Tadpoles Community Pre-School
Tadpoles is an outstanding committee run pre-school and Forest School in the grounds of Frogmore Infant School. Our purpose is to provide an excellent standard of childcare and education for the children, aged 2-5 years, within our local community. We are a charity organisation that works hard to ensure that the children remain at the centre of our provision. We pride ourselves on creating a safe and secure environment that enables each and every child to flourish. By combining the Early Years Foundation Stage (EYFS) with the Forest School approach, we are able to offer your child a unique early years experience that will help them to build the foundations for life long learning. From the moment we meet them to the moment they move onto bigger school we will ensure we stimulate and encourage them to give them the best start possible.
Who to contact
Where to go
c/o Frogmore Infants School
Green Lane, Frogmore
- GU17 0NY
- Sensory area, Accessible changing, Secure environment
- 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 08:00 15:30 Tuesday 08:00 15:30 Wednesday 08:00 15:30 Thursday 08:00 15:30 Friday 08:00 15:30
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 22/01/2020 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Contact service/group,Developmental delay,English as additional language,Hearing difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 6 per hour, 18 per session, 40.15 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
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
The Key Person for your child will plan an education program for your child in consultation with parents/carers, setting SENCO (Special Educational Needs Co-ordinator) and Supervisor. The role of the Key Person will be to form a special relationship with your child, to support the child while away from home, giving them confidence and trust to feel secure emotionally , physically safe whilst promoting their self esteem. The Key Person will monitor child’s progress through observations which are then recorded in a Learning Journal. An educational plan and learning goals with be drawn up from observations recorded and shared with parents/carers. The Key Person will consult with parents on a regular basis throughout the year in informal chat and planned reviews. The role of the SENCO is to liaise with you, Key Person and any outside agencies involved monitoring your child’s progress. Our SENCo has undertaken full SENCo training and is familiar with the SEN code of practice. Our SENCo attends regular meetings with Service for Young Children department to keep up to date with best practice and new legislation and liaises with the Services for Young Children Area Inclusion Team (InCo) for support and guidance. IEPs (Individual educational Plans) are used to monitor progress and can be used when requesting support from our InCo Questionnaires are sent out twice a year to monitor effectiveness of practice and parents are always welcome to attend committee meetings.
- How will the curriculum be matched to my child's/young person's needs?
Through regular observations and record keeping the Key Person will be able to match your child’s needs to a suitable educational program. The Educational program will reflect your child as a unique individual and be tailored according to your child’s needs and child led. The Pre-School supports your child holistically encouraging them to explore, learn and investigate. The Pre-School uses IEPs (Individual Educational Plans) and behavioural plans which are drawn up by the Key Person, SENCo /Supervisor in conjunction with parents and are reviewed half termly. The IEP will have strategies to help your child both in setting and with parents help at home. Progress will be monitored and recorded in your child’s learning journal and be reflected on during a review meeting between parents/keyPerson/SENCo. This meeting will highlight any improvements made and areas that may need to be focused on.
- 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?
Regular observation and monitoring will take place by Key Person and will be recorded in your Child's learning journal. This journal is available to be looked at by parents at all times. The Key Person will have regular reviews with parents/carers regarding progress made and future development. All 2yr olds attending our Pre-School will have a 2yr progress check undertaken by the Key Person and shared with the parents/carers. IEP’s will be set in discussions with parent’s/carers and Key Persons/SENCo and reviewed on a regular basis. Key Persons are readily available to discuss your child’s development on a daily informal basis. Parents are encouraged to share their children’s achievements with the Pre-School by writing them on notes that can be kept in their learning journals. A communication book is used for parents who are unable to attend the setting for drop offs and pickups enabling parents to inform Pre-School of any information they wish to impart. A session journal is kept by the Pre-School staff with an overview of the activities that have taken place that session. Information about the Pre-School can be found on our Facebook Page, termly newsletters , flyers and Notice Board. The Pre-School works closely with the onsite Children’s Centre where we can refer children/parents/carers for advice or use some of their facilities for small group work. Questionnaires will be sent out twice a year to parent/carers for Pre-School to use as a monitoring tool for our service and improve where required.
- What support will there be for my child's/young person's overall well being?
