Chadwell Pre-school offers sessional care and education for children from the age of 2 years to 5 years. We are a registered charity and are managed by a parent run committee. The setting is open Monday to Friday 9.15am – 12.15pm and 1.00p.m – 4.00 p.m. and 9.15 - 3.15 for 30 hours funded children term time only for 38 weeks of the year. The setting operates from one large room with an adjoining small cosy quiet room. At Chadwell Pre-school we like to be outdoors and the children have access to a large and natural garden for the whole of the session. The setting has a nominated Lead Safeguarding Officer and SENCo.
Accessibility and Inclusion
Chadwell Pre-school is a purpose built single storey building. The building is wheelchair accessible for all entrances and exits. The site is pedestrian only with limited access to vehicles, provision can be made for disabled access and parking. There is one accessible toilet in the building which can be used by adults and children if required. The building is accessible via a doorbell system linked to the office and main room. There is CCTV in operation. There is an outside area for buggy storage. The room is illuminated with strip lighting and there is lots of natural light from large windows. The walls are painted in neutral colours with display boards in natural colours mounted at mostly adult height. The flooring is covered with lino style flooring with a carpeted area. Rugs are used to make comfortable areas for kneeling and relaxation.
The main room has a sink with 2 child sized steps and there are low level shelving units to store resources in baskets/boxes making resources accessible. There are low wooden adjustable tables and child sized chairs. A Carpet area with child sized sofa and arm chairs are used to make a cosy book and ‘carpet’ time area. Our quiet room is ‘snuggy’ and painted neutral with soft lighting and cushions. It makes a lovely cosy area for children to relax or chat and take part in small group activities such as ‘tiny talkers’. There are parent information boards in the lobby and main entrance area to the pre-school. This contains useful information about the setting and a variety of useful leaflets. The nursery policies are located in the main room.
The pre-school is resourced according to the developmental stages and needs of the children. We use less manufactured resources but lots of natural open ended resources to cater for our children’s needs. Practitioners use Early Years Outcomes and the Statutory Guidance for the EYFS Framework to plan provision and activities for the children in their care. The EYFS identifies three prime areas of learning and development and four specific areas of learning and development.
For children under three years old the prime areas remain significant but there is an emergence on the specific areas of development and learning. For children aged three years and above the prime areas continue to be a focus but there is an increasing balance between focusing on supporting children’s development in these areas and the specific areas.
The setting ensures the resources are developmentally appropriate. Activities and provision are adapted to suit the needs of all children and planning stems from children’s interests and stages of development (next steps). We have introduced in the moment planning which allows our staff to spend more time interacting and delivering teachable moments. This enables all children to access the provision in way which is appropriate to their unique needs.
Feedback from parents is encouraged and welcomed in our setting through use of a home links observations, comments book and regular consultations but mainly through conversations with parents at drop off and pick up times. The setting also uses ‘a wow’ system to celebrate children’s achievements and their learning and development at home.
We liaise with parents and outside professionals such as health visitors, doctors, educational psychologists, speech and language therapists, occupational therapists, physiotherapists and social workers to ensure resources and programmes are appropriate for the needs of the child. We also liaise with Pre-school Home Visiting Team with families known to their service and the SEN Early Years Panel when making new referrals with parental permission.
All practitioners are encouraged to work with external professionals who visit children in the setting. For some children it may be the case that they require additional support which is tailored to the individual child’s needs. As a setting we endeavour to make reasonable adjustments to provide this, using supernumerary staff or by accessing funding and employing additional staff if appropriate.
In our setting we like to plan outings within the local community. We undertake risk assessments of the places we intend to visit and consider the needs of the children who will be visiting. We make reasonable adjustments when planning outings to ensure the places we visit are accessible and meet the needs of the children attending our setting. Parents will receive a letter highlighting the event, the learning intention and requesting permission for this trip.
- Identifying children's needs
All children have a key person. It is the role of the key person to liaise with the child’s parents regarding their time in pre-school. It is also the role of the key person to help parents to develop ways in which they can support their child’s learning at home. Parents are able to speak to their child’s key person or the Nursery manager at any time if they would like further information or advice about supporting learning at home.
Children’s progress is closely monitored. Each child has their own learning journey which includes observations of them in pre-school, tracking information about their progress across the areas of learning and development within the Early Years Foundation Stage (EYFS). Children’s learning journeys are now electronic. Parents can see their development online as it happens and can add their learning from home. Although a child’s key person is available to talk to parents at drop off and pick up times, we make arrangements for the key person to meet with parents each term to discuss progress and plan next steps. Additional appointments can be made outside of these times to discuss any issues in more depth. If a parent would like to arrange to meet their child’s key person they can ask them and the key person will liaise with the manager to make arrangements to be able to be released from the group at a convenient time.
In addition to the child’s learning journey we also undertake the 2 year progress check. This is a requirement of the EYFS and is done for all children before they turn 3 years. We inform and involve parents in their child’s 2 year progress check; discussing and identifying strengths as well as any concerns where the progress check suggests that a child may be experiencing some difficulties or delay in their development. This assessment is shared with parents and options/appropriate next steps are discussed; For some children the next steps may target a specific area of development and planning additional experiences to support the area of learning and development identified. This would be reviewed to see how the child has progressed and whether or not additional steps need to be taken to support the child’s progress and development.
For other children the next step may also include developing a targeted learning plan where specific aims are developed with parents to support the child’s development. We may also discuss with parents whether it would be appropriate to refer their child to other services such as speech and language therapy. We call this the graduated approach.
We aim to keep parents fully involved in their children’s learning and development and the progress each child has made. Written assessments are discussed and issued to parents every term. These report on the three prime areas and four specific areas of learning depending upon the chronological age of the children. Planning is also highlighted in newsletters, parent workshops and written communication.
