Tregony Pre school & Playgroup
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 are set in a large open-plan classroom within the Tregony Primary School which is a part of The Roseland Multi-Academy Trust. We have our own large outdoor area and access to a maintained wooodland area for organised Forest School Sessions. The children learn through play in line with the EYFS with activities that challenge them on an individual basis.
We enjoy a variety of activities such as baking, P.E. using the school hall and playing field, use of a maintained woodland, singing and musical activities, local educational trips, fundraising events and visits from members of the community to extend children's learning and to enrich the curriculum. In addition to this we have access to resources within The Roseland Multi-Academy Trust.
Our staff are highly trained and dedicated to supporting children with their development via a sound working knowledge of the EYFS. We are managed by a volunteer committee. Our strong, supportive committee, includes the school head teacher, reception teacher, parents and local business owners.
Who to contact
Where to go
We are situated inside a classroom at Tregony Community Primary School, behind St Cuby Church in the village of Tregony. With close links to the Roseland cluster of schools.
- Table of costs
Table of costs Amount Cost Type 4.33 Per Hour £13 Per 3 hour session
- We charge £4.33 per hour for children aged 2, 3 and 4. A snack charge of 40p per session may apply.
Our 2 year old sessions are charged at £13 per afternoon session 12.45-3pm
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- Ramped doorways
- Has provision
- Experience with
- All staff are trained regularly in food safety practices. Allergies to celery, nuts and dairy have been catered for in the past. We adapt to cater for vegetarians and vegans. Please speak to us if your child has specific dietary requirements.
- Has provision
- Experience with
Yes would have an understanding
Multi cultural training
All children are welcome in our home.
- Languages spoken
English is spoken by all staff. We use Makaton key word signing and picture exchange for communication. Staff know and use some key words in French, Spanish and Cornish and are open to learning key words in additional languages to support children. We have access to a school teaching assistant who enjoys teaching our staff and children French songs and key words to teach staff. We display words in multiple languages and work closely with the library service to borrow books to support all children with duel languages.
- Are there any pets at the setting?
- Immediate vacancies
- Vacancies vary termly. Please call. Children can attend morning sessions 9-12, join us for lunch 12-12.45 or attend the afternoon session from 12.45-3.15pm. We offer full day care from 9am-3.15pm. With the added option of early drop off between 8.30-9am for an extra charge.
- Vacancy range(s)
- From 3+ years to 5 years (spaces available: 30) From 2+ years to 3 years (spaces available: 10)
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 9:00 15.00 Tuesday 9:00 15:00 Wednesday 9:00 15:00 Thursday 9:00 15:00 Friday 9:00 15:00
- Offers pickups
- SENCo name
- Kirsty Mead
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
Tracking progress toward the EYFS outcomes. The two year old progress check. Communication and Language ECAT child monitoring tool.
- How we identify and support children's learning and development needs
Assessment monitoring. Parental information and co-operation Advise and liaison with relevant health and education professionals
- Links we have to other agencies
Close links to the Child Development Centre (CDC) Truro Good working relationships with the senior locality SENco, early years inclusion team and the speech and language therapist. We also work closely with the teachers, SENco and Headteacher of Tregony School and other local feeder schools
- How we support children transferring to school
We provide transition days throughout the school year and additional weekly transition sessions in the summer term. We meet with reception teachers in feeder schools to share information and knowledge of children and offer to join reception teachers on home visits if necessary. We have communication books for children who attend duel settings. We write to parents to gain consent for us to share children's assessment trackers with reception teachers.
Learning and development
- Specialist skills or training our staff have
Our committee chair is the school Headteacher. Our Leader is a qualified early years teacher with QTS. Our Deputy is trained to level 3 and is highly trained in safeguarding and welfare. We have a qualified SENCO, a skilled Health and Safety representative and a one to one key worker dedicated to supporting children with SEN who has been trained in using Makaton and Picture Exchange. All but one member of staff have at least a level 3 qualification and one member of staff is currently undergoing their level 3 qualification.
- Support we offer regarding children's health and well-being
Our policies and procedures are fully up to date and promote the inclusive, safe ethos of our setting. Parents are fully informed through parent meetings and receive vital information about our setting and curriculum through our welcome pack. Parents are encouraged to share their knowledge of children prior to starting with us through completing All About Me booklets and providing important contact details, permissions and medical history. All staff undergo health and safety, first aid, food hygiene and safeguarding training regularly. All information regarding a child is kept fully confidential. Self care and safety are an important aspect of our curriculum.
- Ways we inform parents about how their child is being supported
Parents are invited to meet with key workers and are included in daily activities. Parents receive a newsletter monthly which highlights the topics we will cover and provides a Makaton sign and communication tip of the month. Parents are able to share their knowledge through 'chat wheels', 'Wow! moments' and a 'Child Interests' share chart where they can suggests activities to support their child. We also have a section of the Tregony School website where we share information and policies with parents.
- Our complaints policy
We take complaints very seriously and work vigorously to solve any issues brought to our attention. All complaints are properly recorded and shared in a way which is consistent with our confidentiality policy. Action points are put in place to overcome any ongoing issues and reviewed regularly.
- Alterations we have made to make our building accessible
We are fully wheelchair accessible. Our learning environment is open plan and has wide doorways to ensure access and safety for all. Resources are stored at low level and are properly labelled with images and words to ensure children can access them.
- Facilities we have for personal care
Our toilet and cloakroom area is fitted with a changing unit and all appropriate paraphernalia. We keep a log of when children are changed (nappies or accidents). We are happy for parents to bring in a child's potty for use with toilet training. We have 3 child friendly toilet cubicles with soft close, double seated toilet seats (smaller seat insert) and toilet steps.
- Specialist resources we have
We use high quality age appropriate resources along with highly trained staff, visual aids and technology such as ipads and an interactive white board. Our staff have been trained in using key word Makaton sign language. We use a visual timetable and traffic light visual aids to support children with routines and transitions between activities.
- How we include all children in activities, such as trips
We ensure we always work within specified adult to child ratios. Our annual and daily risk assessments are thorough and staff are made available to work one to one if a child should require extra assistance. We make regular visits to the school forest area with all children. Trips off site are carefully risk assessed no child is excluded from attending. Parents of children with additional needs are consulted prior to a trip off site and an action plan is devised if they agree to their child attending the trip. Parents are invited to help out with trips if appropriate. Differentiated support is provided on trips if required for an individual child.
Last updated: 07/10/2020