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Little Cherubs Kindergarten

We have no further information available for this provider. For details of the registration please visit www.gov.uk/ofsted.

Who to contact

Telephone
020 8597 4233 or 020 8220 3935

Where to go

Address
164Goodmayes LaneGoodmayesIlfordEssexIG3 9PR
Postcode
IG3 9PR

Childcare Information

Provision Type(s)
Day nursery
Facilities
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Free Early Learning - 2 years
Offers pickups?
No
Schools

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
02/11/2005IntegratedSatisfactory
23/03/2007IntegratedInadequate 1
21/01/2008CareSatisfactory
11/03/2013Inspection (Early Years Register)Good
24/01/2018Inspection (Early Years Register)Good

Local Offer

Provision

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

Education Offer

Overview

At little cherubs we adopt a child centred approach to learning. We follow children’s interests when planning and ensure that all activities are accessible and meet the individual needs of each child. This enables all children to play and learn alongside their peers. Staff are aware of the importance of making all activities accessible for children with SEN. We work very closely with parents and carers to ensure that they take an active part in their child and/or children’s education and experience at little cherubs.

Little cherubs is a converted house on 2 levels. Our baby room is on the top floor, with both our 2’s and 3’s located on the ground floor with toilet access. We have driveway access and off street parking as well as ramps leading to our 2 year old room and front door. Due to the structure of the building we are unable to have mobility access as doors are too narrow, however furniture within the room can be adapted to accommodate to the needs of the child. Activities can be carried out of different levels to help allow all children access to them. We have free flow access to the garden when possible which has soft safe floor as well as soft carpeted area in each room along with smooth flooring. At present we do not have a sensory room but it has been actioned as part of our self-evaluation, we have several sensory resources throughout the setting.

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 with frequent meetings and end of day feedback as well as open evenings. Children who are experiencing difficulties are identified through discussion with parents and carers, regular observations and tracking, and more detailed focussed assessments.

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/carers.

These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEND 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, we are also willing to accommodate any extra support the children may need, we work closely with Speech and language therapists who often come to observe the setting and give us ideas on how to support the children with their speech, this is then implemented throughout the setting.

There are several levels of support we can offer children at the setting, the core offer is available to all children, and is used when a concerns are raised in regards to a childs development, when doing so the key person alongside the SENCO will complete a baseline assessment and observe and then plan individually to meet the needs of the child before reviewing on a regular basis. If this level of support is not working the child will then be given a targeted offer which will often include referrals to other professionals as well as a SEYP notification everything  is done with consent from parents, the setting will set up frequent meetings to review the childs progress and to discuss the possibility of funding for the setting to provide extra support for the child, this is also reviewed on a regular basis. if the setting feels that the child is not progressing as well as they could, they may suggest that the child be given an enhanced offer which is for children with the highest level of needs, this will include an EHC assessment to ensure that the child will receive relevant support even when no longer at the setting.

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.

Dedicated contacts

The setting’s Manager Lindy Davis 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. His/her name is Khadija Alhad.  She has undertaken the following relevant training:

  • practical Support for children with SEN
  • EHC planning
  • Makaton
  • Coaching and Leadership Skills for  SENCOs
  • SEN Modular (Beginners) course.

She also attends regular SENCo forums where updates and further information is received.

Her responsibilities include:

  • Discussing with parents/careers
  • Talking to key person and other outside professionals.
  • Support staff with concerns and worries
  • Track progress of the children with SEN and plan activities accordingly
  • review inclusive practise within the setting
  • make sure staff are aware of policies and procedures when dealing with any child who may have additional needs
  • Ensure the recording of information and agreements with parents are taking place and documented
  • Ensure records are up to date and have relevant information in them.
  • To liase with schools on transition.
  • To ensure that appropriate records are kept for all children with SEND who require outside agencies support.

