Who to contact
- 02392 512967
Where to go
Alver Valley Family Center
19 Falcon Meadows Way
- PO13 8AA
- Sensory area, Accessible changing, Physical adaptations, Low stimulus, Soft play
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- 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
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
The manager of the Pre-school will discuss the allocation of sessions and the times to suit your child and family’s needs as much as possible, we will also apply for extra funding when additional support is needed. The SENCo and BECo will work with the key person and plan together with you the next steps. The key person will work on a daily basis with the child and keep records of your child’s development in the form of observations. Additionally, with your support and agreement, the key person and the SENCo/BECo will devise a Personal Play Plan containing more specific strategies and activities to further your child’s development and learning. The directors of the Rowner Family Centre are ultimately responsible for the policies regarding equality opportunities and anti-discrimination which governs good daily practice within Magpies Pre-school and how these policies are implemented as laid down in the procedures of the setting. The staff have regular planning meetings to discuss children’s learning and progress and to evaluate the effectiveness of the equipment, activities and practice. Every key person records their key child’s progress in the termly PRAMS and KOT forms. The two year progress check will be shared with you and with your consent shared with outside agencies if required, we will suggest that you share the two year progress check with your health visitor. Through these monitoring systems the key person can see whether your child is progressing and identify where your child might need additional support.
- How will the curriculum be matched to my child's/young person's needs?
The key person will work with you to form an attachment to enable them to become a significant adult in your child’s life, observations made of your child, will be used to plan specifically for them. The termly RDS and PRAMS will establish where your child’s strengths lie and where your child needs support. Where appropriate, the PRAMS, the two year progress check, along with the observations and information provided by you or any professional involved with your child, will be used to draw up a Play Plan for your child. After discussing it with you, the Play Plan will outline, how the key person and other practitioners are going to support your child’s individual needs. To assist all children to achieve we differentiate the equipment and resources to suit their individual needs and developmental stages. We have different-sized chairs and ride-on bikes, height-adjustable tables and sand and water trays at different heights. Resources like chunky pens as well as fine-liners are available for the children to use. Activities cater for different ability levels, to start with threading cardboard tubes progressing to beads. Each child’s needs are reviewed regularly and adjustments to the provision will be made where they have been identified by staff. Should it be necessary, the setting will lease/purchase the required equipment. The differentiation in provision also includes the level of adult support while your child attends, and if required can provide an individual carer/practitioner in order for the child to attend, if funds are awarded.
- 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?
The setting has an open door policy so parents can approach their child’s key person, team leader, SENCo or BECo any time. During the regular parent-key person meetings your child’s Learning Journal will be shared with you as well as the latest RDS. Parents receive a “Next Steps” note which explains what has been planned for the child and how we can work together to achieve this. We also use “WOW-Moment” slips on which parents and staff can record special occasions, which is used for planning. If a Play Plan has been drafted it will be discussed informally with you, and changed if you wish. The SENCo and BECo are availiable if you have any concerns about your child. We share termly newsletters and information slips and for parents who work we have a “home-school” diary, to help keep communication open. Observations will enable your key person to plan specifically for your child. Observations, WOW-Moments, photographs and art work, are gathered in your child’s Learning Journal. This evidence is evaluated, and summarised in the RDS and the PRAMS. Children are encouraged to look at photos, artwork etc, and are asked to describe “what was happening” this encourages critical thinking. The pre-school offers the opportunity to attend a parent workshop termly, for example on language development and songs & rhymes. This is to encourage parents to support their children in that specific area of learning.
- What support will there be for my child's/young person's overall well being?
At Magpies Pre-School the childrens wellbeing is our priority, we are able to access outside professionals to assist the practitioners within the setting and if required support for you at home. With parental permission, most of these services can be directly contacted by the child’s key person, the SENCo or BECo in order to get them involved. The setting has a policy and written procedure for administering medications. All staff are paediatric first aid trained. Children who have a medical condition and need medication regularly as part their daily routine have a care plan drawn up for them by the key person. Care plans are updated when needed. To support children’s behaviour the key person and BECo will draw up behaviour Play Plans, which will be discussed with you with agreed strategies between both setting and home. The BECo can contact the Area Inclusion Worker for advice. Additionally, the BECo can request that an outreach worker from Portage Plus visits both the family and the setting.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The SENCo and BECo have contacted and work closely with the following services on behalf of parents and children attending the setting: The Health Visitor, the Area Inclusion Worker, the speech therapy team, the Portage Plus outreach worker, the Outreach Play worker, the EMTAS service, the Educational Psychology Service Helpline, social care and various medical specialists such as paediatricians and the dental health nurse who supports us with the government saving smiles scheme. The practitioners hold a variety of child care and early education qualification including level 3 and above. The manager has level 4 in management as well as F.E teaching level 1 and counselling skills. The SENCo and the BECo has the foundation degree in early years and education and regularly updates her training to ensure that each individual child's needs are met. One of the practitioners has completed Makaton Signing level 8 and all members of staff have attended an introductory course into Makaton to use as an additional method of communication with and for children.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All members of staff have attended an introductory course in the use of Makaton with one member of staff holding the level 8 qualification. The SENCo and the BECo attend the termly area meetings for SENCos and BECos to update their knowledge, and other practitioner’s also attend behaviour management training. All team members have received training on equality and diversity, as well as children with English as an additional language which was delivered by the EMTAS service. The manager is the designated safeguarding officer and holds a level 4, and all other staff have undertaken level 3 training. Many practitioners have also attended Boogie Mites music workshops to support speech and language development of children in the setting. New team members will be given introductory training on inclusion of children with SEND using the training DVD made by HCC Services for Young Children. We have strong links with outside agencies and are confident in accessing information and support. The team feel confident when delivering care and support for children who need support with their speech and language development, their personal, social and emotional development and a number of other impairments. We continue to plan and provide in house training ensuring all team members skills and knowledge are current and up to date. Regular supervisions and appraisals help to identify any training needs which will support the development of the children.
