Trinity Hall Kindergarten
Here at Trinity Hall Kindergarten we are a term time pre-school setting.
Who to contact
- Contact Name
- Maureen Cassidy
- 020 8508 5029 020 8508 5029 07958 789303 07958 789303
- firstname.lastname@example.org | email@example.com
- Scan to visit this website
Where to go
- Holy Trinity Church Hall
- E18 1QQ
- View E18 1QQ on a map
Time / Date Details
- When is it on
- Monday to Friday - 9.15am to 3.00pm
Opening Times & Facilities
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
Partially wheelchair accessible
- Ofsted URN
- Link to latest Ofsted inspection report
- Inspection history
Inspection History Date type Outcome 27/03/2019 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
Our staff are committed to support and meet the needs of all children as individuals, regardless of a child’s needs or disability. We welcome children with SEN and or disabilities and children and families from every social cultural and religious backgrounds. All our practitioners are experienced in working with parent/ carers and their children with outside agencies in order to provide the best possible outcomes for all.
Trinity Hall Kindergarten has been open since 1967. We operate from 2 halls and have an additional smaller room we use for quieter activities. We have 3 outside areas one of which is a large grassed garden. The nursery runs from 9:15 - 12:15 five mornings a week in both halls and offers two afternoon sessions in the large hall running continuously until 15:00 with afternoon sessions running from 12:40 - 15:00, the smaller hall also operates a lunch club on a Wednesday and Friday until 13:30 and three afternoon sessions until 15:00. Term time only
The setting has two nominated safeguarding officers and two SENCos. We endeavor to adapt our setting as much as possible to accommodate each child’s individual needs.
The setting holds regular small group activites for children where there are concerns with their communication and language skills and children for personal and social and emotional development This has shown to help children’s confidence and emotional well being as well as their language skills.
- Identifying children's needs
Our experienced SENCO alongside the Key People will identify if a child needs extra support at an early stage through regular observations and documentation. Regular communication with parents/carers through termly review meetings, end of term reports and daily feedback.
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; SEN Early Years Panel (additional information on the remit of the group can be found on the Redbridge Local Offer 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
If a parent has a concern about their child they should speak with the Manager who will arrange a time to speak with the SENCo.
The manager is overall the “responsible person” for SEN in the setting and ensuring legislation is met. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day to day management of the SEN procedures.
Mrs Maureen Cassidy Manager
Mrs Gema Ridley SENCo
Mrs Shelly Misson SENCO
They have undertaken the SEN modular training course
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
- Advice on how to support learning at home
- Parenting advice
- Regular contact between parents/carers and the setting
- 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
- Measuring children's progress
We use IOP’s and our ongoing review of progress is recorded on a system called “2Build a Profile EYFS” to record observations on the go. This is a multi-award winning app which we use on iPad’s in the setting to record observations and children’s next steps. The EYFS (Early Years Foundation Stage) is made up of 7 areas of development, 3 prime (under 3’s), 4 specific (over 3 years). Steps to Outcomes for children with SEN. We use communication and language trackers to identify delays and monitor progress.
The setting complete 2 year old progress checks on all children that are under three years old, this is used to indicate a child’s level of development and where early intervention may need to be provided.
Using this system provides a quick, safe and effective way of sharing this information with the parents along with providing “parental engagement” in the learning process. We use it to record and make formative assessments on your child to help them develop and make good .We email parents least once a term giving you access to your child’s observations and next steps and you will be able to respond to the email with comments and feedback.
We set targets which are agreed with parents and any other professionals involved termly or when reached. Children’s progress is monitored on an ongoing basis through observation and assessment and regular meetings with parents are organised to agree plans for further development
- Support and training for school staff
We attend regular SENCO forums which helps us keep up to date with changes in practice, We are given support from Redbridge SEN/Inclusion advisors. All staff are given the opportunity to attended courses and training such as English as an Additional language and Behaviour management are among the few booked this year.
- Accessibility of the school
Our setting is located on one level and there is a ramp to access the main hall. We have a disabled toilet a large toilet area and a small child toilet.
We aim to promote equality and diversity. All activities are planned to ensure that all children can take part and adapted to suit their needs. Environment and Activity risk assessments are done daily, reviewed and adapted for SEN.
- Transition arrangements
The setting will work with parents and other setings or schools to agree strategies that will provide the support that the child needs during transition times. We hold transition meetings with the parents and the new setting, share the information we have with the new setting and complete an Early Years Transfer Summary form. We invite all schools and settings to visit the child in our setting. We also, if required, accompany families on visits to new settings to provide support and information.
- Support and training for parents and carers
- Parent workshops
- Parent consultation
- Links with Children’s Centres