Stepping Stones Playgroup
Stepping Stones is a charity, committee run playgroup in the village of Sheet offering childcare to children aged 2 - 5 years. We are very fortunate to have lots of outside space and are in the process of creating our own vegetable garden.
Our setting aims to:
- Provide high quality care and education for children below statutory school age;
- Work in partnership with parents to help children to learn and develop;
- Add to the life and well-being of the local community; and
- Offer children and their parents a service that promotes equality and values diversity.
Who to contact
Where to go
- Stepping Stones Playgroup
The Scout Hut
- GU32 2AN
We are situated on the recreation ground in Sheet and are located in the local scout hut.
- Secure environment, Wheelchair access, Accessible toilets
- Table of costs
Table of costs Amount Cost Type £5.50 for children aged 2 per hour £5.00 for children aged 3 and over per hour
- On top of the ‘universal’ entitlement of 570 hours of free early years education (which is available to all children), children aged 3 and 4 may also be able to benefit from an additional (‘extended’) 570 hours. Parents can apply using the Government’s online childcare service.
Time / Date Details
- When is it on
- We are open for 38 weeks per year
- Time of day
- Session Information
Monday to Friday 9am - 3pm term time only.
We offer childcare for children aged 2 - 5 years. All of of staff team have a wealth of experience in childcare and supporting children with SEN. The setting uses Makaton, visual timetables and targeted intervention when necessary.
- Contact Name
- Kim Griffiths
- Contact Telephone
- 01730 269610
- Contact Email
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
At Stepping Stones Playgroup we understand how important it is to build positive relationships between families, children and staff.Parents are children’s first and enduring educators. When parents and practitioners work together in early year’s settings, the results have a positive impact on children’s development and learning. Upon registration we offer settling in session and this is where these positive relationships begin. Included in our welcome packs, parents/carers are asked to complete their child's starting points which allows us to support their learning from the start. Staff at Stepping Stones have a solid understanding of child development and from observations made within the setting, delays or additional support in specific areas may be become apparent. We constantly communicate to our parents/carers about their child's progress, learning and development and if a need has been highlighted we will discuss this with parents/carers. Together we will agree what support is most suitable for their child for example we may suggest targeted support within the setting or a referral to speech and language, portage or pediatrician.
- How will early years setting/school/college staff support my child/young person?
To make sure that our provision meets the needs of each individual child, we take account of any special needs a child may have. We work to the requirements of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015). We aim to work in partnership with parents and other agencies in meeting individual children’s needs and providing support to those involved. Every child is offered a key-person and this person will use the Early Years Foundation Stage (EYFS) framework to continually observe and review how your child is learning. From this we will Assess, plan, do and review.
Assess - Together we will try to explore the cause of any learning difficulty or delay.
Plan - After discussion with parents/carers we will agree what extra help your child may need and seek support if necessary.
Do - Depending on your child's needs, your child may receive extra help form an adult or help in a small group, for example a language group. If other professionals are working with your child, we will follow their advice and implement any suggestions they have made, with your child.
Review - We will agree with parents/carers when your child's progress will be reviewed. This is an opportunity to review your child's progress and decide whether the support is working or if a different approach or more support is required.
- How will the curriculum be matched to my child's/young person's needs?
We pride ourselves on planning exciting and engaging learning opportunities for all of our children. We do this by following the needs of the children, their interests and abilities. We will adapt all of our activities to be inclusive to all of our children and will follow any recommendations other professionals may have set the children to help them develop in specific areas.
- 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?
Your child's key person and the settings senco will communicate with you regularly, we are always available for informal chats at the beginning and end of any session, appointments can be made at mutually agreeable times as well as us providing written termly progress reports. As a setting we will also arrange Team around the child (TAC) meetings where all professionals supporting your child are invited to attend, giving parents/carers and professionals the opportunity to discuss your child's progress, what is going well, our priorities for the child and intended outcomes. At the time when your child is ready to move onto school, we will support their transition in a way the is tailored to them and their needs. If necessary we will organise a (Transition Partnership Agreement) TPA which is a meeting set up with parents/carers, playgroup and school to discuss and agree how best to support your child to enable a smooth transition to school.
