Indian Queens Under Fives
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)
We are based in a building at The Indian Queens Recreation Ground. We have one large room and a lovely new garden area. The room is set up in different areas to follow the EYFS to ensure the children have opportunities in the each area of the EYFS. In our garden area, we have a lovely mud kitchen which the children love to play in. We also have a fantastic bug hotel, which the children can explore and look for the bugs hiding amongst all the different things we have in it. We also have our growing area where we grow plants and vegetables all year round. We also have access to the new play park and also the field area, which our children love to get on, we go on environmental walks, take the football out and have a kick about. We also make sure that the children's learning is extended to outside play as well as inside, so all areas of the EYFS are covered.
Who to contact
Where to go
- The Recreation Ground
St. Francis Road
- TR9 6TP
- Table of costs
Table of costs Amount Cost Type £1.50 Lunch Club £9.50 Per Session £20.50 Per Full Day £2.00 Breakfast Club
- Breakfast Club Runs from 8.30 -9am Monday to Friday, We include breakfast in our costs.
- Age ranges
- From 2 years 0 months to 5 years
Inclusion within our setting
- Has provision
- Ramps to front entrance.
- Has provision
- Experience with
- We can provide special diets if required.
- Has provision
- We will provide provision if required, we have multi cultural dolls, puzzles, books and posters. We celebrate religious/multicultural festivals.
- Languages spoken
- Are there any pets at the setting?
- Immediate vacancies
- The group have places available each day for each session.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 9.00 3.30 Tuesday 9.00 3.30 Wednesday 9.00 3.30 Thursday 9.00 3.30 Friday 9.00 3.30
- Offers pickups
- SENCo name
- Julie Sibley is lead Senco
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
When children first enter the setting we have discussions with the parents about their children and offer the opportunity to talk about any concerns they might have about their child's development. The child will an assessment on entry to get a baseline assessment, this gives a good starting point for the child's key person to work with. The child will have regular observations, which helps to asses where the child is on the development scale. This information can help to identify early if the child needs additional support. If the child needs additional support then strategies will be planned in order to support the child with their development. We have review meetings with parents, which is every term. This gives the chance for parents and key person to discuss the child's development and talk about concerns either might have. Next steps for the child will also be spoken about so the parents are always informed of how the key person is supporting the child with their learning.
- How we identify and support children's learning and development needs
We follow the key person system, where each allocated a key person who will make the observations regularly. The observations are put onto Tapestry and online learning journal and linked to development matters. The key person will make next steps to make sure their key child is reaching their full potential. Observations and next steps will include the child's interests in order to make sure the children will be engaged in the activity. If a child needs additional support then discussions will be held with the parent and they keyworker and if needed the SENCO will be involved as well. This is to ensure that the child's individual needs are met.
- Links we have to other agencies
If a child needs additional support we have links with outside agencies, such as speech and language therapist, Health Visitors, early years inclusion team. All referrals made have the consent from the parents first. We also have access to the Early Help Hub. This helps us to decide which route would be best to meet the needs of the child.
- How we support children transferring to school
We have a great transition to school we help by taking them up to regular visits also the teachers from schools come to visit us. In the lead up to the children transitioning to school we ensure that they have they skills ready to cope with the change, this include communication and language, and that they have good relationships with their peers and adults alike. This we feel is the most important aspect for the child to feel safe and secure and can talk confidently with people around them.
Learning and development
- Specialist skills or training our staff have
We have a designated Child protection officer and all staff have been trained in basic child protection. Three members of staff have their level 3 Multi-agency training. All staff have their paediatric first aid training certificates, which are updated regularly. The Senco and some of the staff have been on behavioural management training and emotion coaching training as well. 3 members have staff are currently undertaking an autism course in order to help children who might be on the spectrum. Staff have also recently been on the Learning Language and Loving it course. We also have level 4 in Nipper Nutrition and some staff have been on the eating well for under fives.
- Support we offer regarding children's health and well-being
We follow a healthy food system where we look and explore food which are healthy and balanced, following the nipper nutrition guidelines. children also have the opportunity to do physical exercise which helps to keep them healthy. This is done inside and outside. We also do regular risk assessments to make sure the children's safety is paramount at all times. We also have regular fire drills so the children know how to respond in case the fire alarms go off, we also have a system on place to ensure this runs effectively.We have a behaviour policy which we adhere to, promoting positive behaviour at all times towards their peers and adults alike.
- Ways we inform parents about how their child is being supported
We have recently moved on to Tapestry Online learning journeys which the parents have access to at all times, this way they can see the regular updates and see how their child is developing, they can also share with us anything they think their child has done something well at outside of the setting. We call this WOW moments. Once a term we have parent review meetings where the parents and key person can discuss the child's progress and maybe any concerns that either might have about the child. We also encourage parents to talk to us at any time about their children. The door is always open and listening ears ready. The children have termly summative reports which are given to parents at the review meetings. We have a planning board which parents can view daily to see what is happening in the setting on that day. Planning is done to meet the EYFS and also next steps to make sure each child are meeting their full potential.
- Our complaints policy
We have a complaints policy in place which parents have access to at all times. We take any complaints seriously and will take the appropriate action to ensure that it is dealt with in the correct manner and following our policy at all times.
- Alterations we have made to make our building accessible
We have access for wheelchairs to get into the setting and into our outside area, we also have a disabled toilet within the setting.
- Facilities we have for personal care
We have a changing table within our Disabled toilet, with nappies on hand at all times for when they are needed.
- Specialist resources we have
We have a sensory area, with different types of resources for children to explore, we also have a tent which the children can go into with cushions and lights in .
- How we include all children in activities, such as trips
All children will take part in our trips, if they need additional support then we would make sure that where we are going would be suitable for all the children. We make sure all our children are included I what ever we do regardless of their needs, If we cant met their needs then we would rethink our plans to ensure that all children are involved.
Last updated: 10/10/2018