Deux Chats Pre-School Limited
Deux Chats Pre-School provides quality childcare for two to five year olds during the school term and follows the Statutory Framework for the Early Years and Foundation Stage. Your child is a unique person and as such when planning activities for the children, we consider each individual child to ensure that we are focusing on their interests whilst providing exciting learning opportunities for them. Our preschool allows the children to explore and investigate in a rich environment with adult support; ensuring safety and extension of experiences as well as offering fertile ground for developing potential We want children to develop a love of learning, and strongly believe in a child-led approach, building on their natural curiosity about the world around them. At Deux Chats, we focus on play-based activities to promote excitement about trying new things, and championing a culture of listening to each other, as we help the children to understand that their feelings and opinions truly matter.
Who to contact
- Contact Name
- Gina Dawson
- Contact Position
- Managing Director/Manager
Where to go
St. Augustine's Church Hall
- GU12 4SE
- Accessible changing, Secure environment
- Immediate vacancies
- 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 12.00
Visit & Outings
Role play dressing up
Both indoor and outdoor activities
Messy Play Area
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 30/10/2017 Re-inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Experience with
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age Ranges
- 0 to 5 years
Time / Date Details
- When is it on
- Monday - Thursday 9-3pm, Friday 9-12pm
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
- Contact Telephone
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Every child at Deux Chats has a key person allocated to them from their very first day. This key person supports your child to settle in and looks to develop a close and trusting relationship with both your child and you as parents/carers. They complete observations regularly which form part of an ongoing system of assessment where your child’s progress is monitored. The assessments include a baseline summary or a 2 year old developmental check (where appropriate) and a termly tracker covering all 7 areas of development contained in the EYFS. This helps identify areas of a child’s development which may require extra support and further assessment.
All assessments are monitored and where any concerns are raised, these will be discussed with parents in the first instance who are encouraged to add their comments. We have an open door policy so that parents can speak to staff at the beginning of the session or at pick up time, or by telephoning the preschool. Parents will be able to speak to staff about their concerns in a quiet confidential area. If a parent or member of staff has expressed a concern regarding a child’s development a meeting will be arranged with parents to discuss a child’s needs. If necessary, an Individual Support Plan will be created; clear targets will be set and reviewed every 6 weeks.
- How will early years setting/school/college staff support my child/young person?
Deux Chats staff are widely trained in many areas and have a wealth of experience in child care and child development. The pre-school has a dedicated SENCO (Special Educational Needs Co-ordinator) who will monitor your child, establish and maintain positive relationships with parents/carers and liaise with outside agencies if necessary. Our key person approach involves each key person to plan around their key child's individual needs. Each key person tracks their child's development and reviews their progress regularly. They will implement their next steps to aid their development.The SENCO at our pre-school will oversee and plan the educational programme for any children with SEN/disabilities. This will involve regular sharing of information between parents/carers, Key Person, SENCO and any outside agency. The SENCO liaises with the Services for Young Children Area Inclusion Coordinator for advice and guidance in setting realistic targets for your child. Through careful monitoring which includes Individual Education Plans and regular meetings progress can be ensured. Depending on your child’s needs one to one support may be provided.
- How will the curriculum be matched to my child's/young person's needs?
We deliver the Early Years Foundation Stage (EYFS) through a variety of play based activities and learning experiences. These are carefully planned with each child in mind to ensure progression. Individual Educational Plans for children with additional needs alongside learning journals and observations, assessments and planning processes are in place for every child. Regular observations and record keeping is carried out by your child’s keyperson and other staff members, this is recorded in their own personal learning journey. The planning for each session is built around the children’s interests; with guidance from the child’s keyperson as to their individual next steps. Your child is a unique person and the setting encourages children to explore and investigate in a fun and stimulating learning environment with adult support. We encourage parental involvement to support a child’s learning, this can be input within your child’s learning journeys by comments and agreed next steps or stories from home as well as celebrating the cultural and religious backgrounds of all children. If your child has certain needs to be met from outer agencies, for example Speech and Language therapy worksheets, we will incorporate these into the daily routine. Through the observations made on your child staff are able to identify your child’s needs and understand where they need to progress or areas where your child may need support as well as showing areas where your child is achieving well.
