Salway Christian Pre-school

We have a strong Christian ethos but welcome families from any or no faith background, providing a caring and stimulating environment in large spacious premises with a secure outdoor area. The very experienced staff team work in close partnership with families to meet each child's individual needs, to ensure progress across all areas of the EYFS and to prepare each child for nursery or reception.

Who to contact

Contact Name
Sue Albon (Manager) and Liz Barratt (Administrator)
020 8505 9619 020 8505 9619
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Where to go

Salway Evangelical Church
Forest Approach
Woodford Green
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Time / Date Details

When is it on
Monday to Friday - 9.15am to 12.15pm Available term time only
Time of day

Other Details

15.50  Per session

Inclusion Information

Has Special Needs provision

Childcare Information

Funded Places

Has 3 & 4 year old funding
Has 2 year old funding

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Friday 09:15:00 12:15:00
Monday 09:15:00 12:15:00
Thursday 09:15:00 12:15:00
Tuesday 09:15:00 12:15:00
Wednesday 09:15:00 12:15:00
Outdoor garden
Adjustments for wheelchair users available
Visits and outings
Parking available for pick up or drop off
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs

School Pickups

Does not offer school pickups

Ofsted Information

Ofsted URN
Link to latest Ofsted inspection report 
Inspection history
Inspection History
17/02/2011Inspection (Early Years Register)Good
03/07/2015Inspection (Early Years Register)Good
18/05/2018Inspection (Early Years Register)Outstanding
Local Offer


Age range
Early Years (0-4 years)
Shortbreak type

Education Offer


At Salway Christian Pre-School we believe that all Children have the right to access the best possible start in life in order to achieve their full potential.  This is even more important when Children have special educational needs and we are mindful of this.  We are committed to actively provide a welcoming and safe environment promoting positive attitudes to learning for all Children, in close partnership with Parents/Carers and Children.  We firmly believe that the best outcome in terms of learning and growing is only achieved when Children of all abilities learn together. We are committed to treat each Child as an individual and endeavour to do our very best in order to meet their individual needs.  When planning the Early Years Foundation Stage curriculum (EYFS), we adapt play activities and equipment to enable participation of Children of all abilities.

The Manager of our setting is Mrs Sue Albon.  Our setting has the capacity for approximately 35 children per session.  We are open between 9.15am-12.15pm each day.  We have two large halls, three smaller rooms and a small garden.   Due to the large amount of space available, we can accommodate many Specific Needs and are continually revising and adapting our resources and space according to the needs of the Children we seek to provide for.

Identifying children's needs

Each Child is assigned to a Key Person who will liaise with the Parents/Carers and other members of staff within the setting.  The Key Person will be responsible for getting to know each Child really well starting from a home visit and time spent with both child and parents before entry and during the settling period. Once settled the key person will regularly monitor their progress through the EYFS.  We hold regular meetings with Parents/Carers and are available for feedback at the beginning and end of each session.   When we welcome a Child that has already a known Special Educational Need, we do our best to meet their specific needs with the help of Parents/Carers and all other involved agencies.  Should we believe that a Child may have additional needs, not yet identified, we would first seek to consult the Parents/Carers and with their consent, seek further consultation, with other Agencies within the Local Authority.

Dedicated contacts

All children are assigned to a Key Person responsible for observing, planning, and assessing their progress and liaising with their Parents and Carers.  Should there be any concerns, the Key Person can be approached at all times.

The Special Educational Needs Coordinator (SENCO) is Mrs Anna Smith.  She has the responsibility for day-to-day management of the SEN procedures as follows:

  • liaise with Parents/Carers
  • liaise with outside professionals regarding children’s individual needs
  • advise and support other practitioners in the setting
  • ensure appropriate learning and outcomes are in place
  • ensure background information is collected, recorded and updated
  • monitor and review any action taken to support the child
  • ensure appropriate records are kept for all children with SEND requiring outside agencies support.

