DaisyChain is a registered charity and is run by an elected parent committee. We have been running for over 20 years. We aim to provide a warm, welcoming environment for families with pre-school children and meet individual needs.
Who to contact
- Contact Name
- Claire Belcher
- 020 8530 1230 020 8530 1230
Where to go
- Wanstead Methodist Church
- E11 2AR
- View E11 2AR on a map
Time / Date Details
- When is it on
- Tuesday to Friday - 9.15am to 12.15pm (or from 8.30am for children accessing the Free Early Education Entitlement) Available term time only
- Time of day
- £17 per session
- Has Special Needs provision
- Has 3 & 4 year old funding
- Has 2 year old funding
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Friday 09:30:00 12:15:00 Monday 09:30:00 12:15:00 Thursday 09:30:00 12:15:00 Tuesday 09:30:00 12:15:00 Wednesday 09:30:00 12:15:00
Visits and outings
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
Fully wheelchair accessible
Does not offer school pickups
- Ofsted URN
- Link to latest Ofsted inspection report
- Inspection history
Inspection History Date type Outcome 16/11/2007 Integrated Good 20/10/2011 Inspection (Early Years Register) Good 13/01/2016 Inspection (Early Years Register) Good 25/03/2019 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Daisychain. We believe that each child must be given the opportunity to achieve and become a confident learner. All children access a full range of activities to develop and learn through play. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The setting’s staff foster good communication with parents and carers enabling them to play an active role in their child’s education.
The building is on one level. We have larges doorways, ramps, and toilets and is all on a single level.
We access the sensory room at the local children’s centre.
Furniture is arranged to accommodate children with mobility difficulties. There is access to adjustable height furniture and/or access is made possible by using floor level activities.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.
Play areas have carpets and curtains to reduce noise levels.
There is free-flow into the outdoor play area.
- 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. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.
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 and carers.
These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; Pre-School Liaison Group (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.
These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.
Children may be provided with inclusion funding when there is a delay in their development. This is to help support the child during their daily activities and to progress to the best of their ability.
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.
Records are passed on to another setting/school with parents and carers’ permission.
- Dedicated contacts
The setting’s Manager/ SENCo Claire Belcher is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met and for the day-to-day management of the SEN procedures.
SEN Modular course, Special Needs Awareness, Autistic Spectrum Disorder and Makaton
The SENCO has the responsibility to:
- liaise with parents/carers
- liaise with outside professionals in regards to children’s individual needs
- advise and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies support
All children are assigned to a Key person. He/she is also responsible for liaising with the key children’s parents and carers, observing, planning and assessing children’s progress.
- 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
- Range of support available
- EYFS Curriculum planning differentiation
- Support for behaviour
- Support for health needs
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.
Children are encouraged to provide feedback on the learning activities provided.
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our training plan is closely linked to the setting’s improvement plan.
- Accessibility of the school
All resources are located at children’s level in clear, labelled boxes.
Children’s toilets are fully accessible and provided with stools and easy to reach washing facilities.
The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
Inclusion funding is provided for those children who may require intensive support to access learning activities.
All activities are differentiated according to children’s level of development.
- Transition arrangements
Children undergo a gradual transition from room to room and from Key person to Key person. The transition process starts the term before the child is due to move to a new room.
School visits and transition meetings with the receiving school are organised at the beginning of the 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 pass all relevant transition records on to the next setting/school (with parents and carers’ 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.
- Coffee mornings with parents
- Parent consultation
- Links with Children’s Centres
- Home visits
- Further information
Please Phone 020 8530 1230 for further information
Who to contact
Telephone 020 8530 1230
Website Daisy Chain Pre-school (on FiND)
Where to go
Name Wanstead Methodist Church
Address Hermon HillWansteadLondonE11 2AR
Postcode E11 2AR
When is it on?
Time/date Tuesday to Friday - 9.30am to 12.15pm (or from 8.30am for children accessing the Free Early Education Entitlement)
Available term time only