We aim to give the children a stimulating, safe and inclusive environment as well as providing the essential mix of learning and play opportunities to meet the individual needs of each child as we work towards Early Years Foundation Stage principles. To encourage the children to share and develop topgether whilst taking those first steps towards joining the "big world outside of home".
St Paul's Busy Bees Pre-school
Who to contact
- Mrs Jill James
- 07985 476284
Where to go
- St. Pauls Church
Arrowsmith RoadChigwellEssexIG7 4NZ
- IG7 4NZ
When is it on?
- Monday, Tuesday, Thursday and Friday - 9.30am to 4.30pm
Daily, mornings and afternoon session available as well as full days
Early drop offs and late pick ups can be arranged if required
Available term time only
- Table of costs
Table of costs Amount Cost Type 10.00 Per session (AM or PM) 24.00 Per day (AM and PM) 4.00 Lunch club
- 1, 2, 3, 4, 5
- Provision Type(s)
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
Fully wheelchair accessible
- Languages spoken
- Offers pickups?
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 13/09/2012 Inspection (Early Years Register) Good 27/09/2016 Inspection (Early Years Register) Requires Improvement 22/09/2017 Re-inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Busy Bees we aim to give the children a stimulating, safe & inclusive environment as well as providing the essential mix of learning and play opportunities to meet the individual needs of each child as we work towards Early Years Foundation Stage principles.
To encourage the children to share and develop together whilst taking those first steps towards joining the “big world outside of home”.
We aim to have regard to the Early Years foundation stage (EYFS) on the Identification and Assessment of Special Educational Needs and /or disabilities (SEND), and to provide inclusive, welcoming, and appropriate learning opportunities, for all children.
Busy Bees also welcomes parents, staff, volunteers and students with additional needs.
We have disabled access and toilet and we will make any necessary changes to our layout to accommodate wheelchair users.
Staff have a very positive attitude towards SEND and we have had many children attend our setting with SEND over the years we have been open.
We have two large halls with a linking walkway, one smaller room an under twos room a large garden with a grassed area and soft surfaced area and a sensory garden. We have free flow to the garden. All areas are secured. We are open term time only and offer 8.30 and 9.30 starts.
Our morning sessions finish at 12.30 and afternoon sessions finish at 4.30. On Monday, Tuesdays and Thursday we can offer a 5.30 finish. We also offer a lunch time session which can be added on to the morning or afternoon sessions. We also offer full day sessions. We have 30 staff. The Manager has a level 4 qualification and has worked at the setting since it opened in 1993. We have 16 level 3, 4 level 2 and 5 staff training on level 2 or 3 qualifications.
We currently have 5 children with special educational needs and / or disabilities (SEND) and these children are all supported with one to one support staff who have had training in SEND. All staff speak English and we also have staff who speak Polish, Bengali, Bulgarian, Punjabi, Urdu, Hindi, Russian, Turkish and Pakistani. Our last Ofsted inspection was Good.
- Identifying children's needs
Children with special educational needs and / or disabilities are admitted to Busy Bees after consultation between parents, pre-school manager and the senco. With the parent’s permission the Manager would arrange a meeting with the parents and all other professionals involved with the child to discuss how we can best support the child.
Our key person system ensures that each staff member is especially responsible for, and close to, just six to eight children per session, so each child receives plenty of adult time and attention.
If at any time the key person should have any concerns about an area of a child’s development after discussion with the senco the manager would arrange a meeting with the child’s parents where she would discuss observations of the child and those concerns raised by the child’s key person. The manager with the permission of the parents may make a referral to the relevant professionals. If the child has a one to one support person working with them, that support worker will be the child’s main carer during the session. The child’s key person will work with the support worker to make sure the child’s needs are being met and the child has every opportunity to access all the resources available from the curriculum.
- Dedicated contacts
If a parent has any concerns about their child they should first speak to their key person, who is available at the beginning and the end of each session. The key person will then discuss these concerns with the senco who will decide if any further action needs to be taken.
- 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
- Key persons and support persons are available to speak to parents at the beginning and the end of each session.
- Range of support available
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
- Each child would be assessed and support would be offered that would best support the child’s needs.
- Measuring children's progress
Observations will be carried out by the child’s key person and also by the child’s support person if the child has one. The child will have an individual outcomes plan (IOP) which will contain small developmental steps). This will be monitored by the nursery SENCO. Regular meetings will be arranged by the manager with the parents and any other professionals involved to discuss the child’s progress and any further support needed.
The child will have a learning journey which will contain a record of the child’s development. The learning journey is available to look at anytime
- Support and training for school staff
We have a number of staff who have attended training in the past and have worked with SEND children for some time giving them a wealth of experience. They are also supported by outside professionals such as the Local Authority SEN Advisor, the Educational Phychologist and the Speech and Language Therapist. Support staff have regular meetings with the Senco and Manager who provide support and advice. Our SENCO and another member of staff have attended training at Hatton Special Needs School which we have found extremely useful.
- Accessibility of the school
The setting is fully accessible for wheelchair users, including an accessible toilet. Activities provided can and will be adjusted according to children's needs or requirements.
All our activities are planned to ensure that all children can take part. Each Key person plans activities for the children in her group and this would include any children in her group with SEND. Some activities will be planned by the support person to help the child to reach their next steps. We have developed a sensory area in the setting.
- Transition arrangements
The manager would arrange a meeting with the parents and any professionals involved with the child. We would discuss the possible options available for the child. Parents would be advised to visit the schools of their choice. We are happy to accompany parents if they would like us to. Once the school has been agreed another meeting would be arranged where the school senco would be invited.
In the past we have worked in conjunction with the school support staff to ensure a smooth transition for children with complex needs.
- Support and training for parents and carers
- Parent consultation
- Links with Children’s Centres