in their environment and to talk to the child's Key Worker. Parents will be invited along should they wish to do so, however this is normally arranged by the new class teacher. Each child will pass their learning journey onto their new teacher to share their learning experiences thus far, this will include a transfer document to pass on assessments for each area of learning.
Learning and development
- Specialist skills or training our staff have
All staff have the following: First aid Food hygiene A minimum of level 3 in Child care Child protection training The Pre School leader has the following: Makaton Forest School BA (hons) Children, Welfare and Society Early Years Professional Status Qualified Teachers Status They also have had training in: Behavior management Outdoor first aid Basic SENCO training CAF training Safeguarding ELKLAN- Speech and Language for under 5s ECAT- Every Child a Talker training
- Support we offer regarding children's health and well-being
We ensure that we take all possible measures to provide a safe, secure and stimulating environment for the children within our care. Risk assessments are carried out to help prevent possible injuries occurring inside and outside. Risk assessments are regularly assessed and updated. Our classroom is set up in a way that ensure that there is a quiet area for children both in the inside and outside environment. We have researched communication friendly spaces and try to create a calm classroom that allows the children to engage and learn without becoming over stimulated. There are periods throughout the time where we invite the children to relax and engage in reflection, yoga, music and dance. Our Pre-School uses the key worker system, we call them key families. Each key family has a woodland animal as its logo and the children soon learn which animal family they are part of. We assign key workers by observing which adult the child forms a natural attachment to, this relationship is central to the key worker system. 2 year checks are done during the spring term and these checks are written up and shared with the parents. Parents are then able to contribute to them and help to set targets should their children need any extra support or nourishment in any area of learning. We work at creating an environment that also allows parents to feel that they are able to come and discuss concerns, apprehensions, changes of circumstances etc with us. We hold an open door policy that allows parents to share any circumstances with us from home that may have an impact on their children here. We work together with parents to ensure that any change of circumstance is supported here, and that information is shared between the child's parents and key worker regularly. All staff within Woodland Class have undergone safeguarding training and this is regularly refreshed and updated. Our designated person is Wendy Prescott, Assistant Head Teacher.
- Ways we inform parents about how their child is being supported
Daily updates in contact book and termly parent meetings. Meetings as requested. Sharing progress reports. Star or the week, star board, kindness tree, star work door and personalised stickers to share success with parents. There is a weekly school newsletter that is sent out to parents and a termly class letter that stares our learning focus, class targets and themes for the up and coming term. Planning is displayed weekly on the board and parents are free to look at it and add ideas in. We have a policy of the month that is displayed outside the class on the parents notice board. The parents notice board will have all the up to date information that parents should need about our class.
- Our complaints policy
Please ask the school office for a copy of our complaints procedure
- Alterations we have made to make our building accessible
Our pre-school is accessible for everyone, there is a gated side entrance that parents use which is level and free from steps. Our classroom door and entrance is designed to accommodate both wheel chairs and walking frames and no ramp is required. The school has a toilet that is accessible for all that is designed to accommodate wheel chairs and walking frames. We comply with regulations to ensure that fire exists,toilets etc are clearly labelled. Our outdoor learning environment is also accessible for all, with wide gates and a level pathway.
- Facilities we have for personal care
There are private toilets within the Preschool for the pre school children and there is a nappy changing station for children still potty training. We fully understand and support that children have differing levels of self care and are here to support their individual needs. There is a space within the toilet area that is available for changing of clothes too.
- Specialist resources we have
At present we do not have any specialist resources or equipment.
- How we include all children in activities, such as trips
All children are included in any trips that we have on offer, should a parent wish for their child not to attend then that is a decision that we would of course support. We ark parent helps to support us with the transportation and supervision during trips as well as staff within the wider school. All trips are thoroughly risk assessed by staff members prior to any visits taking place to ensure that any risk is minimised.
Last updated: 01/03/2017