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Kids In Charge (Gilbert Colvin Primary)

Our Breakfast and Afterschool Club (Parkhill Primary School - After school only) is run inside the schools this allows children to start their mornings in an environment that is familiar to them and is also just a short walk away from their classrooms, this allows for a stress free and organised flow to their day.

The morning starts with a well laid table of hot and cold food choices. Fresh fruit is also offered each morning. We use music to provide a calm atmosphere and a range of activities including; Homework support, Arts and Crafts, Reading and Group games.

At afterschool club a healthy snack (hot and cold) is also provided each day. Our childcare professionals will encourage children to try an array of activities such as Cooking, Art, Reading, Homework and Dance.

Each child has a special member of staff assigned as a key person for both you and your child to work with to help develop their thinking skills, which in turn helps them to consider their actions and choices. Our dedicated, experienced team all work directly with the needs of the parents, schools and children to develop ‘Childcare you can trust’.

Our staff are bouncing with energy ready to give your child a fun filled experience! Don’t hesitate to get in touch.

Who to contact

Contact
Delia Goodin
Telephone
020 8530 7075
E-mail
bookme@kidsincharge.co.uk
Website
www.kidsincharge.co.uk
Facebook
http://www.facebook.com/kidsinchargeuk
Twitter
https://twitter.com/kidsinchargeuk

Where to go

Address
Gilbert Colvin Primary SchoolStrafford AvenueClayhallIlfordEssexIG5 0TL
Postcode
IG5 0TL

When is it on?

Time/date
Breakfast Club: Monday to Friday - 7.00am to 9.00am
After school Club: Monday to Friday - 3.15pm to 6.30pm
Services available during half terms, Easter and Summer holidays

Other Details

Cost Details
Breakfast Club: prices from £7.00 After school Club: prices from £13.30
Ages
3, 4, 5, 6, 7, 8, 9, 10, 11

Childcare Information

Provision Type(s)
Breakfast club
After school club
Facilities
Outdoor garden
Adjustments for wheelchair users available
Hot meals provided
Visits and outings
Parking available for pick up or drop off
Caters for all dietary needs
Caters for all cultural needs
Partially wheelchair accessible
Languages spoken
Ndebele
Creole
Punjabi
Turkish
Urdu
French
Somali
Offers pickups?
Yes
Schools
Gilbert Colvin Primary School
Parkhill Junior School
Parkhill Infants School

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
26/04/2011Inspection (Early Years Register)Satisfactory
24/03/2015Inspection (Early Years Register)Good
31/10/2018Inspection (Early Years Register)Outstanding

Local Offer

Local Offer Contact

Contact
Geraldine Howe
Telephone
020 8530 7075

Provision

Age range
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Shortbreak type

Education Offer

Overview

At Gilbert Colvin we believe that each child must be given the opportunity to achieve and be included. All children access a full range of activities to develop and learn through play. We acknowledge that some children with SEND may require extra support in order to access the activities provided. We are committed to work alongside parents and carers to share information useful to support their child’s development while at the club.

The club is located at Gilbert Colvin school in the main hall and gym. The hall has separate activity areas which offer a range of fine and gross motor skills activities. The hall has free-flow into the outside play ground where children have access to active games. We offer a pick up minibus service / walk from the following school: Parkhill Primary.

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.

Toilet and washing hands facilities are easily accessible.

Identifying children's needs

We believe in early identification of difficulties and we will consult with parents and carers to support those children who are experiencing difficulty with their development.

We work closely with the Local Authority Early Years and Childcare Improvement Team (EYCIT) who may be involved to give advice on suitable strategies to accommodate children’s needs within the club. This is done with written consent from parents and carers.

We have a statutory responsibility to Safeguard children and we may work with the following agencies whenever required: CAF Team; Early Intervention and Social Care.

The agencies may also be involved in the child’s transition to other settings or to school.

When a child has a recognised condition or ongoing medical needs, relevant information will be sought from parents and carers on admission and kept in the child’s confidential folder. The setting follows the relevant guidelines for data protection and confidentiality.

Dedicated contacts

The setting’s Manager  Geraldine is the overall ‘responsible person’ for SEN in the setting.  She is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures. Her name is Geraldine Howe  she has undertaken the following relevant training:

  • SENCo
  • SEN Modular course

The SENCO has the responsibility to: 

  • liaise with parents/carers
  • liaise with outside professionals in regards to children’s individual needs
  • advice 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 under 5 years will be assigned to a Key person. 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
  • Parenting advice
  • Regular contact between parents/carers and the setting
  • Planning and review meetings
Range of support available
  • Partnership working with other professionals
  • Additional Support strategies
  • Support for behaviour
  • Support for health needs
  • Support for communication needs

Visual timetable, objects of reference and visual aids) to support children’s communication and well-being. Children are encouraged to provide feedback on the 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

Staff training and development is important to the setting.

Recent training attended:

  • Supporting the Deaf Pupil in the Nursery – all staff
  • Supporting children with communication difficulties – SENCO
  • SEN Modular advanced – SENCO
  • USING SEN AIDS/RESOURCES – all staff
Accessibility of the school

All resources are located at children’s level in clear, labelled boxes.

Makaton signing is used by staff and taught to children during circle time and general routines.

Children’s toilets are fully accessible and have easy to reach washing facilities.

Changing area is discretely located  in the under 2’s room.

Inclusion

A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.

One-to-one support 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 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
  • Parent consultation
  • Parent workshops
  • Coffee mornings with parents
  • Links with children centres
  • SENCo
Further information

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.

The setting can interpret some of the languages used in the local community, but can have access to an interpretation service.

We organise parents workshops every term on matters relating to child development, play and learning.

We work in conjunction with other agencies to provide/sign post, parenting support programmes such as Healthy Eating.

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