- What support will there be for my child's/young person's overall well being?
Your child's key person will be the main care giver during their time at playgroup, ensuring they feel safe and secure both physically and emotionally. We have golden rules that the children discuss, decide and agree on which we encourage the children to learn to support their behaviour in the setting.
We have a policy regarding the administration of medication. We can only administer medication if it has been prescribed by a doctor or medical professional. Should a child require medication during their time with us we will ensure all staff receive relevant training, a care plan is completed and reviewed each term and parents have completed relevant paperwork. Changes will be made to the setting in order to keep a child safe if necessary. All staff are first aid trained and any accidents are recorded in our accident book and parents/carers are informed and asked to sign
For children not yet toilet trained we change their nappies regularly throughout the day and will support them and their families with toilet training when every agrees they are ready. We see toilet training as a self care skill that children have the opportunity to learn with the full support and non judgmental concern of adults. To support your child we may use visual prompts, makaton and reward charts. Children's personal needs are met, in the toilet away from others for their dignity but allowing staff to be visible in order to safeguard them.
We value each child being able to express their views on all aspects of playgroup life, ensuring the children's opinion, views and feelings are listened to, this is embedded in our practice. Some examples of this may be from conversations had with your child, observations we've made, by knowing their character and interests, through choice and decision making.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Staff at the setting use makaton and visual aids. They are able to support children with a variety of needs and will work with all professionals to help support a child's needs.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Specialist training that has been attended includes THOMAS training, PECS and Keep on Talking (KOT) to support children with speech and language and communication delay/disorder.
All staff have undertaken manual handling training to support the moving of children with physical needs.
Staff have also attended the following short course:
- Motor Skills Difficulties
- Positive Approaches to Challenging Behaviour
- Autism Awareness
- The Communication Tree
- Sensory Integration
- How will my child/young person be included in activities outside this classroom including school trips?
All children are included in all parts of the school curriculum and aim for all children to be included in trips and outings.
A risk assessment is completed in advance and any concerns will be discussed with parents/carers and overcome together. Your child may be offered one to one support and where necessary we will write social stories or make visuals to support your child during the visit.
- How accessible is the setting/school/college environment?
Stepping Stones is wheelchair accessible and is on one level with a large accessible toilet. Our outside garden area has two large steps however access can be gain through another entrance.
We use makaton and visual timetables within the setting and other visuals are displayed throughout the setting.
If needed we will work with the NHS Occupational Therapist to obtain equipment to support your child.
- 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?
Upon registering at our setting, every child is offered settling in sessions. This allows your child to familiarize themselves with both the setting, environment and staff. It also allows the setting to discuss with parent/carers about your child and obtain as much information as possible.
Parents are asked to complete an 'All About Me' and 'Starting Points' to help us gain as much information about your child as possible. From this information, in preparation for their start we can make changes to the setting or introduce aids that may support your child.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We ensure that all children who have SEN are met to the best of our ability with the funds available. We will apply for additional funding from the local authority if it is decided a child needs additional support, specialist resources or staff training to support a child's needs.
- How is the decision made about what type and how much support my child/young person will receive?
From the observations your child's key-person makes they will advice the setting SENCO of the level of support a child may need. As a committee run setting, the treasurer will inform if our current budget allows additional support. Where possible additional funding will be applied for. Children will require different levels of support in order to bridge the gap to achieve their age expected levels.
- How are parents involved in the setting/school/college? How can I be involved?
As a committee run setting we are always encouraging parents to join our voluntary committee to help with the running of our playgroup. Throughout the year we run several fundraising events where we require parents/carers to be involved. We also send out parent questionnaires, giving parents/carers the opportunity to share their view and have their say. We are a welcoming playgroup and parents are welcomed to shared their views with us whenever they feel necessary.