Stepping Stones Pre-School
Who to contact
Where to go
Winnall Primary School
- SO23 0NY
- Accessible changing, Secure environment, Wheelchair access, 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 08:45 15:15 Tuesday 08:45 15:15 Wednesday 08:45 15:15 Thursday 08:45 15:15 Friday 08:45 15:15
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 22/02/2018 Inspection (Early Years Register) Outstanding
- Has Provision
- 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: 5 per hour, 15 per session, 30 per day
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
- Contact Name
- Lisa Oakley
- Contact Telephone
- 07710 548650
- Contact Email
- How will early years setting/school/college staff support my child/young person?
To ensure that your child is supported and making progress your key person will work closely with your child following the targets on their Target Plan or behaviour modification plan. The Target plan is devised by our Special Educational Needs coordinator, your key person, yourself, and if involved outside agencies. We work very closely with outside agencies to ensure that we are all working towards the same targets. The targets that are set on the plan would be carried out during small group time run by your key person or in the language group run by the Special Educational needs coordinator (SENco). If your child needs one on one support or behaviour support then your key person or SENco will work closely with your child through out the whole session. This is to ensure that their targets are being met. We have staff meetings every week to discuss all children’s progress. All staff are made aware of any plans that are put in place for your child so that the care and support is consistent through out the whole setting. If your child has a Target Plan the targets will be reviewed every 6-8 weeks. As a parent you would be asked to stay behind at dropping off time or going home time We will review the plan together discussing whether they have reached their target and if so what the best next steps would be. If you have any concerns or questions about the support your child is receiving your key person or SENco are available to speak to at any time.
- How will the curriculum be matched to my child's/young person's needs?
At Stepping Stones pre-school we use the Early Years Foundation Stage curriculum as a guide. Your child’s key person will make daily observations and record these in your child’s learning journal. If your child has a target plan any progress will be recorded on this as well. We are currently using Tapestry an online learning journal. This will send you an email every time an observation has been added, this way you can see first hand the progress that your child is making. The observations that are made are then assessed, using the Early Years Foundation Stage we highlight the areas of development that we need to focus on.
The areas of development we focus on are Personal, Social and Emotional development, (PSE) Physical development (PD), Communication and Language (CL) Literacy (L) Maths (M) and Expressive Arts and Design (EAD) we adapt our environment so that your child can access all aspects of learning. At stepping Stones preschool all of our activities are child led, so when we are planning a session we ensure that the activities are built around the children’s interests. We are currently using in the moment planning to ensure the child’s personal needs are met.
- 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 using an online journal called Tapestry; this records all of your child’s progress for yourself and key person to access at any time. If you do not give consent for this type of record keeping your child will have a learning journal, which will be kept in the setting. This will be filled with photographs and written observations of your child, which you have, access to at anytime. We then use the information in your child’s journal to monitor their progress in all areas of development. We can see clearly any areas which your child may be struggling and use this information in planning your child’s next steps. We have regular parents meetings where you are able to come in and discuss your child’s progress and their next steps. We discuss ways that you may be able to help your child at home to reach these goals.
If your child has additional needs and has a Target Plan this may also be discussed/reviewed at this meeting.
We do however feel that if you have any concerns we are here for you to talk to at any time, not just at meetings.
- What support will there be for my child's/young person's overall well being?
Safeguarding your child is one of the most important policies that we follow and every member of staff has regular safeguarding training.
All members of staff have regular Disclosure and Barring Service checks and are qualified in Paediatric First Aid.
If your child needs to take any medication whilst in the setting you would need to fill in a medical form stating the name and dosage of medication and sign it, so that you give permission for a staff member to administer the medication. All members of staff have also had Epipen training.
If your child has any food allergies or specific dietary needs then their photo and allergy would be on the wall in the snack area for all staff to see.
At Stepping Stones we hold a no mobile phones policy. All staff and visitors must keep their phones inside their bags in the staff cupboard at all times. Under no circumstances are personal phones to be used during the session. We have an ipad in the setting to take pictures for the children’s learning journals; these are either printed off in the setting or added to your child’s online journal. When you fill in your child’s registration forms you will be asked whether we can take photographs of your child, which we will need signed consent for.
Any child that has a behaviour support plan will be monitored daily for their safety and the safety of others. We have several soft calming areas for these children and use visual aids to help calm the situation.
Risk assessments take place before and during the session to ensure that all furniture toys and equipment are safe for your child to use.
- What specialist services and expertise are available at or accessed by the setting/school/college?
In order to ensure that your child has the support that they need we work very closely with the following outside agencies, Services for young children’s Area Inclusion Officer (Area Inco), Health visitors, Lanterns Outreach, Speech and Language Therapists, Portage, Educational Psychologists, and the Ethnic Minorities and Travellers Achievement Service (EMTAS).
