Wanstead Park Playgroup is Ofsted regulated and members of the Pre-school Learning Alliance and works in partnership with the Redbridge Early Years Childcare Improvement team. We have a friendly and qualified staff team delivering the Early Years Foundation stage curriculum through a range of activities planned to support the learning and development of all children. We take children from the age of two and are able to offer free places to children from the term following their third birthday.
Wanstead Park Playgroup
Who to contact
- Barbara Blackett
- 07305 496716
Where to go
- St Gabriels Church Hall
Park RoadWansteadLondonE12 5HQ
- E12 5HQ
When is it on?
- Monday to Friday - 9.00am to 12.00pm
Available during term time only
- 2, 3, 4, 5
- Provision Type(s)
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Free Early Learning - 2 years
Fully wheelchair accessible
- Offers pickups?
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 21/01/2008 Integrated Satisfactory 20/04/2012 Inspection (Early Years Register) Good 07/01/2016 Inspection (Early Years Register) Good 02/04/2019 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
Wanstead Park Playgroup is an inclusive setting, our committed staff team are professional , friendly and approachable. We welcome all families regardless of any additional needs or SEND.
We aim to ensure that all children attending the setting have a happy safe and positive experience ,we work closely with the families to offer appropriate support to the child and family as a whole.
Our setting is held in a large church hall which is accessible to the street with wide double doors and a ramp. There is a garden to the rear of the hall which is accessed by the same route.
- Identifying children's needs
Information gained about the child from the parents prior to joining the setting along with regular observations and assessments carried out in the setting will be used to determine whether a child needs additional help and support.
Children’s development and planning for their progression is discussed with parents at termly assessment meetings. A home /setting Diary is also provided for children with SEND.
- Dedicated contacts
Every child on entering the setting is allocated a key person who will work with them and their parents to ensure that appropriate planning is in place to support all areas of learning and development. The Key worker would be the parent /carers first point of contact, who would then involve the settings SENCO and Manager.
- Involving children and their families
- Parenting advice
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
- Range of support available
- Partnership working with other professionals
- EYFS Curriculum planning differentiation
- Support for communication needs
- Additional support strategies
- Specific teaching interventions
- Support for health needs
- Support for behaviour
- Measuring children's progress
Childrens progress is monitored on an ongoing basis through observation and assessment and regular meetings with the parents are organised to agree plans for future development .Individual Educational Plans and suitable targets are agreed with parents/carers and any other professionals involved.
- Accessibility of the school
The setting is accessible via the wide double doors and ramp at the front of the building. All internal doors are wide enough to allow wheelchair access. The facilities for personal care (toilets /changing facilities)are also spacious. The setting is held in a large church hall and we ensure there is sufficient space between activities to allow for free movement. Activities are set out on child sized tables and floor mats all of which can be moved and /or adapted to allow all children to participate.
Home visits are made by the manager /key person and SENCO (where appropriate) prior to the child starting at the setting. This enables us to introduce ourselves to the child in their own environment and allows us to find out about the child’s interests and needs.
Any additional support ,or planning needed to enable the child to participate in activities would be discussed at this point and we would continue to monitor once the child is in the setting. Regular discussions with the parents/carers would be held to ensure the on-going practice was effective and to discuss any changes that may be deemed necessary.
- Transition arrangements
As a setting we work with parents/carers to agree strategies that will provide the support the child needs during transition times.This may include accompanying families on visits to new settings to provide information and support.
- Support and training for parents and carers
- Parent consultation
- Links with children centres
- Coffee mornings with parents
- Parent workshops
- Further information