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St Paul's Christian Playgroup

St Paul's Christian Playgroup prides itself on its happy and relaxed environment, where children between the ages of 2-5 years can come to make new friends, have a great time and learn. Our facilities include two adjoining halls and outside areas used all year round for a variety of activities and were awarded an 'Outstanding' rating from Ofsted (May 2011). We value and encourage parents views and participation and offer a flexible settling in procedure. For more information please call 020 8504 5465 or visit our website www.stpaulschristianplaygroup.co.uk.

Who to contact

Contact
Delia Ware
Telephone
020 8504 5465
E-mail
stpauls.playgroup@btconnect.com
Website
www.stpaulschristianplaygroup.co.uk

Where to go

Name
St Pauls Church Hall
Address
Chigwell RoadWoodford BridgeEssexIG8 8BT
Postcode
IG8 8BT

When is it on?

Time/date
Monday to Friday - 9.15am to 12.15pm (term time only)

Other Details

Table of costs
Table of costs
AmountCost Type
18.00 Per session 2 yrs
16.00 Per session 3-5 yrs
Ages
2, 3, 4, 5

Childcare Information

Provision Type(s)
Pre-school
Facilities
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
Partially wheelchair accessible
Languages spoken
Punjabi
Farsi
Hindi
Urdu
Albanian
Offers pickups?
No
Schools

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
26/09/2007IntegratedGood
10/05/2011Inspection (Early Years Register)Outstanding
03/02/2016Inspection (Early Years Register)Good
16/05/2018Inspection (Early Years Register)Good

Local Offer

Provision

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

Education Offer

Overview

At St Paul’s Christian Playgroup we aim to enhance the development of every child in a secure, safe and stimulating environment.  We carefully plan our environment and the activities and resources on offer to ensure that all children have the same choices and experiences to play and develop in all areas of their learning.

We encourage and support children with special needs and disabilities to play confidently with other children and make a positive contribution, and also develop activities and experiences to raise the other children’s awareness of positive images of disability and difference.

All children are cared for and respected, and their individuality and potential recognised, valued and nurtured, in a safe and loving environment.

We are situated alongside St Paul’s Church in Woodford Bridge and are open from 09:15 to 12:15 term time only.  We are registered to take 40 children each session from 2-5 years of age.

Our facilities include two adjoining halls and two outside areas which are used all year round for a variety of activities.  We also have a kitchen area which is used daily for preparing healthy snacks, and regular activities are planned to ensure that all children can enjoy a range of cooking activities.

We maintain a high ratio of staff to children to ensure that each child receives a high level of attention.

In addition to the two halls, we have a separate room which is used for small group and one to one activities, and for meetings with parents/carers and other professionals.  Recent adaptations have been made to our setting which allow for wheelchair access to most areas and include a disabled/accessible toilet. 

Identifying children's needs

We believe that early identification is vital so we work with parents to create and develop a care plan for their child as soon as early indicators of additional needs are identified.

We understand that parents know their child best so we plan a home visit before each child starts at our setting.  This allows us to share information and to learn about each child’s unique needs in the comfort and security of their own home.  During this visit an admission and information form will be completed to ensure that we are aware of your child’s specific physical, emotional and self-help needs, dietary requirements, allergies and any medical issues, as well as the child’s interests and achievements.  This information will be used to help plan a smooth and happy transition, allowing you and your child to settle quickly into the setting. 

We will also liaise with any professionals or agencies involved in your child’s care to ensure a consistent and effective approach to intervention.

Each child is assigned a Key Person who will attend the initial home visit and support the child and their family whilst they settle into the playgroup.  The assigned Key Person will continuously monitor each child’s progress in all areas of learning, which will be shared on a regular basis with the child’s parents/carers.  This ongoing assessment and sharing of information is used to aid the early identification of any special educational needs.

Dedicated contacts

The Manager Delia Ware or SENCO Jeanette Margetson

Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home 
  • Parenting advice
  • Regular contact between home and school, e.g. home/ school book
  • Parent workshops
  • home visits
  • transition visits to new schools/nurseries
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

We have extensive experience of multi-agency collaboration (including TAC and Statementing meetings) and working with a range of professionals including Educational Psychology services, SALT services, Occupational Therapy services, Physiotherapy services, SEN Early Years Panel, Preschool Home Visiting services, Children with Disabilities Team, Early Years Advisory and Support services and Child Protection assessment team.   This partnership working is vital in ensuring that the children in our care receive the best possible support and education.

We respect the fact that all children have different educational and behavioural needs and so require a range of different strategies for learning.  Our staff adopt a wide range of strategies to meet the needs of children with SEND.  These include using visual timetables, PECs, sensory play and small group or one to one activities.  We work on a permanent one to one care ratio per child when required.  We have staff trained in Makaton and all staff and children are learning to use basic signs during each session. 

