Candover Valley Pre-School
Who to contact
- 01256 389008
Where to go
- RG25 2EE
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:30 15:15 Tuesday 08:30 15:15 Wednesday 08:30 15:15 Thursday 08:30 15:15 Friday 08:30 11:45
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 22/01/2020 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 6.5 per hour, 19.5 per session, 42.25 per day, 188.5 per week, 2262 per term
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- Sign supported English
- How will early years setting/school/college staff support my child/young person?
Our SENCo will oversee all additonal support needed for any child needing extra support across the setting. Your child's key person will work with your child to ensure that progress is being made and follow an Individual Educational Plan which will have been devised by parents, the SENCo and key person, possibly the BECo if their involvement would be beneficial. This will be through language groups and small group work with your child throughout the week, and will be completed as often as your child's needs determine. We also liaise closely with outside agencies to ensure we are working together on the same targets to support your child as much as possible. We have regular meetings with parents of children with additional needs at least once every 6 weeks to discuss their progress and next steps. Parents are also invited at any time an outside agency works with their child to ensure they get an opportunity to discuss progress, and/or concerns. We pride ourselves in our openness with parents and we are always available to speak to when needed. The SENCo reports to the Head to inform them of the children with SENDs progress and any additional support/resources they need.
- How will the curriculum be matched to my child's/young person's needs?
We plan for each individual child ensuring their interests are met in order to support areas of their development. For whole group activities we ensure that all activities will be differentiated for each child's needs and that all children will be able to access the learning at their stage of development. The level of supervision and support will also be differentiated based on the activity and the children involved in their needs. All of this ensures that every child is included and able to learn at their own level.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
We are completely open to support all parents with their children's needs and development and as such are always available for your to discuss anything you may need to offer support and practical advice. Every child has a Learning Journal in which we record observations, photographs and next steps. The Learning Journal is via an app called Tapestry and when your child starts with us you will be given a password so you can have access to it 24/7. We actively encourage parents to contribute to it to ensure we have a holistic view of the child;s development both at home and at pre-school. We assess the children regularly to understand their stage of development and areas that may need more support taking: into account parental contributions. If your chid has additional needs and they have an IEP (individual education plan) with targets to support your child's development. We have meetings with parents every six weeks to discuss the progress made and the next steps we want to put in place. Parents will be given a copy of this. Along with this we also offer three parent's evening s year for all children to discuss how they are progressing along with a Two Year Check, as close to their second birthday as possible, and a summative check if they start with us after two. However we feel strongly that is we have any concerns we would discuss these with you as soon as possible.
- What support will there be for my child's/young person's overall well being?
We are an inclusive setting and we welcome and celebrate each child's diversity and uniqueness. We believe that in order for children to develop a strong sense of themselves and high self-esteem they need to be cared for in an inclusive environment where they are valued and nurtured. The Head and Deputy have the overall responsibility for pastoral, medical and social care of every child in the setting. We understand that if a child needed support that we were not trained to give we would ensure we accessed the appropriate courses. All medication given at preschools needs to be prescribed and parents need to complete a form giving permission for us to give the medication and at what times. All medication is administered and checked by two members of the team and countersigned. All staff have relevant up to date first aid training along with all staff receiving safeguarding training of differing levels depending on their position within the setting. Our named safeguarding officer will also cascade any changes to safeguarding policy which may have discovered on the regular safeguarding cluster meetings she attends. Our Behaviour Co-ordinator works closely with staff and parents in supporting any children with behavioural needs. We do not exclude for children's behaviour and will put strategies in place to support them and the other children in the setting, including them in all activities in an appropriate way. Children may be given a behaviour plan to outline this, which we will review with parents.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have links with lots of different specialist services due to our current children receiving support. If we do not currently have links with a service your child needs to access we would ensure we develop links with outside agencies or specialists to ensure they are receiving as much support as possible. We currently work with SALT, EP's, Outreach, Are INCos, our local children's centre, the Early year's advisory team and paediatricians.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENCo has completed her SENCo induction training and our designated Behaviour co-ordinator has completed positive approaches training. The SENCo has also completed Thomas Training whilst all staff have Makaton training. One of our SENCos has also recently completed Bereavement training. She has also completed enabling environments training to ensure our environment is as inclusive and stimulating as possible.
- How will my child/young person be included in activities outside this classroom including school trips?
>All of our activities are adopted to ensure all of the children will be able to access them in their unique way. When going out of the preschool we lower the ratio to ensure we have enough staff to adequately supervise the children and we base this ratio on individual children's needs to ensure they have enough support to take part in the outing. The risk assessment is carried out prior to any trips to ensure everyone's health and safety will not be compromised and that we have the correct number of staff to adequately supervise the children. In the unlikely event that we determine it is unsafe for a child to take part in this activity then we may ask for parents to come with us on the trip if possible or alternatively we will provide activities for children within the setting.
- How accessible is the setting/school/college environment?
The preschool is situated in a single storey building. It is accessible via a gradual ramp and has automatic double doors at the entrance. We have an accessible lavatory and nappy changing facilities.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
We encourage all children to visit their new school before starting. We try to work closely with the school/new setting and invite them to come in and see the children in our setting as well as visiting the children at home with their parents. For the children with SEND we would encourage the school to arrange more visits for the child into the new setting to ensure the transition is as smooth as possible. We begin to do school based role play and lots of activities to promote school readiness as well as stories and social stories depicting what they will experience at school and how they may feel about the transition. We also set up transition books for any child going to school, who is in need of this, showing them photographs of their new setting and the people that will be caring for them. We speak to the new school/setting to give them as much information about your child as possible as well as sending a transition form and all of their developmental paperwork and Learning Journal. If you child has SEND we may arrange an IPA or Transition meeting to gather together the professionals working with your child, ensuring the school or new setting knows how best support them and what they may need to put in place.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We ensure all the resources are available to our children. Storage is clearly label led with photographs and children are able to freely access the resources they require. In our Sensory Room we have specific resources to support younger children and those that may require a quieter time during the day. We ensure that all children's needs are met to the best of our ability with the fund available.
- How is the decision made about what type and how much support my child/young person will receive?
Your child's key person, SENCo, Area INCo, parents and any other outside agencies will discuss what support would be appropriate for your child's needs. All children will need different types and levels of support so this will be based solely on your child's individual needs. We monitor the success of support put in place and the progress being made through regular observations, reviewing targets on IEPs and assessing against EYFS. We regularly meet parents to discuss progress.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved in the setting as they can be. There are lots of ways to be involved such as contributing to Learning Journals, coming in to help with specific activities, celebrating festivals and sharing your special talents. We hold regular parents workshops based on parents needs. We formally survey all parents and children every March to find out their views on all aspects of the preschool. We are always striving to work in partnership with our parents and it is something we are continuously developing and encouraging.