Skip to main content

Kneehigh Pre-school Nursery
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)

  • Curriculum planning and SENCO code of practice.
  • Accreditation course completed.
  • Snack cafe system.
  • Large outdoor enclosed area.
  • Freeflow play.

Please ask for welcome pack. All staff fully qualified & undergoing further, higher level training. Manager/owner has BA Hons degree - Early Childhood Studies  as well as acheiving Early Years Professional Status. Kneehigh is an established pre-school which has been managed by Sarah Rendell since 1992.

Please go to our website and watch our video -

Recommended on Day  Recently been highlighted as the third highest rated pre-school in Cornwall as well as one of the top 20 nurseries in the South West.

Who to contact

Contact name
Sarah Rendell
Contact position
Owner/ manager
01637 876293 - day
01637 877112 - evening
Kneehigh Pre-school Nursery's facebook page

Where to go

Kneehigh Pre-school Nursery
Tretherras Road

Parking available outside main entrance. Large outdoor play area available to children for most of the day.

Time / date details

Session information
Monday : 08:00:00 - 18:00:00
Tuesday : 08:00:00 - 18:00:00
Wednesday : 08:00:00 - 18:00:00
Thursday : 08:00:00 - 18:00:00
Friday : 08:00:00 - 18:00:00

Other details


Table of costs
Table of costs
AmountCost Type
£11.50 Per 3 hour session
£17.50 Per Half Day ( 5 hours )
£33.00 Per Full Day
£6.00 Per Hour
£4.50 Before school
£10.50 Afterschool Club
£25.75 Short Day
10% discount for siblings. All childcare vouchers accepted. Offer 30 hours funded places.
Do you offer a free or reduced rate to carers?
Please enter details including what proof is required for the free or reduced rate
Free places are available to children aged 2, 3 and 4 years old who wish to use just their funded hours for sessions. On registration proof of child's date of birth must be provided by providing child's birth certificate or passport.

Inclusion within our setting

Wheelchair access

Has provision
Setting is situated on one level so no steps.

Dietary needs

Has provision
Experience with
Lactose free
Gluten free
Egg intolerance
Nut allergy
Dairy free
Each child is treated on an individual basis. • We have worked with specific food allergies before such as nut allergy, vegetarian and dairy intolerance. • Up to now we have not had to work with the dietician and follow a specific plan for a child, but if a child was under the supervision of a dietician we would happily meet their requirements. • We offer vegetarian options every day. • We are able to adapt our menu based on any specific requirements that arise. • We are able to risk assess for food allergies.

Cultural provisions

Has provision
Experience with
Yes would have an understanding
Multi cultural training
All children are welcome in our home.
Equal Opportunities Policy. All staff have multi-cultural awareness, most have accessed equality & diversity training. •We cover some cultural festivals in our setting such as Chinese New Year, St. Piran's Day, Diwali. • We have some multi-cultural resources such as books, dressing up clothes, small world people, cooking activities, posters. • At present we do not use the EAL library loan box, but we plan to. • We have accessed the EAL team/funding as, at present we have one child with EAL and another dual language child. • Most of our staff have attended training in multi-cultural awareness.
Languages spoken

English, Spanish and some French. However, we can cater for all languages through research of home language of the child attending, our use of Makaton signing and visual supports such as photographs of our resources.


Pet provisions

Are there any pets at the setting?

Childcare information


Immediate vacancies
We have child care spaces available in all sessions at present. We are taking bookings for the Autumn Term. We are eligible to receive funded 2 year olds, as well as funded 3 and 4 year olds, including 30 hours offer. We are available for 2 - 5 years over the holiday periods.
Vacancy range(s)
From 2 years 0 months years to 5 years 11 months years (spaces available: 15)
Date updated

Funded places

3 & 4 year old funding
2 year old funding

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 08:00:00 18:00:00
Tuesday 08:00:00 18:00:00
Wednesday 08:00:00 18:00:00
Thursday 08:00:00 18:00:00
Friday 08:00:00 18:00:00

School pickups

Offers pickups
St Columb Minor Academy
Trenance Learning Academy
The Bishop's CE VA Primary School
We offer before and after school drop off/ collection. We also provide this service for Nansledan Academy, Newquay

