Christ Church Pre-School

We provide an environment in which all children are supported to reach their full potential. If a need to support your child’s development and learning is identified, the key person, SENCO and the parents will work together to discuss the child’s needs and how best to provide support. An individual learning plan (IEP) may be drawn up and strategies discussed and put in place, often involving small group work, or providing focused one to one activities. If necessary, we can refer to outside agencies or health professionals such as Speech and Language Therapists, or suggest seeking advice from a Health Visitor, GP or our local Area Inclusion Co-ordinator. Progress is regularly reviewed and shared with parents to ensure your child’s development is well supported, and parents’ input is always welcomed and valued.

We provide an environment in which all children are supported to reach their full potential. If a need to support your child’s development and learning is identified, the key person, SENCO and the parents will work together to discuss the child’s needs and how best to provide support. An individual learning plan (IEP) may be drawn up and strategies discussed and put in place, often involving small group work, or providing focused one to one activities. If necessary, we can refer to outside agencies or health professionals such as Speech and Language Therapists, or suggest seeking advice from a Health Visitor, GP or our local Area Inclusion Co-ordinator. Progress is regularly reviewed and shared with parents to ensure your child’s development is well supported, and parents’ input is always welcomed and valued.

Our pre-school staff are always available each day at drop-off and pick-up time to share information about your child’s progress or to discuss a concern. Your child’s Learning Journey records achievements and progress and you are given opportunities each term to look through this and meet with your child’s key person to discuss their achievements, progress and any concerns. The Learning Journey contains observations, pictures and photos and helps us to track a child’s development and highlight any areas which may need support. Any individual learning plans (IEPs) will be regularly reviewed and discussed with parents.

Our pre-school policies are designed to ensure the safety and welfare of all children in our care, and to provide good, quality provision for all children. Our policies are reviewed annually, and parents are given a copy of our pre-school policies on admission. Our main priority is the child’s wellbeing. Staff are first-aid trained, and we have policies on the giving of medication, children’s safety and security and on admission, parents are requested to inform us of any relevant medical history or known allergies. We have a nominated pre-school safeguarding lead practitioner, and all staff have attended safeguarding training, attend regular safeguarding briefings, and have CRB clearance.

f your child has any particular special educational needs we will endeavour to provide appropriate support, working closely with parents to ensure your child’s needs are being met and progress is being made. We are able to access information, advice and support from a variety of specialist services, with parental consent, and we can signpost parents to the appropriate support groups or information. Our pre-school SENCO (Special Educational Needs Co-ordinator) attends regular SENCO support meetings covering a variety of specialisms and training, and an Area Inclusion Co-ordinator is available for further advice and support if necessary and with parental consent. We regularly liaise with outside agencies such as speech and language therapists and health visitors as necessary, and work closely with parents to ensure consistency and continuity for your child, and to ensure your child receives appropriate support.

We have 8 qualified staff, trained to at least level 3, one to level 6. We have high staff to child ratios. Our SENCO has undergone SENCO training, and attends regular SENCO support and informative meetings which are ongoing, and has attended speech and language workshops.

>Activities at our pre-school are planned to be inclusive and will be differentiated to ensure all children can participate with support if necessary. Parents are invited on our annual summer pre-school trip, and risk assessments are always carried out prior to visiting to assess suitability.

Our pre-school is situated in the church hall, on the ground floor with two sets of double doors at the entrance and a low step at the first door. The hall is wheelchair accessible. The toilets are also on the ground floor, one toilet is at low level, and there are two washbasins, one of which is also low level. There is a secure outdoor area with lockable gates, which is flat and mainly paving slabs, and a very small grass area, tree stump seats and stepping stones.

New children are given opportunities to attend pre-school with parents for ‘taster’ sessions and are welcome to try new activities, meet other children and staff, and get accustomed to our routines. On admission, parents will have the opportunity to speak with our Manager or Deputy Manager to discuss any specific needs your child may have so that we can obtain resources or equipment prior to your child starting with us. Parents are given a booklet to complete, All About Me, which will inform us of your child’s interests, background, strengths and any specific needs or information which will help your child’s key person to get to know your child when they start, and help us plan interesting and stimulating activities and experiences. We have a close link with the local primary schools, and the teachers visit us in the summer term to read and sing with pre-school children to ease transition and help the children familiarise with new teachers. Children are also invited to the new school for visits to their new classroom and for stories and a picnic in the school grounds. Our pre-school progress reports on each child are sent to their new schools, and transition meetings can be arranged if necessary for parents, key person, Sencos, and teachers to share information and discuss any specific needs and how best to support your child. This ensures support is in place when your child attends.

Children are encouraged to make choices about the activities they do and are supported if necessary to experience a wide range of experiences. Resources, toys and activities are available and inclusive to all children. Your child’s interests and any specific needs are taken into account and resources adapted or obtained to ensure your child can participate. Tables and chairs are low level, and activities and toys stored in low level trolleys in picture-labelled boxes.

Children are observed and assessed by the key person and SENCO to identify needs and provide support. A plan will be developed with input from parents to consider next steps for your child, and progress will be reviewed regularly with you to ensure support is appropriate. If further advice or support is required at any time, we can, with your consent involve the Area Inclusion Co-ordinator, Health Visitor, Speech and Language Therapist, or suggest seeking advice from your GP. If required, we will endeavour to obtain funding for specialist equipment or resources.

Parents are welcomed into our pre-school and can contribute in many ways such as reading a favourite story, playing an instrument, cooking with the children, or sharing your knowledge, hobbies or interests. The children love seeing parents in our pre-school, and this provides opportunities to enhance learning and extend vocabulary.