St Mawgan Pre-School Limited
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)
'Staff work consistently with parents to involve them in their children's learning. Parents provide positive feedback about the care and their children's good progress. Staff link activities effectively to reflect and promote children's interests. They plan for
and provide a wide range of activities and topics for children to experience (Ofsted inspection report, 30th sept 2015'. In our last Ofsted inspection report we achieved 'Good'.
Who to contact
Where to go
- St Mawgan Community Hall
- TR8 4ET
- Table of costs
Table of costs Amount Cost Type £14.95 Per Session £4.50 Lunch Club
- £14.95 Per Session
Inclusion within our setting
- Has provision
- Yes there is access at the rear of the building via a gate. We have toilet facilities which accommodate wheelchair users.
- Has provision
- Experience with
- We are a nut free setting and we offer healthy snacks for the children, which include fresh fruit, vegetables and a carbohydrate choice. The children are offered milk or water at snack time. Children bring in their own water bottle and access this wherever they are thirsty. • During our lunch club sessions, children bring in their own packed lunch. We offer support and ideas on healthy lunches.
- Has provision
- We try to offer a variety of different cultural experiences for the children to join in with. We ensure that we work with families to ensure that we meet their specific cultural festivals.
- Languages spoken
- Are there any pets at the setting?
- Immediate vacancies
- Please contact to book a place for your child for future terms.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 9am 3pm Tuesday 9am 3pm Wednesday 9am 3pm Thursday 9am 3pm Friday 9am 3pm
- Offers pickups
- SENCo name
- Clare Pennicook
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
When a child begins in the setting we collate information from the registration form and from the All About Me. This is followed up by a home visit where parents and keypersons get a better understanding of how the setting can fully support the child.
When a child joins the setting we will collate the information provided by the parents with our initial observations that will inform a baseline assessment. This is supported by regular observations and termly assessments to ensure that all children are making progress in line with the EYFS.
Observations are made and these are placed on the child’s electronic learning journey called Tapestry that the parents have access to. For those who do not have computer access, keypersons will print off observations half termly and place them in a paper-learning journey.
These observations allow us to identify where additional support is required and we will put in supportive measure to help the child.
Parents have a number of opportunities to discuss their child’s progress during the academic year, both formally at parents evenings and informally at drop off and collection. All children who enter the setting before their 3rd birthday, will have a 2 year check which we use to support their development within the prime areas of the EYFS, Personal Social and Emotional, Physical Development and Communication and Language.Assessments are ongoing and the children are unaware that they happen. We regularly review this information and this helps us to plan the child’s next steps.
- How we identify and support children's learning and development needs
Many of the staff have attended specific training to support learning needs, e.g. Making Sense (Sensory Processing training), Makaton, Behaviour training. Additionally we will seek training to support specific needs if a child joining our setting has a condition or need which we are not trained in.
We work with and support the work of SLT, Senior SENCO, ASD Worker, sensory loss team, Dietician. This is so that we can best meet the needs of the child.
All staff have been trained to use Makaton as a communication tool and it is evident in the setting.
We use a variety of visual supports, including Visual timetables, traffic lights, spot timers
We monitor children's communication and language by completing Ecats termly. This ensures we can identify any concerns early on. We carry out small group work for identified children, this is in addition to our other small group activities
- Links we have to other agencies
We work with or are willing to work with the following outside agencies to support a child or children in the setting; 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, etc.
- How we support children transferring to school
Transition is a really important part of who we are and what we do. The transition to school is supported regardless of which school the children are moving onto. The manager will visit all schools and obtain photographs which help the children to talk about the environment that they are moving to.
Our local feeder school is Mawgan In Pydar and we work very closely throughout the year with the teaching and support staff. We use the school playground during our sessions. We also combine fundraising efforts with the school.
We have access to the school classroom during the year and those children moving onto Reception will join us there to experience the classroom environment.
We take all of our children to the school for the open afternoon, this enables the children to access the new classroom with the teacher and teaching staff.
The class teacher comes to the preschool to meet with the children and watch them play, they have story time in the summer term. Also the teacher has joined us at our Beach School days, where she got to meet the children.With permission, Learning Journeys are transferred electronically, which means the children’s journeys continue until the end of the foundation stage.The manager has a number of meetings to discuss the children that are moving onto the school. This is offered to all of the different schools the children may move onto.Transition books are placed on the electronic learning journeys. We have suggested that some children who are not fully ready to join the school, stay at the preschool and delay entry. The preschool will continue to support the child to achieve the Early Learning Goals.
Learning and development
- Specialist skills or training our staff have
Staff have attended training in:
SENCo Induction Training
Sensory Processing -Making Sense
ELDP or other Speech and language programme
In the past some of the team have worked with children with a variety of additional needs, these have included; Downs Syndrome, Dyspraxia, Cerebral Palsy and epilepsy.
- Support we offer regarding children's health and well-being
At St Mawgan Preschool, the children’s wellbeing is of paramount importance to us. We work with parents and families so that we really get to understand the child and their needs. This is supported by the knowledgable staff’s observation processes which aid identification of next steps in both their learning and their development.