The EYFS is our starting point for planning that meets the specific needs of individuals, and we adapt the framework for children with SEND to set suitable learning challenges and respond to that child’s particular learning needs.  We work with parents to ensure that we set the child high, but achievable, targets specific to them. 

Measuring children's progress

Every child in the setting is assigned a Key Person who will work closely with the child's parent/carer to monitor and assess a child in all areas of learning . Regular meetings will be held with the parents to share information and a progress review will be completed each term to celebrate all achievements and to identify any areas of concern.

Parents and carers play a vital role in assessing their child's development and a meeting is planned with the Key Person to complete the termly progress review. During this meeting appropriate next steps in the child's learning will be identified and strategies will be suggested to assist the child both at home and at Playgroup in achieving these.

Each child identified with SEND will have an Individual Educational Plan ( IEP) designed to ensure that they can access all areas of the curriculum and that progress can be measures against clearly defined targets. Parents/ carers will be involved in drawing up this plan which will build on the child's interests and strengths and will highlight the additional strategies to be used to support the child in achieving the targets set.  The IEP will be reviewed on a regular basis, usually every 6 weeks and any other professionals involved with the child will be invited to contribute.

Support and training for school staff

All staff receive training in supporting children with Special educational needs and disabilities and in the use of Epipen's and asthma pumps and other medical conditions as appropriate.

The Manager - Delia Ware currently holds a CACHE level 4 in special educational needs, and has also undergone a variety of training including  supporting and caring for children with; Autism, children with disabilities, speech and language difficulties and behavioural and emotional difficulties. 

Both the SENCO, Jeanette Margetson, and the Manager have recently completed  a makaton course to support children with communication and language difficulties. The SENCO has also completed the appropriate training in her role as the Special educational needs co-ordinator and attends regular forums with other SENCO'S to discuss changes to legislation and to share strategies and good practice in caring for children with SEND. The SENCO has also received recent training in supporting children with SEND through transitions such as moving to a new school or nursery.

Accessibility of the school

Our halls have undergone recent adaptations to allow for wheel chair access to most areas and include a disabled toilet.  A private room is available for one to one activities and individual treatments such as physiotherapy and speech and language therapy and individual medical or personal care. A variety of equipment is available to support children with toilet training and for changing nappies and clothes as appropriate.

Inclusion

Prior to a child joining the setting, detailed information is sought from parents/carers through our admission forms and during the home visit to ascertain the individual needs of each child.  This ensures that we can obtain the appropriate resources and equipment to cater for a child’s unique needs.  This also allows us to plan for one to one support if required, either through the use of our own experienced support staff, or through the Preschool Learning Alliance Equal Chances Scheme or other appropriate agencies.  If necessary, we are willing to differentiate for some learning activities and experiences and provide alternative formats or additional equipment and resources for children with special needs.

Where appropriate we will also work alongside local health professionals to ensure adequate training for all staff and implementation of care plans to cater for individual needs or allergies.  We ensure that children with special needs have easy access to toilet and eating facilities, and arrange respectful privacy for children with special needs at times of specific medical care or welfare.

Risk assessments will also be carried out as appropriate to ensure the safety of all.

Transition arrangements

We believe that children moving from Playgroup to school or another early year’s educator still deserve our very best care and attention. We therefore work closely with other local schools and nurseries to ensure that your child has a smooth transition to their new setting. We do this by arranging visits to their new school/nursery where, along with any other children moving to the same setting, they can meet their new teachers and have a chance to explore the resources and routines. We also try to arrange for their new teachers to visit our setting to read a story and get to know them in their familiar environment.

Your child’s Key Person will help your child to make a transition book with photographs showing their time at Playgroup and also one of their new school which can be used at home to help the child prepare for their move.

With your consent we will provide a written summary to their new school or nursery which will include details of your child’s interests and favourite activities and development to date which will help their new teachers plan effectively.

We understand that for children with SEND transitions can be especially stressful. We therefore work closely with the SENCO of their new setting and appropriate teachers and support staff, to ensure  a smooth transition where information can be shared at regular transition meetings with parents/carers and all professionals involved in the child's care. We also plan frequent visits to their new setting to allow the child time to prepare for the transition and to form trusting relationships with their new support staff and teachers.     

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

We actively encourage parents to work closely with our staff to support their children’s individual needs.   We always make time to focus on positive discussions about the children’s strengths, as well as their needs.  We check that parents understand the graduated procedures of intervention, and we always respect the different perspectives and needs of parents.  We do our utmost to provide valuable care and support to all of our parents/carers. 

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