If parents are worried about any aspect of their child’s development, the first point of contact would be with the child’s key person who will take any concerns seriously.  In discussion with other practitioners and the SENCo, observations will be carried out that may allay or support the concern. If necessary areas of need will be addressed through targeted support in an Individual Outcomes Plan (IOP). Following a review of the progress and with parental permission, outside professionals may become involved. 

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
  • Next steps, tracking and planning with the parents input 
Range of support available
  • EYFS Curriculum  planning differentiation
  • Support for behaviour
  • Support for health needs
  • Partnership working with other professionals
  • Support for communication needs
  • Specific teaching interventions
  • Additional support strategies
  • Referrals when needed, leaflets and open evenings
  • Makaton and visual timetables are being use throughout the nursery to suppor the children who find communication difficult. We also run a small music and communication group. Along with this we track the children termly to see where the child may need extra support.

Measuring children's progress

Planning for children with SEN is done using an individual outcome plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. All activities are differentiated to meet children’s needs and allow full access to the learning curriculum. The IOP’s are reviewed and updated regularly with parents to ensure that children make continued progress.

Parents/ Carers are at the forefront of our mind here at little cherubs as we know how important they are in the learning and development of any child. We try to keep them as involved as possible by daily feedback and in some cases communication books are used so that even the parents who cannot collect their children personally are still aware of any changes in the progress of the child or any steps we are trying to take. We also arrange parent’s mornings to discuss in depth where the child is and it allows the parents to ask questions or discuss concerns.

A more detailed Early Years Progress Tracker (Steps to outcomes tracker) may be used for children with SEN in order to support and monitor their progress.

Support and training for school staff

All staff are supported to enable them to work confidently with all children including those with SEND. A variety of training has completed including:

  • Managing feelings and behaviour
  • Working with children with emotional needs
  • Behaviour management training
  • Makaton
  • Creating the WOW factor in sensory play
  • Communication and language
  • Sustained shared thinking

Training is then monitored regularly by the SENCO and management.

Accessibility of the school

Due to the structure of the building, disabled access is limited however, furniture can be adjusted to accommodate particular needs and activities can be provided at different levels to ensure access. The garden is easily accessible

All our resources can be differentiated to meet the individual needs of the child and we have adopted inclusive strategies that ensure that all children are included.

These include

  • A range of visual support
  • Story and song props
  • Puppets
Inclusion

Little cherubs ensure that all activities are accessible by planning to meet the needs of every child. We risk assess all activities to ensure that the children will come to no harm. Activities can be completed at different levels or with adapted materials depending on the needs of the child. If required one-one support may be provided through inclusive funding.

Transition arrangements

Little cherubs pride themselves with smooth and happy transitions both from room to room and from setting to school. When dealing with room transitions for a child no matter their needs we make sure that they are gradual and supported by the key person at all times. We do this so that information about the child can be passed on as well as the child getting used to the new environment with a familiar member of staff.

We have a wide range of information booklets and support for parents regarding issues such as potty training & behaviour management etc.

School visits and transition meetings with the receiving schools are organised at the beginning of 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 share all relevant transition records on to the next setting/school (with  parental permission).

 

 

Support and training for parents and carers

We value parent and carers’ expertise and deep knowledge of their own children. 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 the use of home - setting books and open days.

We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.

An interpreting service is available in most community languages and for parents and carers who require British Sign Language.

We organise parents workshops at the end of each term on matters relating to child development, play and learning.

We work in conjunction with other agencies to provide parenting support programmes such as Parent Gym and Healthy Eating.

The setting has an open door policy offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and careers through the use of all about books, parents meetings and settling

We involve parents and carers in provisions through planning, implementation of strategies and identifying learning and development outcomes for their own children.

  • Parent Workshops
  • Coffee mornings with parents
  • parent consultation
  • SENCo
  • Links with Children's Centres
  • Open Mornings
Further information

We have a SEND board on display that highlights important information for parents/careers with the polices around SEND. Little cherubs have created a folder that contains hand-outs and support sheets for parents that may need additional support.

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