Piccolo Early Years Group
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 aim to make our environment safe, secure, stimulating and fun for all our children and the staff.
Resources are plentiful, user friendly and applicable to the age of the children for whom we cater. Our aim is to make the indoor and outdoor environments seamless transition for all the children.
Displays are bright, stimulating and interactive. Children share their ideas and their work is displayed for all to see. The fabrics and furnishings are clean, bright and safe. The whole environment responds to the needs of the children.
We follow all aspects of EYFS.
Who to contact
Where to go
- Bugle School and Piccolo Early Years Group
- PL26 8PD
Time / date details
- Session information
- Monday : 08:30:00 - 15:30:00 Tuesday : 08:30:00 - 15:30:00 Wednesday : 08:30:00 - 15:30:00 Thursday : 08:30:00 - 15:30:00 Friday : 08:30:00 - 15:30:00
- Table of costs
Table of costs Amount Cost Type £7.50 Per Session £7.00 Per Session
- Different costs dependent on if N1 or N2 child
Inclusion within our setting
- Has provision
- Ramp outside main door and main school
- Has provision
- Vegetarian and Allergies
- Has provision
- In line with policy
- Languages spoken
All staff and the majority of children who attend the setting are English.
We have some Portuguese and some Polish and Romanian children who attend the setting.
- Are there any pets at the setting?
- Immediate vacancies
- Call 01726 850420 for up to date information. Some sessions 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 08:30:00 15:30:00 Tuesday 08:30:00 15:30:00 Wednesday 08:30:00 15:30:00 Thursday 08:30:00 15:30:00 Friday 08:30:00 15:30:00
- Offers pickups
- SENCo name
- Victoria McNamara & Catherine Atkins
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We support children with special educational needs and disabilities by providing an environment in which all children are supported to reach their full potential. We comply with the Statutory Framework for the Early Years Foundation Stage and the Equality Act 2010. We have regard to the Special Educational Needs and Disability Code of Practice (2014). We ensure our provision is inclusive to all children with special educational needs and disabilities. We support parents of children with special educational needs and disabilities. We identify the specific needs of children with special educational needs and disabilities and meet those needs through a range of SEN strategies. We work in partnership with parents and other agencies in meeting individual children’s needs. We monitor and review our policy, practice and provision and, if necessary, make adjustments. We have a designated Special Educational Needs Coordinator (SENCO)and also work closely with the school Senco On induction to our pre-school the SENCO and parents share information about the strengths and needs of the child to create a positive partnership. Families will be supported for as long as it takes for their child to settle. We want all children to feel happy and safe with us. Each child has a Key Worker who works closely with the child and the family and may identify a possible individual need. On-going observational assessments are made of all children and are linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage). We undertake a ‘progress check at age 2’ which supplies parents/carers with a short written summary of their child’s development. Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development.
- How we identify and support children's learning and development needs
On induction to our pre-school the SENCO and parents share information about the strengths and needs of the child to create a positive partnership. Families will be supported for as long as it takes for their child to settle. We want all children to feel happy and safe with us. Each child has a Key Worker who works closely with the child and the family and may identify a possible individual need. On-going observational assessments are made of all children and are linked to the Early Years Outcomes and Development Matters ages and stages of development (as outlined in the Statutory Framework for the Early Years Foundation Stage). We undertake a ‘progress check at age 2’ which supplies parents/carers with a short written summary of their child’s development. Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development. Our SENCO will work with all our staff to ensure our SEND provision is relevant and appropriate. We use the ‘graduated approach system’ for identifying, assessing and responding to children with special educational needs. This means using a step-by-step response through the various levels of intervention which are discussion of a concern, targeted support, specialist support and Education, Health and Care Plan (EHC). Our SENCO will explain how children’s individual needs can be met by planning support using a written Individual Learning and Provision Plan (ILPP), My Support Plan, EHC, or Health Care Plan. The Key Worker will oversee the ILPP targets. ILPP targets will be reviewed and new ones planned by the child’s Key Worker, SENCO and parents. We access additional support from other professionals where necessary. Our SENCO will work with all other staff to ensure implementation of the ILPP and subsequent continuity of care and education by everyone. We ensure that parents are informed at all stages of assessment, planning, provision, monitoring and review of your child’s progress. Learning Journeys are available to view at any time. All documentation is kept in the child’s file in a locked filing cabinet to ensure confidentiality. A delegated inclusion budget for SEND provided by Cornwall Council allows us to provide certain resources when needed. Further funding can be applied for to support your child. Our SENCO has completed specific SENCO training. Staff have attended training linked to specific needs and will attend further courses if required.
