Little J's Preschool
Who to contact
Where to go
- PO12 2BY
- Accessible changing, Secure environment, Wheelchair access
- 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 08:30 15:15 Tuesday 08:30 15:15 Wednesday 08:30 15:15 Thursday 08:30 15:15 Friday 08:30 15:15
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 21/07/2017 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Developmental delay,English as additional language,Medical 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:
- 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?
You will be given an “All about me” to complete, which provides us with information required to ensure we can provide the appropriate individual care for the child. Settling in visits are arranged as close to the child starting as possible. This enables both the parent and child to spend time at the pre-school prior to the child starting to enable you familiarize yourselves with the routine, staff, key and co-key carers and setting before feeling confident enough to leave your child. Our SENCO will offer support to parents/guardians and the key carers and liaise with other early years professionals (with parental permission) to seek help and support in identifying and supporting individual needs as and when required. Ongoing regular observations are made of all the children throughout their time spent at little J’s and linked with the EYFS statutory framework. We use PRAMS tracking system, enabling us to see clearly how each child is developing and in which areas they may need support. Termly parents meetings enable the key carer and the parents/guardians to have the opportunity to discuss their child’s development and to spend time looking through the child’s learning journey and if appropriate the child’s IEP, which gets reviewed termly. Working in partnership with parents is of major value and importance to us. It enables us to provide a happy, caring, stable and safe environment for both the child and parent to feel comfortable. Making information sharing, whether it be developmental, social or health related easily exchangeable.
- How will the curriculum be matched to my child's/young person's needs?
Your child is a unique individual and we encourage them to explore and investigate their environment with the support of the staff and at their own developmental abilities while in a safe and secure environment which offers the chance to continue developing at their own pace and level. From the time your child starts at Little J’s their key and co-key carers are observing and recording information which will be kept in the child’s learning journey, which is always available for parents to see upon request. Ongoing regular observations are made of all the children throughout their time spent at little J’s and linked with the Early Years Foundation stage statutory framework. We also use the PRAMS (Progress Recording and Monitoring System) tracking system, which enables us to see clearly how each child is developing and in which areas they may need support. Planning at Little J’s is child led so the curriculum is actually built around the child’s own interests and which the key carer will be able to use as guidance for their individual next steps. Our SENCO is always at hand to offer support to parents/guardians and the key carers and liaise with other early years professionals (with parental permission) to seek help and support in identifying individual needs if needed.
- 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?
Your child’s key or co-key carer is available to talk to at each session or to make arrangements for private conversations, other staff are available to help as well as our SENCO. Ongoing regular observations are made of all the children throughout their time spent at little J’s and linked with the EYFS statutory framework. The PRAMS tracking system, enables us to see clearly how each child is developing and in which areas they may need support. Termly parents meetings with your child’s key carer enables you to discuss your child’s progress/development along with any questions or concerns you may have. IEP’S are completed when required with parent’s knowledge and input. It’s signed by the parent and reviewed termly. If outside early years professionals are required, parents’ consent will be sought and discussed. Parents will then be involved with and advised of further meetings with any outside professionals. IHCP’S are also drawn up if required. These are completed with parents’ consent and input and updated termly or as and when required. Hourly stay and play sessions offer parents an insight into their child’s sessions and to join in with the experience. Daily diary sheets are sent home with information about your child’s day. Should your child have an accident/ incident a record is completed giving details about what/when it happened, treatment (if any) and who dealt with it. This is shared with the parent who is requested to sign the sheet to confirm they have read and understood it.
- What support will there be for my child's/young person's overall well being?
A key carer system is in place, giving children a familiar member of staff with whom the child and their parents/guardians can develop a trusting relationship with, enabling confident information sharing, questions/concerns about your child’s development/behaviour and to be there to ensure your child is safe and secure both emotionally and physically in their transition from home to pre-school, throughout the time they spend at pre-school and finally during their transition from pre-school to school and to encourage self-confidence, positive language and social skills. All staff are First Aid trained with ongoing training as and when required, specialist training for IHCP will be arranged if required. Safety checks are completed daily on the main hall, toilets, kitchen and garden and risk assessments are completed yearly and reviewed as and when required. Staff are DBS/ CRB checked then checked by owners for any changes during staff appraisals. We have named safeguarding officers who have completed level 4 safeguarding (other staff have all completed the online safeguarding course), a named BECO who will be able to put in to place behaviour plans with parental input. There is a time line in place to support all children. We have a strict photographic and mobile phone policy. IHCP’S are drawn up if required Once again these are completed with parents’ consent and input, which with continued communication between staff and parents are updated termly or as and when required. We have an evacuation policy, critical incident procedures and regular fire drills which are recorded.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All staff at Little J’s are fully qualified childcare professionals who all hold NVQ 3 childcare and education qualifications or equivalent. Ongoing training takes place throughout the year to either renew, review or gain a new skill and understanding. All staff are first aid trained and in the setting we have : * A SENCO (special educational needs co-ordinator) * BECO (behaviour education co-ordinator) * A Safeguarding officer * Makaton trained staff member. We liaise with: * Services for young children * Health Visitors * Social Workers * The area inclusion team. * To widen our avenue of expertise that offers support to the children, parents and staff at Little J’s, therefore enabling us to provide the highest possible care we can. Ofsted are our governing body. We have policies and procedures in place to ensure all staff and parents are aware of the expectations of Little J’s and to offer advice and guidance.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All training is given to provide staff with the necessary knowledge and understanding as and when the need arises unless it is a statutory requirement. We work with outside agencies who assist us in learning and advice for specific skills to support children and their families with additional needs. We have a SENCO (special educational needs co-ordinator) who attends regular support groups and a BECO (behaviour education coordinator) and a Makaton trained staff member.