Inclusion details

Saint Piran's Flag
SENCo name
Sarah Rendell

Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

• As part of our induction process at Kneehigh we obtain information from you, as parents, regarding your child’s development and learning styles so that we are more able to assess how we can best support your child to settle into the pre-school environment and begin their learning journey in the right place. The information is obtained through a number systems such as:- Enrolment Form, Chat Wheels, speaking with parents one-to-one, Initial Child Profile, observations of child in setting and a key person is assigned to family. • In order for you to see how your child is progressing in their learning we use EYFS tracking sheets which are updated and assessed formally every sixteen weeks. • Our Assessment and Planning Policies explain how our ‘assess, plan, do, review’ cycles work. • Our observation systems – Daily visual observations by all staff members who communicate with child’s key person if they see anything ‘Wow’, written observations on each child daily whilst they participate in Focus activities identified each week, in addition any other written observations carried out on children which are highlighted on the planning as a child’s ‘next steps’. • As part of daily practice Kneehigh uses the Every Child A Talker monitoring tool to develop each child's Communication and Language skills. We deliver individually targeted Communication and Language activities daily through the Early Language Development Programme. • Every 2 year old child at the setting has a 2 year progress check written about them, unless they already have one when they begin at our setting. Parents receive a copy of this and one copy is kept in the child's Learning Journey file. • Assessments on children's learning and development are carried out informally daily and weekly. Formal play plans, to set children’s next steps, are carried out every 8 weeks. Parents are given copies of these so that we can all work together in partnership and share information. EYFS Tracking Sheets (Cohort profiles) are carried out every 16 weeks. • Kneehigh has had experience of accessing Early Years Access to Learning Grants for children at the setting.

How we identify and support children's learning and development needs

• The majority of the staff have attended one or more of the following specific training courses which support learning needs:- Making Sense (Sensory Processing training), Makaton, Early Language Development Programme, Emotion Coaching, Five to Thrive and Social Emotional and Mental Health training. Most staff are aware of the importance of attachment through training, but have not attended any training which has specifically dealt with this topic alone. • • Kneehigh follows specific targets written by outside professionals, e.g. SALT, Senior SENCO, Educational Psychologist, ASD Worker, sensory loss team, Dietician, recognising that continuity of practice between all professionals is essential in progressing a child's learning effectively. • Kneehigh's staff use Makaton daily as part of general practice. • We use visual supports, e.g. Visual timetables, traffic lights, spot timers, to support and manage children's learning and behaviour. • We have a specific language programme targeted for children, see above. • Where necessary we carry out small group work for identified children in order to enhance their understanding and learning.

Links we have to other agencies

• At Kneehigh we have had the experience of working with most of the following professionals:- speech therapist, Senior Locality SENCO, Educational Psychologist, CDC teacher, Portage team, Early Years Inclusion Worker, ASD Worker, Behaviour Support Team, CAMHS, Teacher of the deaf, Visual Impairment team, Paediatrician, Occupational Therapist, Physiotherapist, Family support, Social Worker/CHIN team, Health Visitor, Early Support.

How we support children transferring to school

• Our feeder schools are mainly St.Columb Minor Academy; Trenance Learning Academy, Nansledan Academy and The Bishops' School. • We only have transition programmes withTrenance Learning Academy really because they are the school which invites us to do this, except if we have a child with specific needs. • Through their programme we support children with settling in sessions at Trenance. • Class teachers from Trenance, St.Columb Minor, Nansledan and Bishop's come and visit Kneehigh, which we welcome. • Kneehigh passes all documentation and Learning Journeys onto parents when a child leaves our setting. We actively encourage parents to share these with the school. • All the above schools have expressed an interest in us sharing information about the children they are receiving in September. • We make communication passports if required. • Usually transition books are made with one of the other professionals listed above, however if required we would make one. • Meetings with the parents to discuss the transition arrangements are all done by schools. However, we are always happy to provide advice and guidance to any parent who may have questions or concerns. • We have had some experience in writing a social story for a child. • Where necessary we use a tailored approach for a child with additional needs, e.g. gradual extension of settling in time or more visits to the new setting. This is usually carried out in partnership with other professionals involved with the child and the school.


Specialist skills or training our staff have

Staff have attended training in: • SENCo Induction Training • Social Emotional and Mental Health training • Makaton • Sensory Processing (Making Sense) • Safeguarding • Visual supports • Five to Thrive, Emotion Coaching, ELDP, Learning Language and Loving It or other Speech and language programme • Autism Support Workers we have worked with in the past have provided us with specific skills to work with children with social communication difficulties and language delay/disorders, ‘Epi-pen’ training, inhalers, behavioural difficulties and autism. As a result of the above we have carried out directed interventions for children, e.g. Fun Fit, traffic lights, social stories and strategies for managing behaviour.

Support we offer regarding children's health and well-being

• PSED is promoted within the setting through puppets, emotion stories, reward systems, working towards achieving the Healthy Early Years Setting Award and information is shared with parents through a half termly display in the entrance area. • All staff have attended the basic safeguarding awareness training. Our designated safe guarding officer, Sarah Rendell, and her deputy, Amanda Sidebottom, have both completed the Level 3 Multi-agency safe guarding training and recently refreshed this through training provided by the LSCB. • Risk assessments are carried out daily and annually. We have looked through the Early Years bereavement toolkit, and know where to access it. We have begun to make our own box. To support children emotionally some staff have attended the 'Remember Me' training delivered in partnership with Penhaligan's Friends, Five to Thrive and Emotion Coaching • There are quiet areas available inside and outside in the garden. • We have an open door policy to welcome parents to share any circumstances that may be occurring at home. • 2 year checks are shared with parents via a 2 year progress sheet. Parents are given one and one is kept in the child’s Learning Journey file. • We have been involved in the Early support process and attended TAC meetings for children on several occasions. • Two staff members have attended the Involvement and well-being training, but none have specific attachment training. • We do have an effective key person system in place. • We have engaged with the Early Years Inclusion Service to support children’s needs on several occasions.

