All Saints Pre-School
Who to contact
Where to go
Chapel Lane, Cove
- GU14 9BL
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- 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 09:30 14:30 Tuesday 09:30 12:30 Wednesday 09:30 14:30 Thursday 09:30 14:30 Friday 09:30 12:30
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 10/09/2018 Re-inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,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 group - Costs age 3 - 5: 4 per hour. Age group - Costs Ages 2 - 3: 4 per hour
- 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
- How will early years setting/school/college staff support my child/young person?
All Saints staff are widely trained in a lot of areas, which includes speech and language, autism (Thomas) training and behaviour management. All staff have a wealth of experience in child care and child development. The pre-school has a dedicated Special Educational Needs Co-ordinator (SENCO) and Behaviour Co-ordinator who will monitor your child, establish and maintain positive relationships with parents/carers and liaise with outside agencies if required. Our key person approach involves each person to plan around their children’s individual needs. Each key person tracks their child’s development and reviews their progress regularly. They will implement their next steps to aid their development. Individual Education Plans (IEPs) or behaviour plans are drawn up in consultation with all who are involved with your child. The Management Team of the pre-school decides, with parent/carer input, the sessions for your child and applies for funding and extra support as needed. Twice a year, All Saints send a Parents’ Questionnaire to each family to gather opinions on the service and support we provide to children and families. Our waiting list is based on age.
- How will the curriculum be matched to my child's/young person's needs?
Every child is different. We take into consideration your child’s progress and plan and support the child at their own pace. Regular observations and record keeping is carried out by your child’s key person and is recorded in their Learning Journal. Observations are also carried out by other members of staff. The planning for each session is child led, so that the curriculum is built around the children’s interests, with guidance from your child’s key person as to their individual next steps and input from the parents/carers. One-to-one support is provided if your child requires adult input to ensure their own or other's safety.
- 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?
Parents meetings are available, on request, as an opportunity to share your child’s progress. The pre-school uses Child Development Stages as well as the Early Years Foundation Stage to record developmental progress. The Learning Journals hold your child’s observations and assessments, tracking sheets, your child’s creative works and photos of your child’s progress. IEPs will also be found within the Learning Journals. Parents are their child’s first educator. Parents/carers are encouraged to be involved in supporting their child’s leaning at home. Parents/carers are also welcome at any time as we have an open door policy. External agencies involved with your child are able to visit the pre-school to observe or work with your child. We also work with the parents/carers by offering shared reading at home and in the setting.
- What support will there be for my child's/young person's overall well being?
All staff are responsible for ensuring your child is safe and secure, both emotionally and physically whilst at pre-school. We maintain an inclusive practice. The premises and toys are checked daily. The children are taught to be aware of broken toys, spills and to follow the pre-school’s rules of behaviour to ensure safety. Behaviour plans are put in place as required. All staff are trained in First Aid and some in Epipen administration. All medication is stored away from children. A record book of all medications held and dosage, time of administering is recorded and signatures. An accident book is used which has to be signed by the parent/carer. The parent/carer will be given any information concerning the accident and any recommended treatment. All staff are DBS checked and regularly updated with safeguarding training. The pre-school policies include safeguarding, anti-bullying, special educational needs and inclusion. A policy is in place restricting the use of photographic devices unless all other parents/carers have given their consent. A policy is in place to say that no student or volunteer may accompany a child to the toilet on their own or be with a child/children unsupervised, unless a DBS check has been attained. A parent/carer may not accompany children other than their own to the toilet. An accessibility toilet with nappy changing facilities is available. We have wheelchair access on site as well a toilet for those with disabilities. Any disclosures made by a child is treated in line with our safeguarding policies.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The members of staff all have a wealth of experience and have undergone training up to Level 3 Early Years Child Care and Education or equivalent. The SENCO has attended SENCO induction training and trained in speech and language and hearing and visual impairment. She also attends termly SENCO network meetings which contain important changes, legislation or new ideas to help support children with SEN plus any appropriate training that is required of her role. The pre-school liaises with the Area Inclusion Team, Speech and Language Therapists. Specialist Advisory Teachers, Portage and Educational Psychologists and the Local Safeguarding Children’s Board to support our children. Some members of staff have had basic Makaton training. All staff are First Aid trained and have attended safeguarding training to Level 3. The Designated Safeguarding Lead and Deputy Safeguarding Officer are trained at Level 4 and attend termly meetings which offer support and highlight any changes. All Saints Pre-school have policies and procedures in place to support the running of the pre-school and the safety and well-being of the children.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
*All Saints have 6 members of qualified staff, each member of staff holds a Level 3 in Early Years Child Care and Education or equivalent. *The Manager and SENCO have attended Speech and Language training. *The Manager is “Thomas” trained for children with autism. *The SENCO is trained on Visual and Hearing Impairment and Emotional Attachment. *Some members of staff have basic Makaton training. The pre-school have one member of staff trained in Behaviour Management. *Each member of the team has attended safeguarding training with the DSL and Manager having attended Advanced Safeguarding training. *All members of staff are First Aid trained. *Members of staff are Epipen trained.
