Ashurst Drive Baptist Church Pre-school

Education Offer

Overview

All the staff have a positive attitude to all children with Special Needs or a disability and are very welcoming of these children. In our mission statement (with the initials ADBCP-S after our name) we are Accepting of all children of all abilities, helping them to Belong and helping them to Develop to their full Potential.   

The setting has a large hall (the size of a badminton court), two further hall, half the size of the large hall and an outdoor play area, almost the size of the large hall.  All are accessible without the need of using steps. We have sensory blocks and books that can be felt. There is also a full range of visual and auditory stimuli such as musical instruments, windows that are low enough for the children to look out of.  

Identifying children's needs

Any additional help is assessed via observations, monitoring and recording.  The child’s Key Person will discuss the child with the Leader of the Pre-School for further internal assessment.  We will bring in the parents to discuss the child in question.  Together, the Pre-School and parents will discuss and agree what form of additional support is required.

Dedicated contacts

The parents would speak to their child’s Key Person and the information would be passed on.  There is nothing to stop the parents speaking to the Pre-School Leader or the SENCo directly.

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
• Regular meetings of all parties concerned i.e. the setting, the parents, and any other outside agencies.

Whatever is appropriate for the child is done.

Range of support available

• EYFS Curriculum  planning differentiation
• Specific teaching interventions
• Partnership working with other professionals
• Additional support strategies
• Support for communication needs

When we have a SEND child we adapt the setting to the ability of the child.  This will include our internal activities and also which outside agencies we call upon – it all depends on the individual’s needs. 

Measuring children's progress

Progress is seen using the Progress Tracker and by observation and monitoring.  Parents are kept fully up to date by holding regular meetings involving them.  

Support and training for school staff

50% of our staff have undergone SENCO training. The SENCO trained staff all undergo regular refresher training.  If a child is found to have Special Needs and their Key Person is not SENCO trained, then the Key Person will either get additional support the SENCO trained staff, or the child will be placed with a SENCO Key Person – it depends on the ability that the child has.

Accessibility of the school

All area are accessible by wheelchair including the outdoor area.  We are able to give personal care to the children giving attention to their personal dignity. 

Inclusion

We adapt activities to ensure that all children have access to them.  If required we seek additional support. At times this may be parental or from another body.  Parents are kept fully informed and their contributions are always welcomed. Regular meetings are held with all parties to best help the child’s needs.

Transition arrangements

We participate in meetings with other agencies in discussing the child’s future and we give all relevant information to the school that the child is going to attend.  

Support and training for parents and carers

• Parent workshops
• Coffee mornings with parents
• Parent consultation
• Links with Children’s Centres

Further information

Please contact us using the details provided.