Kea Pre-School - Breakfast Club
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 provide preschool places during the school day.
Breakfast (7.45 - 9.00) and afterschool (3.30 - 6.00) places for children aged 2 - 11.
During school holiday times, we provide holiday club for children aged 2 - 11 years.
Who to contact
Where to go
- Kea Preschool and Out of School Club
Kea Preschool and Out of School Club
- TR3 6AY
Time / date details
- Session information
- Monday : 07:45:00 - 08:45:00 Tuesday : 07:45:00 - 08:45:00 Wednesday : 07:45:00 - 08:45:00 Thursday : 07:45:00 - 08:45:00 Friday : 07:45:00 - 08:45:00
- Table of costs
Table of costs Amount Cost Type 3.75 Breakfast Club
Inclusion within our setting
- Has provision
- Ramp access to building, no steps, wide doorways, accessible toilet.
- Has provision
- Experience with
- special diets/allergies can be catered for.
- Has provision
- Experience with
Yes would have an understanding
Multi cultural training
- All catered for
- Are there any pets at the setting?
- Immediate vacancies
- Vacancy range(s)
- From 2 years to 11 years (spaces available: )
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 07:45:00 08:45:00 Tuesday 07:45:00 08:45:00 Wednesday 07:45:00 08:45:00 Thursday 07:45:00 08:45:00 Friday 07:45:00 08:45:00
- Offers pickups
- Kea Community Primary School
- SENCo name
- Denise Small
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
During the induction process the allocated Key person meets the parents and discusses the child’s individual needs and creates a settling in plan tailored to these needs. Where outside agencies are involved we may contact them with parents/carers permission. We use EYFS tracking sheets, and a baseline assessment is completed on each child once they are settled. Each tracking sheet is updated and shared with the families termly and meetings can be arranged at any time to discuss the child’s progress. From these assessments, and the families input the child’s next steps for learning are developed and put into place. These next steps are fed into the daily planning and provision. The tracking sheets are fed into a cohort tracking sheet to allow the setting to adjust provision accordingly through the long term planning. Where a child is two we complete a two year old check with the family and record this in the childs learning journey. Regular observations are made of all the children. A planned, focussed observation is recorded into each child’s learning journey at least termly, more regularly when required. These observations can highlight a child’s interests and developmental needs. These interests and needs are met by each key person and links to the planning weekly. The Every Child a Talker monitoring tool is completed by the SENCO, along with each Key Person, termly monitor and support each child’s speech and language needs. As a setting we have successfully accessed place plus funding to support individual children’s development and wellbeing.
- How we identify and support children's learning and development needs
The SENCO and other staff have attended Sensory Processing training and Makaton Training. The Setting was part of the initial stages of ECAT and the SENCO attended Learning Language and Loving is as part of the initiative. All staff have attended Behaviour and visual training courses. The SENCO attends regular SENCO network meetings and attends any appropriate SEN related courses. Following the staff training in visual aids we use visual timetables, spot timers and traffic lights with all children on a daily basis. A now and next board are used by staff with children when it is appropriate on a one to one basis. When a child has specific targets written by outside professionals the setting follows them. The SENCO and two other staff are Makaton trained and use it where appropriate and beneficial. The setting follows any specific language programmes developed for targeted children and where it is needed, small group work is provided.
- Links we have to other agencies
Outside professionals we have worked with include Speech and Language Therapy, Senior Locality SENCO, Social Workers/Child In Need team, Educational Psychologists, Child Development team, Portage, Early Years Inclusion Team, and Physiotherapists.
- How we support children transferring to school
We have strong links with our main feeder schools. We are on the site of our primary feeder school – Kea C P School. The transition to school starts a term before (earlier if needed) with regular visits to the class to meet the teacher and familiarise the children with the school grounds. These visits are supported by the staff at the preschool. Staff talk about and prepare the children for the visits – using visual aids where needed. A photo album of the key areas of the school is available and individual support is provided when needed and gradually lessened when appropriate. The setting encourages the teachers from the feeder schools to attend and discuss individual children with their Key person and to meet the children in situ. In these meetings, where permission is given, the learning journeys, final reports and additional information is relayed to the Schools. For children requiring additional support the setting has created social stories and has started visits early to the school. These visits are carefully managed and supported to ensure they help the individual child and meet their needs.