- Links we have to other agencies
We have regular contact with the following professionals: Area SENCO Early Years Advisory Teacher Health Visitors Speech and Language Therapist Local Children’s Centre Staff (e.g. parent support advisers) Advice from professionals in other areas maybe sought as a need arises, such as: Physiotherapist Occupational Therapist There are many other professionals who we can contact regarding a child’s specific individual needs.
- How we support children transferring to school
We hold transition review meetings to plan transition for a child into school/setting. As well as parents and pre-school staff, these could include foundation stage school teachers, school SENCO, receiving setting staff and relevant professionals. We share all documentation such as ILPPs, Support Plans, early years assessments, observations. We invite receiving school/setting to visit our pre-school to familiarise themselves with, to observe the child and to share information in partnership with parents. We operate an open door policy and our staff welcome families to visit our pre-school. We will aim to work together to include any child with special educational needs and disabilities.
Learning and development
- Specialist skills or training our staff have
All staff are qualified to NVQ Level 3 and above with a minimum of paediatric first aid and food safety awareness qualifications. Our SENCO has completed specific SENCO training. Staff have attended training linked to specific needs and will attend further courses if required.
- Support we offer regarding children's health and well-being
We work in line with EYFS framework which is monitored by OFSTED. In line with the framework we fully support a health and self-care programme for all children. We provide a safe, secure indoor and outdoor environment suitable for all children, where risk assessments are completed daily and monitored by an external Health and safety inspector once per term. Reports from health care professionals may identify a child’s individual needs and we will include these in the child’s learning and development. We hold TAC meetings where necessary and are supported by a wide range of outside health agencies.
- Ways we inform parents about how their child is being supported
The Key Worker is always available for advice and support in the first instance. Our Manager, who is our SENCO, is also available to offer advice. We can signpost parents to other professionals that may be able to help such as health visitor, speech and language therapist, children’s centre and others. If a child’s needs have been referred to a specific team we will be able to support parents in accessing these services. Families Information Service – http://www.cornwallfisdirectory.org.uk Cornwall County Council Local Offer - www.cornwallfisdirectory.org.uk/kb5/cornwall/fsd/localoffer.page
- Our complaints policy
Complaints concerning the running of the Group should be made directly to the Manager in the first instance. If the complaint is regarding the Manager, then it should be addressed to Mr. Wherry at the school . If you are not satisfied with the response from your provider you can contact the regulator: Ofsted Piccadilly Gate Store Street Manchester M1 2WD Tel: 0300 123 1231 Website: www.ofsted.gov.uk/parents
- Alterations we have made to make our building accessible
Disabled access to both rooms. Handrail to free-flow outdoor area. Resources are easily accessible by the children who have free choice. We will explain the limitations of the building and would make changes or adapt our facilities if possible.
- Facilities we have for personal care
We have toilets, potties, a nappy changing area, wash basins. Staff have access to protective equipment.
- Specialist resources we have
We have dual language resources, the services of an interpreter, a quiet area, sensory equipment.
- How we include all children in activities, such as trips
We include all children in all activities eg outdoor walks, sports events, craft activities, with provision of one-to-one support where necessary. We will adapt resources and facilities when necessary.
Last updated: 02/07/2018