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Ilford Lane Under 5's Pre-School

We operate in the church hall Monday to Friday from 9:30am to 12:30pm Morning session and Afternoon session from 1:00pm to 4:00pm. We have a range of different background children and staff and we provide home language to help the children feel valued and welcomed at our setting. We have facility equipment and trained staff for SENCO children and different activities to support all children's needs. We provide a different range of activities inside and outside area. The manager has qualifications in level 5 and the deputy has started level 5 and our other staff has level 3.

Who to contact

Contact
Lindita Filipi
Telephone
07877 410754
E-mail
rlgj@live.com

Where to go

Name
SS Mary & Erconwald Church
Address
Khartoum RoadIlfordEssexIG1 2NR
Postcode
IG1 2NR

When is it on?

Time/date
Monday to Friday from 9.30am to 12.30pm morning session. Afternoon session from 1.00pm to 4.00pm.

Childcare Information

Provision Type(s)
Pre-school
Facilities
Outdoor garden
Adjustments for wheelchair users available
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
Languages spoken
Italian
Punjabi
Hindi
Albanian

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
21/06/2018Inspection (Early Years Register)Good

Local Offer

Provision

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

Education Offer

Overview

At Ilford Lane Under 5’s each child is given an opportunity to enjoy and achieve in order to become a confident learner. All children access a full range of activities through which they learn and develop through play. Support is given to all children including those with Special Educational Needs (SEN) so they have full access to the curriculum. They are included in all activities alongside their peers. We aim to help children fulfil their potential through a curriculum that caters for the needs of all children regardless of their background and cultures. We adhere to the Equality Act 2010 and SEN Code of Practice 2015.

The pre-school is based in a church hall. There are stairs down to the hall and to access the garden area which can be adapted with ramps for ease of access. We have access to a separate area which can be adapted and used as a sensory room. Passageways area kept clear at all the time to follow health and safety regulations and to facilitate children's mobility. We have a separate nappy changing area.

Identifying children's needs

We believe in early identification of difficulties, and in appropriate intervention to support children's progress learning and development.  All assessment is play based and follows the Early Years Foundation Stage(EYFS). Children who are experiencing difficulties with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues. 

Should children not progress at the expected rate despite additional individual planning being provided to support the area of need, outside agencies may be involved, but only with written consent from parents and carers. Those agencies include a Redbridge Local Authority SEN Co-ordinator, SEN Early Years Panel, Educational Psychologist and Speech and Language Therapists.

A progress report is given to parents every term with details of the child's progress across the EYFS. An additional assessment may be used for children identified with additional needs. Some children may be provided with additional support through SEN/Inclusion funding to support targeted areas. When a child has a recognised condition or on going medical needs, relevant information is sought from parents as carers on admission and kept in the child confidential folder. Confidential reports and records of progress and reviews are kept in a locked cupboard. The setting follows guidelines on data protection in order to preserve confidentiality however parents and may access these records whenever required.

Dedicated contacts

The setting Manager Lindita Filipi has overall responsibility for SEND in the setting. She is responsible to ensure that legislation is met. The Special Education needs Coordinator has responsibility for the day to day management of SEN procedures. Her name is Usha Patel. Her responsibilities are to liaise with parents and other professionals in respect of children with SEN, ensuring all relevant background information about individual children with SEN is collected, recorded and updated. She also advises and supports other practitioners in the setting and ensures their knowledge is constantly updated.

Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home.
  • Regular contact between parents/carers and setting
Range of support available
  • EYFS Curriculum planning differentiation
  • Support for behaviour
  • Support for health needs
  • Support for communication
  • Partnership working with other professionals
Measuring children's progress

Planning for children with SEN is done using an Individual Outcomes Plan (IOP). This document is written in conjunction with parents and cares and identifies outcomes for children and targeted small steps. It will include recommendations from other professionals if involved. The IOP is reviewed  and updated termly with parents and carers. 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 document may be used for children with SEN.

A Two Years Progress Check is completed when the child is two years. This assessment covers the child's attainment and progress in the Prime Aeneas of the EYFS (Personal, Social and Emotional development; Communication and Language and Physical Development).

Support and training for school staff

Our training plan is closely linked to the settings improvement plan.

The Manager, deputy and SENCo have completed the SEN (beginners) modular course. Staff  have received training on Makaton and Autism awareness. The SENCo also attends termly SENCo forums.

Accessibility of the school

All our resources are located at child level. Boxes are labelled with photographs and text to enable ease of access. Makaton signing is used by staff  and children. Children’s washing and toilet facilities are fully accessible and provided with stools and visual displays to support independence. Stairs into the hall and out to the garden can be adapted for ease of access. Visual support is in place to support children’s understanding of routines.

Inclusion

All activities are differentiated to meet individual children's needs and allow full access to the learning curriculum. Some children are provided 1:1 support. The aim of the support is to help the child to develop the relevant skills and may be withdrawn once the child reaches the expected level. Risk assessments are completed daily am/pm to ensure health and safety is maintained at all times.

Transition arrangements

Settling in arrangements are flexible in order to allow child to become accustomed to the new environment at their own pace, supporting hers//his well-being. Transitions to other settings/school are supported using a transfer record completed to include the child's likes/dislikes, strengths and weaknesses and successful strategies to support the child's well-being and learning. These are passed on to the next setting/school (with parents and carers permission).

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

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.

Further information

Further information for parents/carers can be accessed on the website below.

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