She  has undertaken the following relevant training:

  • SEN Modular course,
  • Practical Ideas for SENCOs
  • Transition for Children with SEN
  • Makaton Workshops
  • Identifying & Supporting Children with Social Communication Difficulties
  • Regularly  attends SENCO Forums

The Setting Manager, Mrs Sue Albon, has the overall responsibility for SEN in the setting and ensuring that legislation is fully met.

Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home 
  • Parenting advice
  • Regular contact between parents/carers and the setting

We ensure that appropriate outside Agencies/Services are also invited to attend Planning and Review Meetings.  Any Individual Outcome Plan targets (IOPs) are set in partnership with Parents/Carers and monitored/updated continuously.

We actively endeavour to plan a smooth and positive transition when Children reach the stage of going to school, in partnership with Parents/Carers and the new setting.

Range of support available
  • EYFS Curriculum  planning differentiation
  • Specific teacher interventions
  • Support for behaviour
  • Support for health needs
  • Partnership working with other professionals
  • Support for communication needs

We continuously monitor that all staff have access to up to date training. We have an open mind and are willing to consider any new techniques that we may not be familiar with.

Measuring children's progress

We carry out observations of children and staff and ensure that progress is achieved by setting appropriate next steps.  This is done according to the Child’s individual needs and in partnership with Parents/Carers.  Where IOPs are in place, we monitor progress and adapt plans in the light of this. We communicate with Parents/Carers on a daily basis but ensure that we have specific meetings where feedback is exchanged.

Support and training for school staff

All our Staff are very experienced and attend training on a regular basis to update our knowledge. All Staff have received training in EAL and S&L development, one member of staff has received MAKATON training and all staff use some signs with the children. Two members of staff have received training in recognising and supporting children with autism.

The SENCO attends SENCO Forums and SEN conferences run by the LA. the most recent one being about Transition for Children with SEN,   Courses run by Interface, such as a recent conference regarding the new legal system for SEND,  Expert Parent Training on Social Care Rights & Equalities Legislation.  As a parent of a young person with SEN  herself our SENCO is able to use her knowledge and experience to support families, she has also worked in a school for children with SEN.

Accessibility of the school

Our setting is partially accessible for wheelchair users; we have the facility for hearing loop in our main hall and have facilities for personal care.


Individual next steps and needs are at the core of our planning.  We plan and adapt activities to cater for different levels of development with regard to ages/abilities/needs.  We are very mindful that children progress at different stages. After consultation with Parents and other Professionals and our own observation of the Child with SEN, we use additional, individually tailored strategies to promote inclusion in all activities. 

Strategies may include the use of a visual timetable (we have one on display at all times), relevant photos, Makaton signing, access to a quieter area, if necessary, to prepare the child in advance, etc. Risk assessments are completed daily and for special activities to ensure health and safety are maintained at all times and may lead us to adapt the organisation of the environment to ensure the safety of all children and staff depending on the nature of the SEN.  We also access 'inclusion funding' which enables us to provide some children with 1-1 Support/additional staff to ensure we are in a position to achieve the best possible results.    

Transition arrangements

We are aware of possible negative emotions associated with any change, however small it may be.  Within the setting we have a visual timetable and use it to get the Child used to our routine, and prepare him/her in advance of any changes.  When the Child reaches the appropriate age to start school or a change of setting is necessary for whatever reason, we endeavour, in plenty of time, to put in place appropriate strategies to ensure a smooth and positive transition in partnership with Parents/Carers and the new setting.

Support and training for parents and carers
  • Parent workshops
  • Coffee mornings with parents
  • Parent consultation
  • SENCo
  • Links with Children’s Centres

Better results are achieved when parents are also reinforcing the same teaching at home and to promote such a partnership we e-mail  a 'Newsletter' weekly (a hard copy is also available), so parents are aware of our teaching plans, we offer suggestions for home activities and invite parents to share with pre-school any particular expertise they may have.  Parents are welcome to come and help at preschool  once their children have settled in.  In the case of a Child with SEN, parent can also help prepare them in advance for any planned activities.

Further information

Information can be found on our website.


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