Family Information and Services Hub

All Saints Preschool 109970

Offering services to:
  • Children 0-5
  • Primary school aged children
Carescheme type:
  • Pre-School Playgroup
Katie Toms - Book Keeper for Headcount queries 07575 588680

Who to contact

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Age Ranges
0 to 5 years

Childcare Information

Funded Places

Offers 3 & 4 year old funded places
Offers 2 year old funded places

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:30
Tuesday 08:30 15:30
Wednesday 08:30 15:30
Thursday 08:30 15:30
Friday 08:30 15:30

Local Offer

How will early years setting/school/college staff support my child/young person?

Our SENCos will devise an Individual Educational Plan with involvement from parents, keyworkers and if beneficial, the BECo. The SENCo will plan and oversee all support needed for any child requiring additional support at preschool.
The key person will work with your child, following the IEP, ensuring that progress is made and targets are achieved. This will usually be through language groups and occasionally 1-1, depending on the child’s needs, throughout the week as required. Our SENCos also liaise closely with necessary outside agencies, e.g. SALT,OTs and EPs, to ensure we are all working towards the same targets to meet the needs of the child and offer as much support as possible.
Regular meetings are offered to parents of children needing extra support at least once every 6 weeks to discuss their progress, other concerns and new targets. Parents are also given the opportunity to come in whenever outside agencies work with their child, enabling them to discuss any progress and/or concerns they may have. We work closely with the parents and make sure we are always available to speak to.
The SENCos inform the manager and other staff of the children with SENDs progress and any additional support they require so that everyone is working with a consistent approach ensuring the child's individual needs are met. We will also discuss with the manager/chair if there are any required resources needed.

How will the curriculum be matched to my child's/young person's needs?

Activities are planned for each individual child, ensuring we use their interests to support the areas of their development. When we plan group activities, we make sure they suit each child's needs and that they are accessible by every child, therefore suiting their stage of development. The level of supervision and support will also be adapted based on the activity, the children involved and their needs. This ensures inclusion of every child and for them 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?

Each child has a learning journal, where we write observations of activities the children have been interested and involved in. We use photos, copies of their work and write any next steps parents can do at home to support their learning and development. This journal is available for parents to look at and take home if they wish. We encourage them to contribute to it, mainly by using our wow sheets. This helps give an overall view of the child's development both at home and preschool. We regularly update the children’s milestones, giving us an idea of their stage of development and areas that we need to work on to help them reach their full potential.
For children with additional needs who have an IEP with targets supporting your child's development, we meet with parents every six weeks, discussing progress made and next steps that we want to put into place. A copy of this will go to parents. We also offer parents meetings and stay and play sessions for all children where we can discuss their development. A two year check will also be done for children that with us for 6 weeks or more before their 3rd birthday. If we had any concerns, we would deal with them immediately rather than waiting for these reviews. We make it clear to all parents that we are always available to discuss issues, offer practical advice and are open to support parents with their child's needs and development.

What support will there be for my child's/young person's overall well being?

We are an inclusive setting, welcoming each child's uniqueness. For children to develop a high self- esteem, we believe they should be cared for in an inclusive environment where they are nurtured and valued. Our qualified staff are caring, confident and understanding.
The manager and supervisors have the overall responsibility for the pastoral, medical and social care of every child in the setting. All staff have a responsibility for the administration of any medicines, these need to be prescribed and a permission form completed by the parents. If a child needed support that we were not trained in, we would ensure the appropriate training was arranged. Our policy for administering medicines can be found in the Policy folder at preschool.
We are a close working team and communicate on a daily basis regarding any medical conditions, ensuring everyone is aware and how to best manage any situations that may occur. All staff have relevant up to date first aid and safeguarding training. Our child protection officer will run in house training to update staff on any changes to safeguarding policies that she is made aware of.
The SENCos and Behaviour Co-ordinator works closely with staff and parents in supporting any children with behavioural needs. We do not exclude for children’s behaviour. We will put strategies into place to support them and others in the setting, involving them in activities appropriately. We may offer a behaviour plan to outline any support given. This will be discussed with parents.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Our preschool setting has links with various specialist services due to our current children receiving support. If we do not have links with a service that your child requires access to, then we would ensure that we communicate with and develop a link with any outside agency or specialist your child needed to make sure they are receiving as much support as possible. We are currently working with SALT, Lanterns Outreach, Area Incos, our local children’s centre, EMTAS, Paediatricians, The Early Years Advisory team and Specialist Services

