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)
1 play room - messy, noisy activities
1 quiet room - structured activities, quiet reading, stories etc.
Patio - play area
Use of school playground/field
Trips in local community
Who to contact
Where to go
- Padstow pre-school
- PL28 8EX
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 - 12:00 Friday : 08:30:00 - 15:30:00
- Table of costs
Table of costs Amount Cost Type 4.75 Per Hour
- A cooked lunch (2 courses and a drink) can be provided by the main school for a cost of £2.30. Details from the pre-school on request.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Ramp, wide doors and toliet.
- Has provision
- Experience with
- Food colourings We have had children in the setting before with food allergies. We can adapt our menus to cater for specific requirements. We are able to risk assess for food allergies based on information given by parents/carers.
- Experience with
Yes would have an understanding
Multi cultural training
All children are welcome in our home.
- Equal opportunities policy.
- Languages spoken
- Are there any pets at the setting?
- Immediate vacancies
- Vacancies at some sessions for children aged 3 - 5 years. Please ring for details of available places left.
- Vacancy range(s)
- From 2 years to 3 years (spaces available: 0) From 3 years to 5 years (spaces available: 4)
- 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 12:00 Friday 08:30:00 15:30:00
- Offers pickups
- Padstow School
- Pick up only
- SENCo name
- Julie Nicholls
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We have a named SENCO. We invite parents in to our setting before a child starts. If a child may have SEND we will make home visits to get the full background on a child's needs.
We use EYFS tracking sheets to monitor individual children's progress.
- How we identify and support children's learning and development needs
We observe the progress that children make, using the EYFS tracking sheets and note any child who appears to be having difficulties in any area of learning & development. If a child needs extra support we will prepare an individual learning plan with the parents help. The plan will be reviewed on a regular basis. if we feel a child's needs are not being adequately met at our setting, we will seek help and advice from outside agencies.
we use the ECAT monitoring tool to assess children's speech and language. EYFS tracking sheets are assessed once a term and a progress report is written to give to the parents. We use cohort tracking sheets which are updated each term, this helps to monitor all children's progress and we can identify any gaps in our curriculum provision. We are able to access place plus funding when required.
- Links we have to other agencies
Our pre-school have very good links with outside agencies in our area. We have a lot of experience of working with outside agencies and know who to contact for advice and support. At present we are working with several agencies to support children in our care. Senior locality SENCO, ASD workers, SALT, physiotherapist, local health visitor team. We use Makaton and visual time tables, choosing boards, spot timers . We carry out small group work for children who may have an identified additional need, based around set targets identified by professionals.
- How we support children transferring to school
We start our transition to Padstow and surrounding village schoosl a year before all the children start. We have excellent links to the school and reception class and share activities throughout the year. If a child has SEND the SENCO and any additional support worker will liaise with the School SENCO sharing information, so any children with SEND will have support put in place for when they start in reception class. The reception class teacher is invited over to meet the children before they start at the school. We share transition documents with the school and any other relevant information. We will make communication passports where needed and give parents a transition booklet and we have a permanent transition board in place which is updated with new photographs if needed. All children are individually assessed on their needs when starting pre-school, we will adopt a gradual approach for a child to attend if needed.
Learning and development
- Specialist skills or training our staff have
All staff have experience of looking after children with SEND. The pre-school is all inclusive and the SENCO has had 16 years experience. The staff have experience of looking after children with chronic health problems, Autism, Epilepsy, Diabetes, profoundly deaf, severe allergies and children who have had global delay and social and communication difficulties. The SENCO updates her training regularly as courses become available. Staff have had training in signing and Makaton. 4 staff have completed the Learning language and loving it course. 4 have completed the visual aids training course. At the SENCO network meetings, visual aid, behaviour management and place plus funding training has been covered. The SENCO has carried out personalised physiotherapy on a child 3 times a week. Staff has administered inhalers and have delivered targets speech and language sessions.
- Support we offer regarding children's health and well-being
We support children's health and wellbeing by making sure we have a full history of a child's needs before they start at our pre-school. We support the healthy early years initiative and provide plenty of outdoor play, throughout the year. We will adapt resources and activities so all children can join in. If we feel a child needs extra support to fulfil their potential, we will provide additional support out of our own funds. All staff have training in safeguarding and the designated safeguarding officers are Sarah Cox and Julie Nicholls. We promote PSED through the use of reward stickers, stories and puppets/soft toys. Detailed risk assessment are carried out, with daily & yearly health & safety checks carries out. Risk assessment of new activities and cooking activities are also undertaken. Also risk assessments are written for children who may have additional needs and may need more supervision. we have a designated quiet room with sofa for children who might like a more quieter environment. We have an open door policy and parents/carers are encouraged to share any changes to their child's routine or home life which may affect their PSED. We carry out two year old checks and these are shared with parents/carers, if any problems are flagged up we will take appropriate action usually via our health visitor who we have a very close working relationship with. Most of the staff have attended and contributed to TAC meeting for children in our care. Some staff have attended training or studied attachment issues. We have a very effective Key person system in place. We are working with the Early Years Inclusion team at present to support children with additional needs.
- Ways we inform parents about how their child is being supported
We have an open door policy and speak to parents of children with SEND every day and will meet with them formally at least once a month to discuss progress and any issues that may arise. All Parents are invited to a meeting one a term to review their child's progress and look at their child's learning journey. The children are also invited to look through their learning journey at the end of each term. We now use the on line Tapestry system for our learning journeys, so parents can access them any time they wish.
- Our complaints policy
Our complaints policy is on the noticeboard for all parents to see and is referred to in the prospectus which all parents receive a copy of. In the SEND policy it also informs parents of who they need to go to, if they are not happy with the work of the SENCO.
- Alterations we have made to make our building accessible
Ours is a purpose built building and was built for all children and adults to have access to. We have wide doors, ramps and a toilet for the disabled. The building is decorated in colours suitable for the visually impaired
- Facilities we have for personal care
We have a room where children can be changed in private, with a raised bench with hand rails. If we need to do planned activities with a particular child we have a small room and a quiet room to use. All staff are DBS checked and these are rechecked every three years as good practice. We use visual sequencing strips to promote personal hygiene practices and routines of the day.
- Specialist resources we have
We do not have specialist resources at present for our children, it we require a resource we will purchase it or arrange to borrow an item from a specialist department.
- How we include all children in activities, such as trips
We tend to do walking trips around our local environment, if children need extra support, we will arrange for additional support from staff or parents and arrange to borrow buggies or wheel chairs etc. if needed. If we are going to a venue a risk assessment and access plan will be done before hand. We always prepare children for a change in their daily routine before we go anywhere. if a child is needing to use signs all staff will be made of the signs we will be using.
Last updated: 03/09/2018