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)
DURING THESE UNCERTAIN TIMES OUR OPENING TIMES CAN CHANGE AT SHORT NOTICE. Please email if you require any further information. Thank you.
We are a village pre-school with strong links to Tintagel Primary School and local childminders. We are regularly involved in community events such as carnival, Remembrance Day & harvest festivals.
Described by Ofsted (at 2009) as "a good setting where all children are welcomed".
Rated Good in all areas by Ofsted (March 2015)
Rated Good in all areas by Ofsted (December 2017)
Who to contact
Where to go
- Tintagel Pre School
Tintagel Childrens Centre
- PL34 0DU
Time / date details
- Session information
- Monday : 09:00:00 - 15:00:00 Tuesday : 09:00:00 - 15:00:00 Wednesday : 09:00:00 - 15:00:00 Thursday : 09:00:00 - 15:00:00 Friday : 09:00:00 - 15:00:00
- Table of costs
Table of costs Amount Cost Type £4 Per additional hour £12 Under 2s Per 3 hour session £24 Under 2s Per Day £12 over 2s Per 3 hour session £24 over 2s Per Day
- We have 2 year old funding in place as well as the 30 hour funding.
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Experience with
- Happy to include all families, please contact to discuss specific requirements.
- Has provision
- Happy to include all families, please contact to discuss specific requirements.
- Are there any pets at the setting?
- Immediate vacancies
- Please contact provider for details about vacancies.
- Vacancy range(s)
- From 0 years to 5 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 09:00:00 15:00:00 Tuesday 09:00:00 15:00:00 Wednesday 09:00:00 15:00:00 Thursday 09:00:00 15:00:00 Friday 09:00:00 15:00:00
- Offers pickups
- Tintagel Primary School
- SENCo name
- Lisa Hannah
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO). Our SENCO is Lisa Hannah, Assistant Manager. Identifying and supporting a child's additional needs is the responsibility of all staff, with the support of the SENCO and Early Years Manager. Our admissions practice ensures equality of access and opportunity for all children. We follow the https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf
- How we identify and support children's learning and development needs
The graduated response system is used when identifying, assessing and responding to children's special educational needs. At Tintangels we use guidance such as Every Child a Talker (ECaT), EYFS Development Matters, and the statutory 2 Years Old Check to inform us about a child's development. We work closely with parents of children with special educational needs to create and maintain a positive partnership. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education. We provide parents with information on sources of independent advice and support. We provide a broad, balanced and differentiated curriculum for all children with special educational needs. We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs. We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability. We have systems in place for supporting children during Early Years Action, Early Years Action Plus, Statutory Assessment and the Statement-ing process.
- Links we have to other agencies
At Tintangels, we work closely with the Health Visiting team, Speech and Language Therapists, Children's Centre, Primary Schools, and other professionals as appropriate to meet the needs of our children.
- How we support children transferring to school
When supporting transition to primary school, we have a robust system in place. When families have been notified of their allocated school place, we will make contact with that school to invite the Early Years teachers to meet their new intake. All children progressing onto Tintagel Primary School benefit from regular visits to their new classroom accompanied by Tintangels Staff. They keep a diary and photographs of their visits to share at home. Children progressing on to other primary schools will be supported and encouraged to follow their transition process.
Learning and development
- Specialist skills or training our staff have
Every Child a Talker Learning Language and Loving It Making Sense SenCo Induction Behaviour Management Visual Support Basic Portage Safeguarding Children Tier 2 Safeguarding Children
- Support we offer regarding children's health and well-being
We consult with local and national agencies who can offer advice and information to support children and their families.
- Ways we inform parents about how their child is being supported
We have a means to ensure all parents are informed, and as such may use different strategies to reach different parents. We consult with parents to ascertain what works best for them. We promote an open and on-going dialogue with parents consulting them on a regular basis about the support in place for their child. This may be verbally, by letter, or via TAC meetings as appropriate.
- Our complaints policy
At Tintangels we believe 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. Procedures Tintangels is required to keep a 'summary log' of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors. A full procedure is set out in the Summary Complaints Record which acts as the 'summary log' for this purpose.
Making a complaint
Stage 1 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.
Stage 2 If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee. For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent. The setting stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint. When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.
Stage 3 If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the owner/senior manager, present. An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it. This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.
Stage 4 If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved. Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators. The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.
Stage 5 When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached. A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted) and the Local Safeguarding Children Board Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. The number to call Ofsted with regard to a complaint is 0300 123 1231. These details are displayed on our noticeboard. If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority. In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request.
- Alterations we have made to make our building accessible
Tintangels is situated within a Children's Centre built in 2006. No major alteration have been required to improve accessibility. We have replaced sliding glass patio doors with hinge-opening doors and windows to improve safety. We would be able to make alterations as necessary to meet the needs of the children attending.
- Facilities we have for personal care
We have toilet cubicles, hand wash sinks and a spacious changing area. A shower is also available within this area.
- Specialist resources we have
We are able to access a wealth of specialist resources as required via our Children's Centres and Inclusion Team.
- How we include all children in activities, such as trips
When planning a school trip, we ensure the venue and activity is accessible to all within the group. We are able to provide minibus transport, use public transport, car pool, or walk as required. All parents are consulted to identify any additional needs their child might have during the course of the outing. Additional staff and volunteers attend as required to increase ratios and support additional needs.
Last updated: 13/07/2021