Tiptree Pre-school Nursery

Education Offer

Overview

Tiptree pre school provides a safe, developmentally appropriate environment for preschool to school aged children 2-8 years old. Our focus is to provide stimulating early care and promote each child’s social, emotional and cognitive development. Our goal is to support children’s desire to be life long learners.

Tip tree preschool is a ground floor community hall. There is wheel chair access and a disabled toilet on the premises. Toilets are easily accessible and have children’s toilets with toilet seats and steps. There are separate toilets for adults. There is a changing area situated in the children’s toilets. Furniture and equipment is layed out to incorporate the seven areas of the EYFS (Early Years Foundation Stages) and we provide developmentally appropriate toys and activites for 2-5 year olds. Furniture is arranged to accommodate children with mobility difficulties and the furniture is at an appropriate height and size for 2-5 year olds. All play areas are carpeted and we provide sensory and quiet area. We have access to three parks close by.

We regularly go to Fullwell library every Friday 12-2pm and regularly go to Clayhall park. We provide Monday to Friday daycare. We provide breakfast after school club and holiday club. We have a five-star kitchen and provide healthy meals and snack throughout the day. We care for children with special educational needs. We provide a child to key person system and carry out observations tracking the children's progress regularly. We keep in line with the government guidelines regarding ratios 1-4 for two years olds and 1-6 for 3-5 year olds. 1-13 EYP/teacher degree staff members.

Identifying children's needs

We have a key person system and the key person observes the child closely throughout their time at the nursery. It is important to identify any difficulties early. Parents and carers are informed at all times. Children who have identified difficulty with their learning are identified through observations and are discussed with staff and parents. We always seek parental consent to further assess their child, working with the Local Authority SEN coordinator. We would also liaise with other agencies including educational psychologists, Speech and language therapist, occupational therapist, physiotherapist CAF team.

When a child has a recognised condition, relevant information is received from parents and is kept in the child’s confidential file. We also complete a IOP form outlining the child’s reachable goals for development.  We abide by the relevant guidelines for data protection and confidentiality. Children who have a recognised condition are given 1:1 support through inclusion funding. We would then allocate one member of staff to support and help this chid to reach their expected goals. All children are assessed through play and are supported by their key person to achieve their goals. Records are passed on to other nurseries and schools.

Dedicated contacts

Contact Elysia Maryon Manager of Tiptree preschool. I am responsible for SEN in the setting. I am also responsible for ensuring legislation is met. I am the SENCO for the preschool and has responsibility for the day to day management of SEN procedures.

I am going on the relevant training:

• SEN MODULAR BEGINNERS October 2016
• SENCO FORUM October 2016
• Identifying and supporting children with social Difficulties September 2016

SENCO I am responsible for

• Liaise with patents/carers.
• Liaise with outside professional
• Advise and support other practitioners in the setting
• Ensure the appropriate learning and outcomes plans are in pace at the setting
• Ensure background information regarding child information is collected, recorded an updated.

Involving children and their families

• Parenting advice
• Regular contact between parents/carers and the setting
• Planning and review meetings
• Advice on how to support learning at home

We have visual timetable aids to support children's speech and language and social communication and to observe assess and evaluate the children’s activities and observations and children give feedback. We liaise with parents regularly giving daily feedback and have parents evening twice a year.

Range of support available

• Partnership working with other professionals
• Support for communication needs
• Additional support strategies
• EYFS Curriculum planning differentiation
• Support for health needs
• Support for behaviour 

Measuring children's progress

Planning for SEN children is done by using an individual Outcomes Plan (IOP). This identifies agreed outcomes for individual children and has small step target. This is reviewed termly with parents and carers and outside professionals. We liaise with parents on a day to day basis and we have parents evening twice a year. We add SEN children’s next steps and activates to our daily planning. All activities are differentiated to meet children’s needs and allow full access to the EYFS. We complete a progress report at the end of each term where we liaise with parents. We complete two year old progress checks. This is focussed on the three prime areas Personal, Social and Emotional, Communication and Language and Physical Development.

Support and training for school staff

Our setting has just recently opened in June 2016. We are booked on a lot of training for 2016 starting in September.

Accessibility of the school

We have wheel chair access and disabled toilets on the premises. Toilets are accessible and have children’s toilet seats and steps. We have a changing area in the children toilets. All resources are at the children’s level and are clearly labelled with pictures and names. We have visual time tables. We are close to three parks which have wheelchair access.

Inclusion

Risk assessment is completed daily to ensure health and safety. One to one support and a key person system is provided for those children who may require support to access learning and activities and whom need support. All activities are differentiated according to the children level of development each child has their own next step and key person do activities weekly to encourage and support the children to achieve their next steps. Activities are put on the weekly planning for each child. We review next steps monthly. We do group activities including all children.

Transition arrangements

Children undergo a gradual weekly settling in when the start preschool. They are assigned a key person who works with them closely. When they are three they undergo a gradual transition to their new key person. School visits and transition meeting with receiving schools are organised at the beginning of the Summer term to get the children accustomed to going to school.

We encourage there visits to be flexible ad multiple in order to have the most benefit to the children. We bring props from school the children are going to, to role play going to school. We talk about school at circle time and read stories about going to school to also get the children used to going to school.

Support and training for parents and carers

• Parent consultation
• Links with children centres
• Parent workshops
• SENCo
• Coffee mornings with parents
• Home visits

We value parents and carers expertise and knowledge of their children. Parents comments are included to assessment and reports. The setting has an open door policy offering informal and formal meeting by appointment. Information is shared with parents through daily sheets, child’s progress books, parent’s evenings. We involve parents and carers in provision, layout of the preschool, planning, and identifying progress for their children. We liaise with Redbridge services and agencies. We organise parent workshops weekday evenings and liaise with parents doing coffee mornings.