Ways we inform parents about how their child is being supported

• Key persons meet with parents once a term to discuss their child's progress. • We share the children’s learning journeys with parents prior to the meetings mentioned above, as well as whenever parents request to see them. • Parents have opportunities to provide feedback about their progress at any time they wish. • We have ‘Wow’ sheets, which we provide for the parents, to share children’s achievements at home with their key person. We also send ‘wow’ letters home via the post. • We promote parents as partners through our policies, sharing play plans and their child’s progress, also a weekly poster about how parents could support their child’s learning at home in order to work towards achieving our Focused Activities learning targets. We have also introduced some Home/ school activity bags for families to borrow. • We would use translators if needed. • All our policies, documentation and forms are available to parents in our porch area. Also, these can be emailed if requested. • We have staff meetings every four weeks at which children’s needs and support for parents is discussed when necessary. • Discussion is held with the child’s Key Person formally every term. Informally whenever parent or key person would like to. • We provide parents with a ‘Where Your Child is At’ summative sheet every eight weeks detailing simply what their child has achieved and what broad phase of development their child is working in at that time. • We send out newsletters to parents. • Parents are made aware that training is available to them if they would like it. • We share the targets that we set for children through play plans every eight weeks. • We do attend TAC meetings and conduct reviews with parents who have children with additional needs.

Our complaints policy

• Parents access our Complaints policy by reading the one displayed on the wall in the porch area, also it can be found in two separate folders in the porch area. Please see our Complaints Policy - COMPLAINTS PROCEDURE POLICY April 19 We aim to provide the highest quality care and education for all our children. We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play. We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with our parents and we welcome suggestions on how to improve our setting at any time. A parent who is uneasy about any aspect of the group's provision should be able to discuss any worries and anxieties with the staff. However, there is a complaints folder and a suggestion box situated in the porch area to write any complaints in anonymously, if desired, which is read and acted upon regularly. Any written complaints received will be responded to within 28 days of being received to inform the complainant of the outcome or the progress of their complaint. If the problem does not have a satisfactory outcome within a reasonable period of time or if the problem recurs, the parent should put their concerns in writing and request a meeting with the manager. An agreed record of the meeting will be made. We believe that most complaints are made constructively and can be sorted out at an early stage. We also believe that it is in the best interests of the setting and parents that complaints should be taken seriously and dealt with fairly in a way which respects confidentiality. The Early Years Directorate of OFSTED is responsible for the registration and inspection of early years provision from September 2001 and publishes information on all aspects of regulation. They can be contacted at the address below. OFSTED Early Years, National Business Unit, Piccadilly Gate, Store Street, Manchester, M1 2WD. Tel. 0300 123 1231 Website: This policy was reviewed and agreed by all staff and students at Kneehigh Pre-school Nursery in April 2017.


Alterations we have made to make our building accessible

• We do have wide door frames to accommodate a wheelchair or walking frame at the back door. • There are no steps to climb to gain access to the setting. However, the beginning of the entrance ramp is quite steep. • We do not have an accessible toilet at present. • Door frames/light switches are a different colour to the wall, but are not extremely contrasting. • We have used specialist equipment for a child in the past. • Children can get changed in the toilet area out of sight of others if desired. • We do have some visual supports to label the environment E.g. fire exit signs. • The outside area is accessible to all. The door is open for the majority of the day.

Facilities we have for personal care

• Children can get changed in the toilet area out of sight of others if desired. • All staff are DBS checked. • There is a visual sequencing strip to aid children with the hand washing routine. • We have strong Key Person systems in place.

Specialist resources we have

• In the past we have received equipment specifically for a child, e.g. a special chair. • We have equipment to support sensory needs, e.g. heavy equipment and hand fidgets. We also use the sensory profile and adapt the environment accordingly to meet individual children's needs as they arise. • We use the EcAT communication tool and Makaton to support the development and understanding of communication in our children. • We also deliver the Letters and Sounds Programme and the Early Language Development Programme.

How we include all children in activities, such as trips

• We always ask parents to help us when we go out on trips. • A risk assessment is carried out prior to any trip to identify any potential barriers. An information sheet is then provided for the staff and all parent helpers. • We sometimes take photographs to support the children’s understanding of what to expect of the trip. • If needed we would use social stories to prepare a child for a change in the routine. • To ensure travel arrangements are appropriate for all children we ask parents to complete a permission slip before any trips in cars. • All adults would be aware of signs an individual child may use, in particular the adult who would be responsible for that child for the activity/ trip, through the risk assessment. This would be a member of staff or that child’s parents if they had additional needs.

Last updated: 02/04/2020

Back to top
Powered by Open Objects ©