Tiptoe Butterflies Preschool
Who to contact
- 01425 615566
Where to go
St Andrew's Church Hall
- SO41 6FR
- Accessible changing, Secure environment, Wheelchair access, 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 08:15 13:00 Tuesday 08:15 15:00 Wednesday 08:15 15:00 Thursday 08:15 15:00 Friday 08:15 13:00
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 02/05/2018 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,Hearing difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
- How will early years setting/school/college staff support my child/young person?
Our Preschool has a designated Senco who will work with the child and alongside a child’s key worker and the supervisor to plan an education programme to suit the child’s needs. Information regarding this programme will be available and discussed with the child’s parents/carers at regular intervals. Tiptoe Butterflies has strong bonds with outside agencies which we work alongside. These agencies visit us regularly and we welcome their feedback.
- How will the curriculum be matched to my child's/young person's needs?
Each child is individual and we take pride in matching our planning of the curriculum to their needs. This is done by ongoing observations and assessments of the children. By following a child’s interests and using them to support their learning and adapt our activities accordingly. The Senco will conduct a personal plan, which they will regularly assess, plan and review for any child with special educational needs to help support their learning, plan their next steps and help them progress. These will be shared with the parents/carers.
- 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?
At Tiptoe Butterflies we think it is an essential part of a child’s learning that their parents/carers are supported and kept involved and up to date with their child’s progress. We have regular meetings with parents where we can discuss termly reviews, show them their child’s learning journey, give them an opportunity to discuss any concerns they might have and explain how we plan our curriculum around the children. A home/school diary can be a useful link between the child’s life at home and the preschool, we have found these a great way to communicate with parents that we don’t see on a regular basis e.g. if they are working parents and the child is picked up and dropped off by a child minder, or for children who want to share things they have been doing at home but find this difficult, we can use the diary as a method of communication. We offer advice as to how they can help their child at home; this always takes place in a separate room so the parent feels comfortable and not awkward in front of other parents. We have regular story times, where parents are invited to come in and read a story to the children at the end of the session. We are a committee run Preschool, with the majority of the members being parents of children at the setting so we have very close contact with them at all times.
- What support will there be for my child's/young person's overall well being?
At our setting most staff have first aid training and this is updated regularly. We undertake daily risk assessments of the preschool and any concerns are recorded, shared and dealt with within a reasonable time. We have a medicine book where parents note and sign the dosage required and staff complete when they have administered the medicine. There is a designated area for storing medicines safely and securely away from the children. We also have an allergies board where any allergy that a child might have is recorded, all members of staff are made aware of this when a child first visits the setting. We have regular fire drills and lost child practices to help the children to understand the importance of safety and hopefully the procedure will become familiar to them and less daunting. Staff can be placed on regular training programmes including Makaton, Epi pen and challenging behaviour, this supports them in their role as well as keeping them up to date with any changes. We have a safe outside area for the children to explore and play, it is fenced all the way round and the gates are locked securely as is the front entrance door to the Preschool. We use visual timetables/aids and choosing boards for the children to help support their choices and decisions in the Preschool setting. Daily routines and activities are related to their interests and progress.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All staff work closely to ensure the children's needs are being met and have close contact and links with other supporting agencies e.g Portage, speech and language and Early learning groups.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
At Tiptoe Butterflies the majority of staff have NVQ 3 or equivalent training in childcare, there is a designated Senco and Senco support staff member both have undergone relevant training in this area to support children with special educational needs and to help support staff at the setting. These Sencos attend regular meetings and keep up to date with their training e.g Makaton
- How will my child/young person be included in activities outside this classroom including school trips?
>All children’s needs are supported in the preschool and where possible all children are invited to and included in all activities, including day trips out of preschool, careful planning, choice of accessible venue and extra staff are vital for this to be possible. Parents are often invited to come along to support the staff with their children.
- How accessible is the setting/school/college environment?
Tiptoe Butterflies Preschool has a large front door with wheelchair access and a paving slab pathway from the car park to the front door. There is a large vestibule area and access to the main room, toilets and outside area. There is a disabled toilet area with low sink and handle to support them when using the toilet, there is a clear ‘toilet’ symbol on the door. All areas are well lit and there is half carpet half vinyl flooring in the main room. Children attending the setting who have English as an additional language (EAL) will be offered support from staff, If possible a translator, pictures/pecs cards, books and other resources help visually aid them and their children to communicate with staff in the setting.
- 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?
To support and help prepare children at Tiptoe Butterflies for school we work closely with the local schools, sharing information with them about the children’s needs and development and any support they might need. We provide a short report about progress at the preschool which includes their likes/dislikes what works well for individual children and not so well. We invite teachers in to preschool to spend some time with the children to help familiarise them. We have role play for school, with real uniforms for them to try on. The Senco/supervisor will attend a transition meeting generally in the child’s school they will be attending, the parents are encouraged to attend and information is shared regarding the child’s needs and expectations from everyone’s point of view.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Any extra funding that our Preschool receives is used to support all children’s needs and interests at the setting. This is chosen and allocated using our planning records, from this we are able to follow the children’s current interests whilst supporting their needs and promoting their next steps in education. Action plans are also written for each child with Special Educational Needs (SEN) to support their learning, information from these are shared with parents.
- How is the decision made about what type and how much support my child/young person will receive?
The decision about what type and how much support each child receives is made by the Senco, supervisor and any other outside agency involved e.g. Portage. It is of course also reliant on funding and accessibility of resources, training and support from parents. The support details are included on the child’s personal action plan and this helps staff, parents and other agencies to decide on and review the support that is needed.
- How are parents involved in the setting/school/college? How can I be involved?
We are hugely reliant on parent’s involvement at our setting, we actively encourage them to come in and help out – perhaps with cooking or tidying up the garden. We are run by a committee largely made up of parents with children currently attending the preschool so this is a great way to keep them involved in what is going on and what we hope to achieve in the future for their children.