- How will my child/young person be included in activities outside this classroom including school trips?
>Trips and outings are advertised through a letter. Parents/carers have to give consent to outings by completing and signing a form. We use parents/carers to help as well as staff, with one adult to two children unless one to one is required, depending on the child’s needs. Visual timetables and pictures can be used to prepare your child for the outing. All places visited are risk assessed and are wheelchair/buggy accessible. Fund raising events are held throughout the year to which all children, their siblings and family members are welcome.
- How accessible is the setting/school/college environment?
*The building is wheelchair and buggy accessible. There is an accessibility toilet with nappy changing facilities. *Guidance from specialists would need to be sought if specialist equipment is required as the pre-school is in a church hall that is also used by others. *Our large outside area has many resources and experiences to offer. It contains a hard area for sand/dirt, wooden planks, milk crates and guttering to create structures. *Located around the pre-school there are routine lines demonstrated through photos. Visual flash cards can be used to encourage your child to take part in activities. *Each member of staff will support your child. Throughout the pre-school, along with signs, children will find words in different languages. The pre-school has access to an interpreter if needed through EMTAS (Ethnic Minorities and Travellers Achievement Service).
- 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?
All Saints invite new children and their families to come along for taster sessions at least twice before they start pre-school. This will enable them to familiarise themselves with the setting and the staff. In consultation with yourself and other agencies involved with your child we will ensure that the appropriate equipment and care will be in place to make entry into pre-school as smooth as possible. For transition, teachers from the receiving schools visit the pre-school to meet the children and talk to the child’s keyperson. For children requiring extra support to access local main stream school, an Inclusion Partnership Agreement (IPA) is set up in collaboration with the pre-school, feeder school and you to ensure the transition is as smooth as possible. Information is shared with the feeder school that is relevant to the transition. Your child’s Learning Journal may be shared.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
*The term following your child’s third birthday, they will be entitled to receive up to 570 hours per funded year of free early years education. *The pre-school includes children who are in receipt of 2 year old funding, which is accessible to families who are eligible. *Additional funding can be claimed for children with special educational needs (SEN). SEN funding is allocated to your child where appropriate. The funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment and appropriate toys to aid development. This is decided upon through consultation with all who are involved with the child. Early Years Pupil Premium is available for some children and the monies received will be used for the child's development. Parents/carers are involved in how this extra funding is spent on their child. We are registered for 30 hours funding. However, we are only able to offer 21 hours at present, as we are in a shared church hall.
- How is the decision made about what type and how much support my child/young person will receive?
If your child has already has a diagnosis then a meeting will be held before he/she starts pre-school. Decisions are made through consultations with all parties involved with the child’s care, this includes you, specialists as well as the pre-school’s Manager, SENCO and key person. If your child has had no diagnosis but you have expressed concerns or the key person has identified a problem, then a meeting will be held with you to explore ways of supporting your child. Observations and behaviour records (ABCC) are carried out and shared with you on a regular basis. The amount of support is dependent on your child’s needs and is decided through consultation between yourself, the Manager and the Committee. The SENCO draws up an Individual Education Plan (IEP) in collaboration with you and the key person, which is reviewed every half term. At the review the impact of the support will be assessed and moderated as appropriate. Monitoring of progress is carried out termly and recorded to ensure that the curriculum is ensuring progress is all seven areas of the EYFS.
- How are parents involved in the setting/school/college? How can I be involved?
*The pre-school is run by a committee of parents and carers, members of which are nominated and seconded on a yearly basis at the Annual General Meeting, which is open to all. We are always pleased to welcome new members to join and contribute to the running of the pre-school. *You are encouraged to share specialist ability or interests with the pre-school such as playing a musical instrument, storytelling, jobs of interest to the children. *Parents/carers and the key person work together on the child’s development and learning. Parents meetings can be held regularly. Both parties review their child’s progress throughout the term and discuss this through the child’s Learning Journal or face to face contact. *Questionnaires are distributed to parents, giving you the opportunity to evaluate and comment on our pre-school performance. *A comment book with comment forms and book are also available for you to complete.