- How will my child/young person be included in activities outside this classroom including school trips?
>When we plan an outing it begins with an overall suitability check for all the children and a possible visit made by a member of staff. We would also ensure the suitability of the mode of transport that may be required. A letter will then be sent home with information about the place we plan on visiting, how we plan to get there, the cost and the permission slip if you wish your child to attend. We will then risk assess the place we intend on visiting, any activities involved, the mode of transport and the journey. Parents/carers are invited to attend and support their child if required. We will also have up to date emergency contacts for that day and the parents will have contact numbers for us in the case of an emergency. Sudden outings are only based on the numbers/ratios and availability of help that we receive. However all outings no matter how big or small are risk assessed
- How accessible is the setting/school/college environment?
Little J’s is based in a church hall, it has very high ceilings therefore making it quite echoey with the children in each session. The building itself is wheelchair/buggy accessible although assistance may be required in the toilets. The main hall is large with the ability to move comfortably around each toy station. There is access to the garden around the back of the hall (with support). English as a second language is catered for by EMTAS (Ethnic minorities and travellers achievement services) who will help with the translation of information for parents. We also have a staff member who has had Makaton training. We do provide multicultural books, posters and toys etc. and culturally appropriate toys whenever possible. There is some signage indicating “Toilets” and “Fire exit” Should any special equipment be required guidance will be sought from specialists/professionals. Each year we review our DDAA (Disability Discrimination Act Audit).
- 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?
A welcome letter containing your child’s family group, key carer and co key carer’s names and photograph will be sent to you enabling you to familiarize yourself with them. Settling in visits are arranged as close to the child’s start date as possible, giving you time to spend time at the pre-school prior to the child starting enabling you familiarize yourselves with the routine, staff, key and co-key carers and setting before feeling confident enough to leave your child. We recognize that working in partnership with parents is of major value and importance to us. It enables us to provide a happy, caring, stable and safe environment for both the child and parent to feel comfortable. Making information sharing, whether it be developmental, social or health related easily exchangeable and transitions easier if we all work together. Once the parent has informed us what their child’s next setting is we begin liaising with them either arranging visits, sending relevant information and once again communication with parents is essential for a good and smooth transition. We also complete our transition report which goes to the next setting, whether it be another pre-school/nursery or school. For a child requiring extra support to access their local main stream school an IPA is set up in collaboration with the pre-school, once again ensuring the transition is as smooth as possible and the child has as much support as possible.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
From the term after your child’s third birthday they are entitled to 570 hours of free early years education, some two year olds (depending on circumstances) may also be offered funding. Additional funding can be claimed for children with SEN. The funding is available to enable a child to achieve their full potential with possible 1-1 support, specialist equipment and resources or appropriate toys to aid their development and to provide extra specialist training for staff. This is decided on through consultation with all involved at a TAC (Child Around the Team) meeting. All resources at Little J’s are available to all children they are just played with differently depending on development and abilities.
- How is the decision made about what type and how much support my child/young person will receive?
Ongoing regular observations are made of all the children throughout their time spent at little J’s and linked with the Early Years Foundation stage statutory framework. We also use the PRAMS tracking system, which enables us to see clearly how each child is developing and in which areas they may need support. We monitor communication and language through our Keep on Talking tracking system. We work closely with outside agencies/professionals for example, SALT (Speech and language therapist), Community paediatrician and Area INCO (Inclusion co-ordinator). If your child has no diagnosis but you have expressed concerns or the child’s key carer has identified a problem at the 2yr check, then a meeting will be held with you to explore ways of supporting your child. If your child has already been diagnosed, then a TAC (Team around the child) meeting will be held before your child starts pre-school. Decisions are made consulting all involved with the child’s care, this includes: you, the specialists/professionals, as well as our SENCO and if possible the key carer. Our SENCO is always at hand to offer support to parents/guardians and the key carers and liaise with other early years professionals (with parental permission) to seek help and support in identifying individual needs if needed. Our SENCO will draw up an IEP with input from parents and the key carer and will be reviewed termly at our parent meeting or as required.
- How are parents involved in the setting/school/college? How can I be involved?
We recognize that working in partnership with parents is of major value and importance to us. It enables us to provide a happy, caring, stable and safe environment for both the child and parent to feel comfortable. Making information sharing, whether it be developmental, social or health related easily exchangeable and transitions easier if we all work together. Parents are encouraged to share any special ability/ interests with us that may interest the children e.g Police, Nurse, Fireman, musician, cook etc. We hold hourly stay and play sessions, these offer parents an insight into their child’s sessions and to join in with the experience. We send home a daily diary sheet giving you information about your child’s day e.g. what snack they have eaten, toileting, what they have played with. Outside in the foyer is a comment book for parents to write in (good or bad) and an ideas box, both of which are checked regularly. Newsletters are sent home regularly updating parents on changes, special events, and holiday dates etc. We invite parents to contribute to the child’s Learning journeys & RDS (Record Development summery). Staff are always available at the beginning and end of each session.