Learning and development
- Specialist skills or training our staff have
• All staff working with children hold appropriate early years qualifications to at least level 3. Four members of staff are qualified to degree level (Qualified Teacher - Primary Education with specialism in English; Early Childhood Studies; Playwork) and two members of staff have achieved Early Years Professional Status. • SENCO induction training • Behaviour management (All staff) • Makaton (4 staff) fed back to other staff • Sensory processing ( Making Sense - 3 staff) • Safeguarding (all staff) • Paediatric First Aid (all staff) • Visual Supports (all staff) • Learning Language and Loving it • Every Child A Talker • Communication Friendly Spaces • Diversity and Inclusion Working with Ethnic Minority Children and Families in Early Years Settings • Eating Well for the under 5’s • Remember Me – Bereavement and critical Incident training (3 Staff) • Healthy Early Years Cluster meetings • E safety in the Early Years • Children in Care – covering completing a Personal Education Plan (PEP) • CAF training • Multi agency Child Protection Introduction – Level 3 (Management) • Early Help Training • Lead Professional Training The setting has worked in the past with many medical agencies to support individual children. This intervention has included physiotherapy exercises, speech and language programs and sensory diets. The setting works alongside the other professions to provide the activities and resources needed to benefit and enhance the child’s development.
- Support we offer regarding children's health and well-being
A child’s personal, social and emotional development is monitored continuously and supported daily through a range of activities and resources, including access at all times to books. All the staff are active listeners and the child’s voice is always heard. All the staff have attended safeguarding training recently and Denise Small, manager, is the designated person. Any concerns regarding a child’s PSED is recorded and monitors more frequently, concerns are discussed first within the setting and, where appropriate with the family. Any support needed by the family is provided by the setting where possible, drawing on outside agencies when needed. The setting has used the Early Years Inclusion team and regularly attends Team Around the Child (TAC) meetings implementing and following Individual Education Plans, Education, Health and Care Plan (EHC’s) and any other specific needs of the child and family. We have dealt in the past with Penhaligon’s Friends (a bereavement service) and currently support a network group run by a parent for other parents whose children have additional needs – in particular ADHD. The Key Person works closely with the families and are available to them regularly for both formal and informal “catch ups”. When a two year old joins the setting the Key person arranges a time to complete our two year old check with the parents present. The key person and the parents discuss any concerns or achievements and record this in their child’s learning journey. The parents and the setting each have a copy they both sign and contribute to. In areas such as personal hygiene and toileting, the staff offer all children support and encouragement in the form of verbal praise, sticker charts, visual prompts and other strategies when needed or specified. Activities and areas of the setting are available to explore feelings, all staff are sensitive to children’s individual needs. We run an open door policy for parents and carers to access their Key Person to share any circumstances that may be occurring at home. Any information regarding individual family circumstances are shared where needed and with empathy.
- Ways we inform parents about how their child is being supported
We hold parents evenings when all Key Persons are available and a time can be booked with to see them. But all parents are welcome to talk to their key person daily, book a specific meeting or even ring or email their child’s key person. For some parents who do not collect or drop of their children regularly we have introduced a “home to Pre School” book for both to fill in when needed. The Learning Journeys are available to parents at all times and are located next to the children’s folders filled with their daily creations, news letters and information. The Learning Journeys are signed in and out by the parents. All parents are encouraged to add to their child’s Learning Journey with details of their achievements outside of the setting. All parents are given a copy of our policies and procedures when enrolling their child into the setting. They can request a copy of these at any time and these are available on the website. All parents meet their child’s Key person and are encouraged to share information directly to them about their child. This can be as frequently as every day. Termly the key person completes a summative assessment of their key children. Where possible this is discussed in person with the parents. When this is not possible a copy is sent home to be read and signed and parents are encouraged to add comments and suggestions about their child’s learning. This assessment includes next steps for the child and parents can add to these or work with their child at home to complete them. The setting attends TAC meetings for children that require them and share the relevant details, such as IEP progress, general progress and next steps. This is then fed back to the other members of staff in the setting to support the child and family fully.
- Our complaints policy
Our setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting and will give prompt and serious attention to any concerns about the running of the setting. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved. We keep a summary log of complaints and have a complaints procedure which is available to parents. The procedure has 5 stages, the first of which is -any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting leader. - Most complaints should be resolved amicably and informally at this stage. If not, the complaint is then put into writing. The full procedure is available at the preschool or on the website.
- Alterations we have made to make our building accessible
We have ramp access to the setting and have an accessible disabled toilet. Our setting has a discreet changing area and we have visual supports to label the environment such as fire exit signs and “stop” signs on restricted areas.
- Facilities we have for personal care
Toileting routines are managed through visual and verbal support wherever possible. Key persons are the primary adult for their key children when it comes to personal hygiene care but all adults are responsible for changing children in a sensitive and discreet way. All staff are DBS checked before working with the children in this way.
- Specialist resources we have
None at this time
- How we include all children in activities, such as trips
We don't currently offer offsite trips, although we do use the school facilities and site to go for walks and explore. Children are given support as needed to enable them to access the activities.
Last updated: 22/08/2017