For children with identified additional needs we continue to use the graduated approach of plan, do and review. Identified needs will be discussed and agreed in liaison with parents. Outcomes will be addressed through targeted support written formally on an Individual Outcomes Plan (I.O.P). These will be reviewed in six week cycles.
- Dedicated contacts
Chadwell pre-school has a named Special Educational Needs Coordinator (SENCo) Parminder Dulay, who is happy to discuss any concerns about your child’s progress and development.
The SENCo oversees all the support for children with additional needs and disabilities the Senco will work closely with the family and any other outside agencies involved with the family.
The SENCo will also support staff/support workers with delivery Individual educational plans (IOP’s).
- Involving children and their families
Parents are involved every step of the way, they are recognised as their children’s main educators and therefore will be involved in setting targets for their child’s IOP. You will be invited to attend review meetings and your views will be listened to.
Each family will have the opportunity to meet their child’s key person daily to discuss their child’s progress and raise any concerns they may have about their child’s development.
The SENCo/Key person will also be available to give advice on how to support your child’s learning from home.
- Range of support available
The Early Years Foundation Stage (EYFS) curriculum and planning differentiation.
- We will adapt routines to suit your child’s individual needs.
- Support for any health needs through a care plan.
- Support routines through visual prompts/timetables.
- Programmed support for communication needs.
- Use of Makaton signs.
- 1-1 Support available if the child is in receipt of SEN inclusion funding.
- Measuring children's progress
Each child is assigned a key persons who will carry out observations and assessments on your child. Progress reports will be completed termly which will determine which age band your child is developing within. This will be shared with parents. Next steps planning will also be shared with parents with identified steps in how parents can support their child’s learning and development at home.
For children with and SEN or disability regular review meetings will take place with all agencies involved with the child, progress will be discussed and targets for an IOP will be put in place. We recognise that there are small steps within children’s development strands and will often use an additional document (Small Steps to Outcomes) to monitor children’s progress.
- Support and training for school staff
We value our practitioner’s continuous professional development. We aim for practitioners in our setting to be qualified to level 3 or above. Within our setting we have staff who have completed the following training courses:
- Basic Safeguarding
- Safeguarding level 1
- Safeguarding Level 2
- Safeguarding Level 3
- Paediatric First aid
- Care and protocols
- Tiny talkers
- SENCo Modular
- Advanced SENCo Modular
- Food hygiene
- Understanding food allergens
- Promoting play and Interaction - Supporting children with SEN.
- Parents Matter.
As a setting we also seek to support practitioners to further develop their knowledge and understanding of a range of additional and special educational needs. The Pre-school Senco attends a termly Senco Forums.
In addition the Pre-school is supported by the local area SENCo who provides information on national/local and development/initiatives and arranges regular visits to the setting to discuss any existing issues or new concerns.
- Accessibility of the school
Chadwell Pre-school is a purpose built single storey building. The building is wheelchair accessible at all entrances and exits. The site is pedestrian only with limited access to vehicles, provision can be made for disabled access and parking. There is one accessible toilet in the building which can be used by adults and children if required. The building is accessible via a doorbell system linked to the office and main room. There is CCTV in operation. There is an outside area for buggy storage. The room is illuminated with strip lighting and there is lots of natural light from large windows. The walls are painted in neutral colours with display boards in natural colours mounted at mostly adult height. The flooring is covered with lino style flooring with a carpeted area. Rugs are used to make comfortable areas for kneeling and relaxation.
The main room has a sink with 2 child sized steps and there are low level shelving units to store resources in baskets/boxes making resources accessible. There are low adjustable wooden tables and child sized chairs. A Carpet area with child sized sofa and arm chairs are used to make a cosy book and circle time area. Our quiet room is neutral with soft lighting and cushions and makes a lovely cosy area for children to relax or take part in small group activities such as ‘tiny talkers’. There are parent information boards in the lobby and main entrance area to the pre-school. This contains information about the setting and also provides information about the pre-schools ethos and love of outdoor learning. The nursery policies are located in the main room.
We have Symbols, Makaton signs and visual schedules throughout the setting.
Having less manufactured toys allows a lesser prescriptive approach to an all-inclusive environment and curriculum.
Children with Special Educational Needs and/or disabilities are encouraged and included in all pre-school activities.
Risk Assessments are carried out to ensure the safety of all children.
Chadwell Pre-school value and respect all families.
- Transition arrangements
Before children start attending our setting we encourage parents to visit the setting. Home visits are arranged for children under three years of age and any children who have identified special educational needs and/or a disability. We also meet with families and children together with other professionals to ensure transitions to pre-school are as smooth as possible. In order to get to know your child we collect extensive information from parents and settling in programmes are tailored to individual children’s needs. This will include any medical, allergy and dietary needs as well as children’s likes and dislikes.
We have a comprehensive transition procedure which we follow when the children are ready to move on to school. We request parental permission to share information with their child’s next school. We invite the child’s new teacher into our setting so that we can discuss their learning and development in a more personal and informal yet professional way. We also visit with the children to most schools. We encourage parents to share their children’s Learning Journey Records with their new teachers and we provide the school with an assessment and transition document which highlights key information about each child.
We have an open door policy and parents are able to drop in to the setting at any time. They are also able to contact us by phone if they would like to check in on their child.
We contribute to identified children’s Education and Health Care Plans in liaison with external agencies and in close partnerships with parents. We aim to involve each child in the process and use images to create/portray each child’s ‘voice’ (character).
- Support and training for parents and carers
- Sign posting to external services
- Parent consultations
- Links with children centres
- Parent workshops
- Volunteer Experiences