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Grove Hill Christian Pre-school

We are a friendly Preschool, kept deliberately small to provide high staff to child ratios and plenty of one to one attention. Our popular lunch time sessions give older children the chance to prepare their own food and to learn social table skills.

Who to contact

Contact
Sarah Learmonth
Telephone
020 8530 8396
07939 530118
E-mail
sarahlearmonth3@googlemail.com or grovehillpreschool@gmail.com
Website
www.ghec.co.uk/.../pre-school

Where to go

Name
Grove Hill Evangelical Church
Address
123Grove HillSouth WoodfordLondonE18 2HY
Postcode
E18 2HY

When is it on?

Time/date
Mondays, Tuesdays, Thursdays and Fridays - 9.10am to 12.20pm (a lunch club is also available up to 1.30pm on Mondays and Tuesdays)

Other Details

Table of costs
Table of costs
AmountCost Type
9.50 - 10.00 Per session
3.00 Lunch club
Ages
2, 3, 4, 5

Childcare Information

Provision Type(s)
Pre-school
Facilities
Outdoor garden
Hot meals provided
Visits and outings
Parking available for pick up or drop off
Free Early Learning - 3 & 4 years
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Partially wheelchair accessible
Languages spoken
Spanish
Urdu
French
Russian
Lithuanian
Offers pickups?
No
Schools

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
03/03/2008CareSatisfactory
07/11/2011Inspection (Early Years Register)Good
06/07/2015Inspection (Early Years Register)Good

Local Offer

Provision

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

Education Offer

Overview

We meet in a large, recently built, church hall which provides a well-lit and spacious environment. We have direct access, via a ramp, to a secure outdoor area. Our children are aged from 2 to 4 years old. We deliberately limit child numbers to no more than 20 per session with four staff so as to give plenty of one to one attention. Each child has a key person who gets to know them especially well and who plans for their progress. In addition, if a child has particular needs, the whole staff team is involved in planning for them and helping them.

Identifying children's needs

The child’s key person assesses the child against national guidelines for development. If they have any concerns as to development, they initially observe the child more closely in that area, also involving a colleague, to see whether their concerns are substantiated. They then approach the parent(s) to discuss whether they have also noticed the issue and, depending on the importance of the problem, ask permission for a relevant third party to assess the situation. 

The preschool would put in place special plans for the child, in conjunction with the parent and any professionals involved. We take the opportunity at dropping off and collection times to talk to parents and are happy to arrange a convenient time for longer discussion if needed.  We also have formal parent consultation mornings.

Dedicated contacts

Initially, parents should talk to their child’s key person about their concerns.  The Senco (Natalie Povey) and other staff will be involved as needed.

If they have any general questions, the manager (Sarah Learmonth) is happy to answer them.

Natalie has undertaken the Sen modular course and has most recently had training in Play and Interaction for children with SEN.

At Grove Hill Christian Preschool the Senco has the responsibility for day to day management of Sen procedures, she:

  • Maintains and keeps up to date the preschool’s approach to identifying and meeting SEN.
  • Liaises with parents/carers and ensures that they are closely involved throughout and their insights inform action taken by the preschool.
  • Liaises with outside professionals in regard to children’s individual needs.
  • Advises and supports other practitioners in the preschool and ensures they understand their responsibilities to children with SEN.
  • Ensures that appropriate learning and outcomes plans are in place.
  • Ensures that background information is collected, recorded and updated.
  • Takes the lead in further assessment of a child’s strengths and weaknesses to guide future planning meet the child’s needs.
  • Takes the lead in monitoring and reviewing any action taken to support the child.

Ensures 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 
  • Regular contact between parents/carers and the setting
  • Parenting advice

After talking to the parents, our Senco and any other professionals involved, the key person would draw up a personal plan for the child which would be discussed with the parent(s) and reviewed every half term.  We would make suggestions for the parents to work on at home towards the same aims.

Range of support available
  • EYFS Curriculum planning differentiation
  • Support for behaviour
  • Support for health needs
  • Additional support strategies
  • Partnership working with other professionals
  • Specialist teaching interventions
  • Support for communication needs

We have a range of resources we use with children with additional needs, including sensory resources, picture timetables and resource pictures.   Staff are aware of some basic Makaton signs. We tailor our support for each child.

Measuring children's progress

Each child’s key person makes a base line assessment of their abilities when they join the setting, in conjunction with the parents, and plans goals for their development. These are reviewed every half term and weaker areas identified. The next set of goals reflects these weaker areas. We talk regularly to the parents, both in passing and, as needed or requested, in scheduled meetings.

Support and training for school staff

Our SENCo has specialist training and advises other members of staff.  We have an extensive library of professional writing on various special needs to which we refer.   If we have had no prior experience of a child’s condition, we would seek additional training and advice, especially from the parents who can give insights into what is most helpful for their child.  Our most recent training is on “Helping children with SEN in play and communication”, Spring 2016, undertaken by our SENCo and shared with all the staff.

Accessibility of the school

The setting is all on one level with a small ridge in doorways to the outside and a ramp to the garden area.  We have a toilet for disabled use.

Inclusion

We view each child as an individual and cater for them individually.   We make whatever adaptations and adjustments are needed, or arrange for extra staff time, so the child can join in the daily life of preschool. We would take advice from the parents about particular aspects of our routines that might need adjustment.  Eg, a child with Aspergers might not be comfortable in a small space with a group of children: we would either change the venue or have fewer children involved.

Transition arrangements

We get in touch with the next nursery or school as soon as we have its name and make sure they are aware of the child’s needs. The school usually sends a representative to observe the child at preschool prior to their move. We also send full, written information with details of any strategies we have found especially helpful in working with the child.

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