- How will my child/young person be included in activities outside this classroom including school trips?
>Will he or she be able to access all of the activities of the early years setting and how will you assist him or her to do so? How do you involve parent carers in planning activities and trips? All activities are planned so that all children attending the setting can fully participate in them. This includes outings. For this purpose risk assessments are carried out which should highlight any barriers and potential hazards for children with SEND and which should recommend measures on how to enable these children to be included in the activity/outing. This can be achieved through consultation with the parents and any relevant health care professionals. The parents know their child best and can make valuable suggestions on what is needed to take their child out on a trip, even a short one. Parents are encouraged to accompany us on our outings and encouraged to share their knowledge and skills.
- How accessible is the setting/school/college environment?
The pre-school is situated in a community centre which is designed to be fully wheelchair accessible, featuring a disabled toilet. We have 2 very spacious halls and a spacious garden. The equipment is portable, the tables are adjustable, and the chairs come in various heights. The general room layout has wide pathways and can be changed to meet individual needs. All further adjustments would be discussed with the parents of a child with visual impairment in order to provide a safe yet stimulating environment. If required Occupational Health will be contacted to advise the team. There are designated “quiet areas” such as the book area indoors and the play house in the garden. The playhouse is designed to encourage personal, social and emotional development in an environment where the child can feel safe. In the outdoor environment we use natural resources that stimulate and challenge the children. The children’s input and ideas are regularly sought. If the parent’s family first language is not English we support communication by ensuring the parent receives information in the written form enabling them to access help from friends and family. But if we felt the need for a translator we can request one from EMTAS. EMTAS can supply us with resources such as, dual reading books and story sacks and further information. For the children in the setting we use visual clues and makaton.
- 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?
Magpie’s pre-school offer a home visit, the keyperson is part of this, which enables them to form a bond with both the child and the parent from the start. If any SEND needs are identified the key person will liaise with the relevant people. Parents are encouraged to stay with their child until a happy separation is achieved. Dinky ducks day care and Magpies pre-school are both part of the Rowner family centre and we are able to provide a shared care system. We work to the same policies and procedures but we find the diversity of our staffing enables us to meet the needs of our children. When your child moves on to year R the transition lead will support parents with completing the online registration. This person will liaise with the all feeder schools to share information about the children, children with SEND needs will have a transition meeting with the you, the area INCO, the school's SENCO and the child’s keyperson to ensure that your child’s needs are met and that needed strategies and resources are in place before your child starts school. To support children with their transition to infant school the teachers visit them in the setting. Each child will get the opportunity to visit the school more than once and when available the keyperson will attend one session with their key children. Magpies pre-school have school transition books. We also have a school uniform box to dress up in their new uniforms.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
When a special education need is identified we will apply for funding. Once funded has been received we would have a meeting with you and our AREA INCO to discuss how the funding should be spent to benefit your child and to achieve their full potential, this could be one on one support, specialist equipment, and appropriate toys to aid development. When Magpies pre-school started offering places to 2 year olds we were able to access funding to adapt the setting and the resources for their needs.
- How is the decision made about what type and how much support my child/young person will receive?
A meeting will be held before the child starts pre-school. The decisions that are made will include everyone involve in the child’s care. Planning for your child will be based on the recommendations of the specialists, your experience and your wishes. If your child has had no diagnosis but you have expressed a concern and the key person has identified a problem in the 2 year progress check or the PRAMS or through observations then a meeting will be held with you to explore ways of supporting your child. The key person with support of the SENCo and BECo will carry out observations and behaviour records (ABCC) and these will be shared with you on a regular basis. The Key person, SENCo and BECo (when required) will write up a play plan to identify the child’s strengths and where your child needs support. The play plan will have clear strategies written to support your child for all staff to follow. These will be reviewed on a half termly basis and shared with you and all of the staff in the pre-school. So there is a consistent approach with supporting your child and sharing information. All observations and planning refers to the revised Early Years Foundation Stage (EYFS) to ensure that there is progress in all seven areas of learning.
- How are parents involved in the setting/school/college? How can I be involved?
We have an open door policy when parents are welcomed in to share information regarding their child. We feel the relationship between the parent and key person is paramount to the relationship between the child and the key person. This relationship should be respectful and non-judgemental with unconditional positive regard. Parents take part in termly questionnaires the results of which are used to plan the service we offer. The child’s progress is reviewed termly with the parents using the RDS. The monitoring tool PRAMS is also used termly this highlights to the key person if the child is under achieving and from these we would identify next steps for both in the setting and at home, these are shared with you. The home school book allows the parents, who are unable to come into the setting on a daily basis and insight into their child’s daily life and achievements. Parents are encouraged to share any specialist ability or interests with the pre-school, such as playing a musical instrument and cooking abilities. Should you be interested you are most welcome to volunteer which could lead to you undertaking a child care qualification.