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Who to contact
Where to go
St. Teresa RC Church
- IG2 7JA
- View IG2 7JA on a map
Opening Times & Facilities
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Free Early Learning - 2 years
- Ofsted URN
- Link to latest Ofsted inspection report
- Inspection history
Inspection History Date type Outcome 22/05/2019 Inspection (Early Years Register) Good
PIES Pre-schools attitude towards SEND is very much that all children regardless of their abilities should be able to have the same opportunity to play and learn. If a child’s SEN is a barrier then PIES will try and find a solution that will best support the child to enjoy and achieve to the best of their abilities. PIES Pre-school is very inclusive to a child with SEND as it is all on one level and all areas are accessible. There is access to the outdoor play area which has grass and a patio area. Toys and activities are on different levels, the setting both inside and outside has big open spaces for easy use of a walking frame or a wheelchair. The toileting area is also accessible with either a wheelchair/walking frame. PIES also has a member of staff with SEN who finds the setting accessible in all areas.
The building is a church hall which is accessed by a ramp and is all on one level there is one main play area and toilets inside.
We access the sensory room at the local children’s centre.
The furniture is arranged to accommodate children with mobility difficulties we also have activities available at different levels or access is made possible by using floor level activities.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.
Play areas have carpets to reduce noise levels.
There is free-flow into the outdoor play area which has grass and a paved area.
- Identifying children's needs
We believe in early identification of difficulties and in appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.
Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of need. This is done with written consent from parents and carers.
These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEND Early Years Panel (additional information on the remit of the group can be found on the Find Redbridge website); Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team and others.
These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.
Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.
When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored. The setting follows the relevant guidelines for data protection and confidentiality.
Records are passed on to another setting/school with parents and carers’ permission.
- Dedicated contacts
The setting’s Manager Shadna Miah is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures. Her name is Mica Miah she has undertaken the following relevant training:
- Childcare level 3
- SEN Modular course
- Currently undertaking Childcare level 5
The SENCO has the responsibility to:
- liaise with parents/carers
- liaise with outside professionals in regards to children’s individual needs
- advise and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies support
- Involving children and their families
- Planning and review meetings
- Parenting advice
- Regular contact between parents/carers and the setting
- Advice on how to support learning at home
- Support from local Children's Centre
- Range of support available
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
- Support physical needs
We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.
Children are encouraged to provide feedback on the learning activities provided.
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant. All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our training plan is closely linked to the setting’s improvement plan.
- Recent training attended:
- SENCO – 1
- Management and Leadership skills for SENCO - 1
- Accessibility of the school
- All resources are located at children’s level in clear, labelled boxes.
- Makaton signing is used by all staff and taught to children during circle time and general routines.
- Children’s toilets are fully accessible and provided with stools and easy to reach washing facilities.
- Changing areas are discretely located in the disabled toilets.
- The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties
- A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
- One-to-one support is provided for those children who may require intensive support to access learning activities.
- All activities are differentiated according to children’s level of development.
- We do “Sound Foundation” activities with all the children, including those with SEN. Encouraging all children to take part together.
- Transition arrangements
School visits and transition meetings with the receiving school are organised at the beginning of the summer term to get the child accustomed to the new environment. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).
- Support and training for parents and carers
- Links with Children's Centres
- Meetings can be arranged in the setting with professionals
- Further information
We value parent and carers’ expertise and deep knowledge of their own children therefore asking parents to complete a baseline assessment and also not having a specific time frame on our settling period as we feel this is key to all transitions a child will make in their life time. Parents and carers’ comments are included in assessment and review.
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through face to face contact, texts, emails and phone calls.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
We work closely with the local Children Centre who provide parents workshops on matters relating to child development, play and learning and who also provide parenting support programmes such as Parent Gym and Healthy Eating.