We believe that rewarding children is vital to their development and do this through praise and encouragement, by setting small targets which are achievable so that the children can feel that sense of accomplishment
We use a variety of stories to help children to gain a deeper understanding of different and sometimes difficult subjects. We pride ourselves on talking about how we feel and finding ways to help the children understand what that means to them and to others around them. To do this we may use visual signs and posters or puppets and stories.
Safeguarding Officers as Clare Pennicook and Brenda Cowling
All staff have received and continue to update Safeguarding training, with 3 staff members having attended the full multi-agency training.
Upon entry to the setting 2 year olds have a 2 year check which helps the staff to focus on the Prime areas of development to ensure that they are secure in these before shifting focus to the other areas of the EYFS.
We have made referrals to the inclusion service and have worked with them on a number of cases for a variety of reasons.
Our key person system works well in the setting and the key person builds links between the family and the setting and is responsible for updating the child learning journey. They also set up next steps and sharing these with the rest of the team to implement during the sessions.
The key person system and the friendly approach from all staff enable families to communicate with us and share any information that they wish, regardless of how sensitive this information is. All information is kept as confidential as is necessary, it is not always shared with all staff, but kept on a need to know basis.
- Ways we inform parents about how their child is being supported
We send out a weekly 'What's on' to inform parents of weekly events and what the children are learning at St. Mawgan preschool. Parents can expect 2 formal parents evenings each year. However there are lots of opportunity to see the manager or key person throughout the year.
We have an online learning journey which means parents can access this when're ever they want. More than one person can have access to the learning journey and are able to upload videos, and photographs or add comments. This can be done from a computer, tablet or smart phone. For those who do not have access to this kind of technology, they can use the settings computer or we can print the learning journey observations and provide a paper copy, which the family can again add to.
We encourage parents to feedback during parents evenings and following new initiatives and ideas. As a committee based preschool run by parents their feedback informs how we run.
- Our complaints policy
There are copies of all of our policies in a folder in the preschool. We have a notice on our notice board which says who should be contacted if there was a complaint.
- Alterations we have made to make our building accessible
Double doors to the front and back of the building ensure wheelchair access, however, there a 4 steps to the front of the building so wheelchairs can access the building along a paved pathway at the back of the building.
There are facilities for changing children in the setting and the toilet area is equipped with hand rails/guards.
Door frames are different colours.
We work with families and outside agencies such as occupational therapists to ensure that we have the correct equipment to fully support individual children whilst they are at preschool. We also insist that staff receive training in the use of any equipment so that both the child and the staff are not injured when using them.
Changing is carried out in an appropriate manner and in an appropriate way which ensures the child’s dignity, We aim to meet individual needs and requests of the child and their family. The safeguarding of the children and staff is paramount.
Signs are used around the building
- Facilities we have for personal care
The preschool follows the safe recruitment guidance and all staff have references and enhanced DBS checks. DBS checks are also carried out on all members of the committee.
Visual sequencing strips for hand washing and toileting routines are displayed in the main toilet area.
The key person system is strong in the setting, however children also benefit from making strong bonds with more than one member of staff so that they always have someone to support them during any session that they attend.
Staff in the setting have received a variety of training to cover a variety of procedures e.g. feeding tubes etc. However, we would need training from the appropriate sources for each individual child. This will ensure that we a meeting the needs of the child and their families. Personal care needs to be tailored for the individual and so we would need to understand and prepare for the child.
- Specialist resources we have
Have step-ups at the sink areas for children to encourage their independence. We have used other resources and furniture to enable children can fully access the setting but these are individual to the child. We support the child by working with outside agencies to access resources that will support them.
We have a variety of equipment to support sensory needs, e.g. wobble cushions, heavy equipment, hand fidgets. Most of the staff have received training in this area and we are very creative when making fun resources to support children.
We use a variety of resources and have made social stories to help children. We use a traffic light system so that children know what is coming next.
We use the CL Project to monitor children’s language and communication skills called Ecats.
- How we include all children in activities, such as trips
We try to ensure that all of our trips are suitable for all of the children, regardless of their ability or age. As we use the facilities in the village daily we have in place risk assessments which are reviewed regularly. When out and about on the roads, we ensure that ratios of adults to children are appropriate and we consider all potential dangers before we leave the building. We prepare the children for any potential hazards by explaining what they should do in certain circumstances. For example, if a dog approaches the group whilst we are out the children know that they are to remain calm and move towards the nearest adult, this was helpful when we recently visited Cardinham Woods Forest School as the children remained calm and the dog was removed quickly.
We use walkie talkies between the staff so that we are always in contact, this is in addition to the use of walkadials which help when we are walking in the village as there are no pavements, these are included in our risk assessments.
Before we leave the building the children are told where we are going and how we will get there and the route we will take.
Arrangements can be modified to meet the needs of the individual children in the setting, for example when a child uses a wheelchair they gain access to the building from the rear fire safety doors, when we go outside this child chose a friend to hold hands with and together they used the rear entrance.
Last updated: 01/11/2019