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

We have two preschool SENCos who have both completed their SENCo training and positive approaches to behaviour training. We have a designated keyworker who works closely with the EAL (English as Additional Language) children and EMTAS, who has also completed the SENCo training. Both SENCos are currently completing the Thomas Training which looks closely at Autism. They also attend various SENCo support support groups. All staff have Makaton training and some staff are training in British sign language. Two members of staff have completed the Enabling environments training and both SENCos have done inclusion training to ensure our setting is as inclusive and stimulating as possible. The preschool manager has also done some bereavement training.

How will my child/young person be included in activities outside this classroom including school trips?

>To be able to supervise the children to the highest standard, we lower the ratio when leaving the preschool for trips and outings. We will base this ratio on the children’s needs to ensure they have enough support to take part in the outing. Prior to any trips, a risk assessment will be carried out to ensure that everyone’s health and safety is not compromised and that there are enough staff/helpers to adequately supervise all of the children. We have many parent helpers who give their time and support so that it allows us to involve each individual child. We will also adapt are activities to make sure that each child can access them in their own way.

How accessible is the setting/school/college enviroment?

Our preschool is located in a fully wheelchair accessible building. It has one floor and one main room leading into an accessible garden that has a flat area and a large grassy area. This area can be uneven.
We have nappy changing facilities that are located in the disabled toilet.
We are very open to adapting our environment to suit any of the needs of the child/parent where possible.
We use visual timetables of our daily routines along with Makaton signs and symbols of other languages around the setting. These help our children whose first language is not English.

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 work closely with the schools/ new settings and encourage all parents and children to visit their school before starting. The school holds several sessions for parents to attend, both with and without children. We also hold a teddy bears picnic and invite the school to join us. Our keyworkers also take the children to visit the school for a morning.
For children with SEND, we encourage schools to arrange more visits to aid a smooth transition. We hold transition meetings with the new school/setting to give as much information as possible about your child as well as sending their developmental reports.
If your child has SEND we may ask any professionals involved to attend to ensure the school knows how best to support them and what they may need to put into place beforehand.
We start to involve school related role play within the setting and activities promoting what it will be like in school. We use photos of the schools to help prepare them and read stories to give them an experience of what school is like and how they may feel.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

We have one main room within the setting that is arranged into the different areas of learning. Each area is set up with the correct resources for this age/area of development. If a child required additional resources, we would ensure these resources were in the room for them to access freely.
We ensure that all children with SEND needs are met to the best of our ability with the funds available.

How is the decision made about what type and how much support my child/young person will receive?

We have one main room within the setting that is arranged into the different areas of learning. Each area is set up with the correct resources for this age/area of development. If a child required additional resources, we would ensure these resources were in the room for them to access freely.
We ensure that all children with SEND needs are met to the best of our ability with the funds available.

How are parents involved in the setting/school/college? How can I be involved?

We are always striving to build a close partnership with our parents and are continuously trying to encourage and develop this.
We are a committee run preschool. Annual General Meetings (AGM) are held every October and are open to all parents to apply for a place on the committee. We encourage parents to be as involved as possible and use various ways of achieving this, including helping with different activities as well as our people who help us interests, contributing to their learning journal and volunteering their help for trips and outings.
Parents can help with certain festivals, we hold several events such as Easter/Christmas parties, fetes and fun runs along with our leavers’ party.
We have various stay and play sessions, offer parents mornings and home visits.
Once a term we hold an open morning for prospective parents.
A comments book is available for parents to write in any feedback or suggestions they may have. We also send a survey out at the end of every year to find out their views on all aspects of the preschool.

Offering services to:
  • Children 0-5
  • Primary school aged children
Carescheme type:
  • Pre-School Playgroup


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Last Updated: 21 February 2024

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