Stepping Stones Pre-school is a very visual setting. We have visual timetables on the wall and every area is clearly labelled with photographs. We encourage all children to use Makaton signing and we teach them this through songs and nursery rhymes.
We also run very small language groups to give those that need it extra support with their learning.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff have undergone the induction to Makaton training and are learning new signs every week to help communication with children. All key persons are a level 3 or above in Childcare and have had safeguarding, child protection, food hygiene and paediatric first aid training. The Manager and Special Educational Needs coordinator have had Special Educational Needs Training (SEN).
We currently have 3 members of staff that have done the Positive Approaches To Challenging Behaviour to help those that need a behaviour support programme. The special educational needs coordinator has a Diploma in Child Psychology.
Each member of staff continuously attends training to support children’s learning and development, as required.
The manager is a qualified Early Years Teacher.
- How will my child/young person be included in activities outside this classroom including school trips?
At Stepping Stones Pre-school we go on regular outings. We take the children on walks around the local area, visiting the fire station and the park; we take them on short bus journeys to the local supermarket, or into the town centre. We venture out in all weather conditions and supply the children with suitable clothing for the outing, for example if it is pouring with rain we will supply waterproof clothes and wellingtons, and if its really hot we supply sun hats and suntan cream. We always ensure that the child/adult ratio is two children per adult, unless a one on one is required. All children in the setting are included in these little outings.
We also liaise with the local school and are invited every year to watch their summer and Christmas productions. The safeguarding conditions for this are the same as before and all children are involved.
- How accessible is the setting/school/college environment?
Our Pre-school is wheelchair accessible having ramps to enter the building and all of the doors inside the building are large enough to get a wheelchair through. We do have a disabled toilet, which is easily accessible to all. Our fenced area is completely flat therefore accessible to any child with disabilities. The general lay out of our setting is one large room, which is divided into sections with furniture to divine the different areas of learning. We continuously adapt our environment to ensure all children are able to access and fully enjoy the environment.
We have a visual timetable on the wall that is made from photographs and signs/symbols that shows the general running order of the session. We also adapt the environment by putting makaton signs and photographs in the different areas if needed. These will help the children that find communication difficult for example a child with English as an additional Language (EAL). If needed your child will have a personal choosing board/timetable to follow.
- 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?
Children that are about to start Stepping Stones Pre-school are offered a play day, here they can meet the staff and the children while their parents fill in the registration forms and talk to staff about any concerns they may have. The parents are offered a home visit so that we can meet the child in their own environment where they feel safe and secure. We have a settling in period for all children, which would be discussed with you at your induction day.
When the time comes for your child to go to school we do as much as we can to make this a smooth transition. We invite the teacher to visit the preschool where she can interact with the children in a familiar environment. This allows all children to spend time with their new teacher and allows the teacher to observe the children’s needs.
If you have a child with SEND then a meeting would be set up with the teacher and Special Educational Needs Coordinator of the school. If your child has a behaviour plan then you would be invited to a basic transition meeting. Here you can voice your concerns, your key person and Stepping Stones Special Educational Needs Coordinator can then relay techniques and strategies that they are currently using with your child. If other agencies are involved with your child then an IPA meeting would be set up. With all the professionals involved with your child in one place they can write up an action plan that is suited to your child’s needs this will ensure that your child gets the support needed from their very first day at their new school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
If your child has a Special Educational need then we can apply for funding to help your child (SEN funding). If such funding is allocated to your child then this is generally used to for an extra member of staff so that your child’s key person can give your child the one on one support that they need. It would also give us the funds for any specialised equipment that we may to need to help support your child.
- How is the decision made about what type and how much support my child/young person will receive?
It is your child’s key person that will observe your child and decide whether they will benefit from additional support. Your key person would then discuss their concerns with you before going to our settings Special Educational Needs coordinator (SENco). The SENco would then observe your child to see whether we can give additional support in the setting alone, or whether outside agencies support is needed. This is when a Target Plan would be devised and put in to place.
Target Plans and Behaviour support Plans will be shared and reviewed with you on a regular basis to ensure that your child is receiving the support that they need to reach their targets.
- How are parents involved in the setting/school/college? How can I be involved?
Stepping Stones is a charity and we welcome parent’s involvement in fundraising events.
We invite parents in for stay and play days so that you can see for yourself the day-to-day running of the setting. If you have a particular skill and would like to share this with the setting or you would just like to help in some way you are more than welcome. For example you could help with cooking tasks, or if you are good at arts and crafts you could run a craft activity. Maybe you are a professional i.e. a nurse, doctor, vet, or hairdresser and could visit the setting and give a short talk to the children. All help is welcome, as we like to have a good working partnership with all parents.