Your child’s Key Person will offer your child as much emotional support as they require settling in at Pre-School. All staff will have been DBS checked and have attended Safe Guarding training. The Pre-School has polices which include Child Protection, Behaviour, Inclusion and S E N polices, parents/carers will be invited to read our policies on Child's admission to Pre-School and have the option to read them at any time after that. The Pre-School has policies to support behavior within the classroom, children are encouraged to respect the environment and each other, good role modelling will be used by adults in the classroom. SENCo in conjunction with parent/carer will put IEP's into practice to support children with their behaviour. Small group sessions are used throughout the session and at the end with Keyperson to support language development, encourage turn taking and build self confidence. Medicines can be administered by staff with parental consent and individual health care plans are drawn up for children. The voice of the child is very important at Pre-School and all children are giving the opportunity to share their thoughts and concerns either on a one to one basis with an adult or during small group sessions. The Pre-School works with outside agencies such as Speech and Language, Children’s Centre and The Area INCo service to ensure that all needs and requirements are met.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All staff is qualified to Level 3 or above in child care. They are first aid trained and have had Safeguarding training. Staffs have all undergone Makaton training. The Pre-School SENCo has attended SENCo Induction training and many courses relating to SEN issues , she also attends termly network meetings to keep up with new legislation and best practice. Our SENCo has also undertaken EMTAS training (Ethnic Minority Traveller Achievement Service) and works closely with outside agencies supporting children with EAL (English as a Second Language). The Pre-School work closely with the onsite Children’s Centre using their facilities for small language groups and to refer families to the Children Centre for support. The Area INCo service is used for support and guidance. Signs and symbols are used within the setting to support children with their communication skills and timers are used to support children with sharing issues.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Tadpoles Pre-School have 5 staff qualified to Level 3 and a supervisor with a Foundation Degree in Early Years and Education Each member of staff has undertaken First Aid, Safeguarding, Behaviour Management, Health and Safety .Other courses attended by staff include, Schema, Forest School, Outdoor Learning. The Pre-School SENCo has attended SENCo Induction, Ethnic Minorities, and Travellers Achievement Service training (EMTAS), Behaviour Management training, hearing and visual impairment courses. Staffs seek training to acquire specialist knowledge as the need arises. All staff has attended an Introduction to Makaton training, a language program designed to help children and adults communicate in a visual way while supporting the spoken language. The SENCo supported by the Keyperson operate small language groups to enhance speech and language development and turn taking /sharing skills. These sessions are either held at small group time in the setting or in the Children’s Centre situated in the school grounds close to the Tadpoles Pre-School.
- How will my child/young person be included in activities outside this classroom including school trips?
>When arranging activities and trips all children’s needs are taken into account. According to the child’s needs one to one support can be given by key Person or if appropriate parents/carers will be invited to attend trip/activity. Activities and trips will be geared to child’s needs ensuring that a full and meaning full experience is enjoyed by the child. Before the activity/trip takes place children will be fully involved in what is going to happen on the day and forthcoming events explained to the child in a way they can understand, allowing them to be relaxed and comfortable on the day. Children are able to safely access the Pre-School Forest School via a short walk across the school fields accompanied by staff.
- How accessible is the setting/school/college environment?
The Pre-School has extensive outdoor space, both at the setting and within our Forest School situated within the school’s grounds. Our garden offers many different resources and experiences for the children to enjoy and access is freely available for wheel chair users. Within in the garden we have a large mud digging pit, sand pit, a shed supporting role play, climbing equipment /obstacle courses, water tray which can be used with guttering as well as space for ball games/ craft/ tents/ reading books. At our Forest School we can offer a large secure area where children led by qualified Forest School trained staff can enjoy the natural environment with the freedom to explore and initiate their own adventures. The children can hunt for mini beasts, play in the mud kitchen, make dens, notice the effect on the environment with the changing seasons, enjoy cooking experiences supervised by Forest School staff around the camp fire. Our classroom is accessed by a ramp suitable for wheelchairs, the setting is small but accessible for wheelchairs, and toilets which are located within the setting are child size as are the hand washing bowls encouraging the child’s independence. Children with English as a Second Language (EAL) are supported within the setting, through one to one time with the Key Person, small language groups and visual timetables. Dual language books are available within 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?
Before attending the Pre-School children will be invited with parent/carer to attend a play and stay session, play days help the children to become accustomed to the environment and routine. The Key Person will also be able to start forming relationship with child and family. An All About Me Booklet Will be given to you for completion , this is a valuable tool that allows the parents to tell the Pre-School about their child, likes and dislikes, special requirements and achievements and is useful to the Keyperson as a reference point for your child. A home visit will also be arranged, this gives the Keyperson a chance to chat to the child /parent/carer in their home in a familiar environment. A child can see on this visit that the Pre-School staff are trusted and valued by the parent/carer making them feel more comfortable about being left at Pre-School. For transition to receiving school teachers will visit the Pre-School and introduce themselves to the children. The receiving school will arrange for you to attend their school for taster sessions.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
SEN funding can be claimed for your child through the local authority. This funding will be used to maximize your child’s learning opportunities. The funding can be used in a way best suitable for your child, the fund can be used to facilitate learning in small groups as well supporting the funding of SEN equipment and resources.
- How is the decision made about what type and how much support my child/young person will receive?
The Pre-School itself through the SENCO/Supervisor supported by the Key Persons observations or 2 year check may decide to apply to the local INCo for SEN funding. Sometimes the funding can be initiated by an outside agency such a Portage. An IEP plan will be used to support your child and reviewed with parents on a regular basis, this IEP will indicate how resources will be best deployed, one to one time with Key Person or other adult, or to purchase resources to support your child.
- How are parents involved in the setting/school/college? How can I be involved?
The Pre-School is a committee run Pre-School, run by elected parents or interested person’s. The Pre-School has an Annual General Meeting where all parents are invited and encouraged to attend. At this meeting the new committee is elected for the coming year. The committee is headed by a Management Committee, who is responsible for running all areas of the Pre-School and a Fundraising Committee who help to arrange events to raise funds for the Pre-School. People are also welcome to and are encouraged to help and be involved on a more casual one off basis when they have the time to spare Parents are invited into session during special events but also on a day to day basis when it suits the parent to come in and observe their child at play. Questionnaires will be distributed twice a year for your feedback which greatly helps the Pre-School to know if they are meeting your expectations or if you have concerns for the school to address. Key Person will liaise with parents on a half termly basis to discuss your child’s progress and ask for your input into your child’s education.