Durley Ladybirds Pre-school - EY435739
Who to contact
- 01489 860304
Where to go
Thresher Rooms, Gregory Lane
- SO32 2BS
- Sensory area, Accessible changing
- 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 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 15:00
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Each child is assigned a key person who will observe and assess them throughout their time at pre-school. The key person will create an individual learning plan and decide on their next steps for learning and share these with you. The SENCo has good knowledge of the Special Educational Needs Code of Practice. She can complete a ‘child of concern’ form to arrange a meeting for the Services for Young Children Inclsion Coordinator (INCo) to come and meet you and observe your child. If necessary, the key person will create and implement an IEP (individual Education Programme) with the SENCO and the AREA INCO. Each child has an online Learning Journal compiled by their Key-Person and yourself; this gives a written and pictorial record of the learning journey through preschool.
- How will the curriculum be matched to my child's/young person's needs?
We support the Early Years Foundation Stage philosophy that each child is UNIQUE. We are a small setting and this gives us a brilliant opportunity to really get to know each child, their interests and their needs. As part of our daily practice, the Key Person will carry out observations of your children in the setting. We follow the planning cycle where we observe your child, make an assessment of what we see and plan the next steps of their development.
- 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?
We like to work with our parents as we value the information you have about your children. At Durley, we keep our observations and assessments on an ‘on-line learning journal’ called Tapestry. This is email and password protected, and allows you to log on and read your child’s learning journal whenever they wish. This facility allows you to ‘comment’ on any observations, or even add in your own. For those without access to a computer, the information can be printed and sent home in a folder.
- What support will there be for my child's/young person's overall well being?
We believe that children learn best when they are in an environment where they feel happy, safe and secure. We take the issue of children’s well-being very seriously and have policies in place for administering medicines, healthy eating, nappy changing and health practices. We have a quiet cosy area, with a dark tent and sensory equipment, where children can nap/rest or just ‘chill-out’. We have completed an ECER’s Audit, which focuses on the children’s environment and have made many changes to our layout to ensure that children have good access to each area. We have policies in place for behaviour and children are made aware of the expectations of their behaviour in the setting. We promote and praise good behaviour. We support children to learn the important socialization skills. We use a visual timetable for all children, as this supports them as they develop a sense of time and what is happening now and next.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The manager/SENCo and the Deputy are trained in Paediatric Emergency First Aid. We are supported by a range of services from Services for Young Children, Hampshire. We work with: * Area Inclusion Coordinator * Speech and Language Therapists * Portage * Outreach * EMTAS (Ethnic Minority and Traveller Achievement Service) * Local children's centres * Our local primary school
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
At Durley Ladybirds Community Preschool, we have very experienced staff who have a wealth of training in SEN. Most staff are trained to at least level 3 NVQ or equivalent. The setting manager/SENCO is a Qualified Teacher with over 6 years experience. The SENCo has completed the Thomas Training. All staff have had Safeguarding training and this is kept up to date. The manager has had Makaton training and uses it daily in the setting. We are having an update of Basic Makaton training in Spring 2015 for the rest of the staff.
- How will my child/young person be included in activities outside this classroom including school trips?
>We wish to include all children in our trips and activities. We often invite those parents who wish to come or get extra helpers in if more support is needed. Each trip/activity is risk assessed and a pre-visit inspection is done. Trips are planned very carefully with all children in mind.
- How accessible is the setting/school/college environment?
At Durley Ladybirds Community Pre-school, we offer a quiet village setting. We have large outside space which is made up of a large flat playground, a path to the building and a garden with sensory/herb garden and raised vegetable and flower beds. We have a digging area, sand pit, water tray and role play ‘shed’. We have a range of equipment to support motor development such as a selection of scooters (2 wheel/3 wheel) large tractor tyres to climb on. We have a range of bushes and trees which give a peaceful and rural feels to the setting. The building has to be accessed by a small step, although a ramp can be made available when needed. The toilets have recently been upgraded and are now accessible. We have picture signs around the setting and a visual timetable for all children.
- 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?
We have a very flexible introduction to our setting as each child responds differently to stating pre-school. We begin by inviting the parent/carer and the child to some stay and play sessions (the amount and times are decided between the parents and the Key Person). We offer a home-visit if the parents would like. We have a parents’ handbook and a child’s handbook which they can take home. We offer a text message or phone call to reassure the parent that the child is settling well, or contact them if this is not the case. For a child changing setting or moving to school, we contact the setting and ask for a meeting. We often take the child for a visit and take photographs whilst we are there. When we return, we share the photos with the other children and make a social story book to explain what is happening. We will have a meeting with the staff/SENCo where appropriate and parents are also invited to attend. Any other agencies involved with the child will be contacted and asked to attend this meeting. This enables us to share information and strategies to ensure a smooth transition.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We will apply for Special Educational Needs (SEN) funding where appropriate and discuss with you and the INCo about what would be the best use of this money.
- How is the decision made about what type and how much support my child/young person will receive?
The child’s Key Person, the SENCo, the area INCo and yourselves will be invited to discuss the most appropriate and useful type of support your child will receive. Once decided, an IEP will be written and regularly reviewed to ensure that the support is making a difference.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are very welcome to be involved in our pre-school. There is a sign up sheet on the door for parents wishing to stay and help for a session. We use email, Facebook and paper newsletters to keep in contact. We have various activities throughout the year which we encourage parents/grandparents etc to attend e.g. Sports day, Easter Hat Parade, Christmas Play, an end-of year trip and Leavers Day! We really value any special skills/interests that parents may have and encourage them to come in and share them with us e.g. a parent who loves cooking may come and lead a cookery session, a grandparent may come in to read a story.