The Growing & Knowing Pre-School
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)
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Who to contact
Where to go
- The Growing and Knowing Preschool
- TR15 3LG
- Table of costs
Table of costs Amount Cost Type 0-1 years (£18.50 + free hot lunch), 1-2 years (£17.00), 2-3+ years (£15.00) Per Session £3.00 - 12 - 1pm Lunch Club £3.00 - 8am - 9am Breakfast Club £4.00 - 7am - 8am Breakfast Club £3.00 - 3pm - 4pm Afterschool Club £3.00 - 4pm - 5pm Afterschool Club £4.00 - 5pm - 6pm Afterschool Club
- There is an optional charge of 50p a session which includes nappies, wet wipes and cream.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Experience with
No food provided
- We work with parents to support children's individual needs regarding their dietary requirements. We provide hot lunches and work with families to meet the dietary needs of all children. We offer a healthy snack and will purchase specific foods if your child requires them for snack/lunch.
- Has provision
- Experience with
- Yes would have an understanding
- we celebrate a variety of cultures throughout the year to give our children the opportunity for cultural awareness.
- Languages spoken
Limited amount of Polish and Latvian
- Are there any pets at the setting?
- Immediate vacancies
- Vacancies available for all ages (0-5).
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 07:00 18:00 Tuesday 07:00 18:00 Wednesday 07:00 18:00 Thursday 07:00 18:00 Friday 07:00 18:00
- Offers pickups
Treloweth Community Primary School
Pennoweth Primary School
Trewirgie Infant School
- SENCo name
- Becky Trevena OR KERRY MILLINGTON
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
All staff are required to observe and monitor the progress of every child’s learning and development, keeping a close record of their developmental journey. Each child has a designated key person who is responsible for accurately tracking their development to identify where the child is currently developing in regards to the Early years Foundation Stage (EYFS) and comparing it to where the child is expected to be developing at their age. The child’s key person is responsible for bringing any concerns in regards to the child’s learning and development to the attention of the settings named SENCO.
Upon enrolment, every child has a baseline assessment carried out by their key person to indicate where the child is in terms of their development and whether additional support is required if the child is at a delay. Furthermore, every child has a ‘Two Year old Check’ completed when they turn two, which is a thorough assessment of the child’s holistic development that is evaluated to highlight whether the child is at risk of a delay. Both the baseline assessments and two year old checks are valuable in identifying any specific learning needs early, to allow us to put appropriate support in place immediately to address the child’s needs/difficulties at the root to prevent them from perpetuating.
Additional to these one off assessments, we carry out termly summative assessments on every child to monitor the children’s learning and development and track their progress. The summative assessments give a detailed account of each child’s holistic development and similarly to the baseline assessments and ‘Two Year old Checks’ they highlight whether the child is a high achiever, developing as expected, at a delay or at risk of delay to allow us to implement the appropriate support and provision for each individual. Moreover, every child has continuous short observations completed on a weekly basis, which again ensure consistent monitoring and tracking of their development and progress.
If the child’s development becomes a concern we would consult the child’s parents to share our findings and identify whether the concerns are mutual. Appropriate intervention would then be put in place as early as possible to address the child’s needs within the setting, before referring to outside agencies for a more detailed assessment if it is necessary. Parents are always closely involved in the process and their voices valued, ensuring the child is at the best interest of the matter.
- How we identify and support children's learning and development needs
The intervention process that we have implemented at the preschool varies depending upon the needs of the child and the stage of assessment. The intervention process is staggered from a low level of support such as specifically planned activities once a week to a high level such as 1:1 support, an IEP and specifically planned daily activities. For example, if any of the statutory assessments (baselines, ‘Two Year old Checks’ or summatives) identify that a child is at risk of delay then the child would be placed in the ‘Support Me’ grouping, which means that the child has specifically planned activities based on their needs/difficulty provided for them on a regular basis to close the gap between where they are currently developing and where they are expected to be developing.
Further to this, if the child’s needs appear more severe or if they have made little or no progress since having their identified needs specifically addressed and planned for then an Individual Education Plan (IEP) may be introduced. An IEP is a target or set of targets that addresses the child’s individual needs and monitors their progress towards meeting it. Finally, if the child’s development is still a concern after a significant amount of support has been implemented then the child may be referred to an outside agency (given parental consent) for further support and specialist advice.
As set out in the SEN Code of Practice (Department for Education, 2015), our preschool has embedded the assess, plan, do, review cycle to ensure that our teaching and assessments are consistently to a high standard and consequently we are always meeting the needs of our children. Our IEP sheets have been adjusted to follow this graduated approach along with our early intervention planning sheets. By incorporating this cycle into our practice it ensures that we consistently review the child’s needs and consequently our practice and strategies that we have implemented. This ensures that our provision is always up to date, appropriate and personal for every individual.
- Links we have to other agencies
These are the following outside agencies that we currently have involvement with:
- Speech and Language Therapist
- Senior Locality Area SENCO
- Educational Psychologist
- Early Years Autism Support Worker
- Portage Worker
- Social Services
- Health visitor
- Occupational Therapist
- How we support children transferring to school
We have book bags for all children going to school to continue their learning at home and ensure they are ready to start school. We make our role play into a school with school uniform from feeder schools. We also have a small classroom that the school leavers use for more structured sit down activities. We carry out meet and greet with the school teachers so we can get to know each other personally and look at learning journeys and summative assessment data.
Learning and development
- Specialist skills or training our staff have
All our staff are highly trained, we have a support system from the higher level staff which enables information to filter down to less experienced staff. We carry out training and keep up to date with current issues and changing procedures. We have a SENCO who is solely working with small groups of child at risk of delay and one to one support. We have a vast amount of experience in working with a range of different needs, particulalry children with social and communication needs. All staff are paediatric first aid trained and safeguarding trained.
- Support we offer regarding children's health and well-being
All our children and families are unique to us and given the best support we can to help them learn and develop in a happy environment. We offer a varied, healthy menu for our hot lucnhes which must be booked in advanced. Additionally, we provide a healthy, nutricious snack in the morning and afternoon for every child.
- Ways we inform parents about how their child is being supported
We have regular meet and greets, parents evening, open days so parents can come and meet the staff and have a look at our setting. We fill out a learning journey for every child which parents can look at when required. We email and text parents with important information. We also greet our parents and children with verbal feedback every day with home books for those children that are newly settled. We attend Team Around the Child (TAC) meetings to support any child with specific needs or Special Educational Needs or a Disability.
- Our complaints policy
We are happy for parents to address any issues they may have with a room supervisor, or the manager. If there is cause for further action then early years can be contacted. OFSTED can be contacted at any time on 0300 123 1231
- Alterations we have made to make our building accessible
Our recently renovated building has a ramp to the main door and our doorways are wheelchair accessible.
- Facilities we have for personal care
We have 3 children's toilets along with 3 child sized wash basins. We also have a hand dryer for the children to use. We have a seperate nappy changing area and a new 'potty station' to encourage independence ad toilet training.
- Specialist resources we have
We have a sensory den, including a variety of SEN and sensory resources, including a colour changing bubble lava lamp.
- How we include all children in activities, such as trips
We have our own van which we take the children on trips in, if a child requires extra support we will adapt to fit individual needs.
Last updated: 17/08/2018