- 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?
In addition to normal reporting arrangements- general chats and formal termly meetings - there will be additional opportunities for meetings to discuss your child’s progress. Through regular observations, IEP’s etc. the preschool will be able to report on targets reached, progression and future targets for your child. Through this discussion any involvement from other agencies will be looked at, discussed and included in your child’s future plan. As parents/carers/family you are involved in all planning for your child to enable you to give support at home, this is achieved through termly meetings to discuss your child’s next steps and targets.
- What support will there be for my child's/young person's overall well being?
Staff ensure your child is safe and secure whilst in the setting. Keypersons support your child through transitioning from home to pre-school and school and ensure their emotional and physical well-being. We will have small group activities using various resources and planned lessons for the children to talk through emotions, behaviour and friendship. Visual timetables are used where necessary to help children understand routine i.e. hand washing steps, snack time. All staff receive first aid training; medication is stored securely and recorded in a medication book which is signed by you. Accidents that happen are recorded and shared with you. Staffs suitability are checked through criminal record checks through the Disclosure and Barring Service (DBS), and staff have regular training in safeguarding children. If a child makes a disclosure whilst at preschool we follow the child protection guidelines. Policies include Safeguarding and Child Protection, Special Educational Needs and Health and Safety. Use of mobile phones is not permitted within the premises and photos are only taken on the settings camera/iPad and added to child’s learning journey which only you and staff can access. Students and volunteers are always supervised. Visitors are recorded in a designated book. Nappy changing facilities are available. Religious or dietary requirements are displayed within rooms and all staff are aware of these. Fire drills and evacuation procedures are practised regularly.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The Manager (Gina Dawson) holds BA Honours degree in Early years childhood and education and Early Years Professional Status. Staff regularly update their knowledge through training courses and are all experienced. The preschool liaises with the Area Inclusion Team, Speech and Language therapists, Health Visitors and any other professionals that are specific to individual children. Staff make referrals to outside agencies where necessary with parent/carer consent.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The setting SENCO has undergone training specific to the role and attends networking meetings to share knowledge and expertise with others. Further training is sourced and undertaken specific to children’s individual needs as and when necessary. The setting constantly looks for training to support staff within their role and children who attend. The SENCO and staff operate language groups to encourage communication in small groups. All staff work closely with you and outside agencies to learn specific skills to support children with additional needs and follow recommendations from outer agencies such as Speech and Language therapists if your child is under referral.
- How will my child/young person be included in activities outside this classroom including school trips?
All children must have parent/carer consent to be taken off premises and all outings are within the local area for example the library or local park. All outings are risk assessed beforehand and children wear high visibility jackets so they are easily recognised. Staff carry a first aid box and emergency contact details with them. We also hold various events throughout the year such as leaver’s party/picnic, cultural events, sports day and Christmas plays. Some of these events help us to fund raise throughout the year and all children within the setting, their siblings and family members are welcome.
- How accessible is the setting/school/college environment?
There is access for both children and adults with disability into the main building of the setting and there are toilet facilities for children and adults with disability. However, access from the main foyer to the main Pre-School room is via a short flight of steps. We discuss access needs on an individual basis and risk assess with parents what needs are required for children having additional physical needs when needing to access the main Pre-School room.
- 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?
When a child starts, we arrange settling in sessions for you and your child, these are organised based on the individual needs of the family and offer a gradual introduction, the first settling in session will involve you staying and playing with your child while they become familiar with their surroundings and key person, then gradually increasing the time that you leave your child for. Within the welcome pack you are able to give us information about what your child can already do, their interests, likes and dislikes, the key person can use this as a starting point and plan activities specifically tailored to your child. We work with each individual family and outer agencies if required to ensure that appropriate equipment and care is in place to make transitions as smooth as possible. When transitioning to school teachers from the receiving schools where possible will visit to meet the children, find out about them and their needs and development. We are closely linked with our main feeder school and if possible staff will take a small group of children to visit the school library once a week and on occasions will visit the school for an assembly or to use the facilities. If a child has additional needs and requires extra support with transitions, the SENCO will liaise with schools to work out the best possible strategies to support the child. Information is shared with schools that is relevant to transition, ie learning journey, the Key person will write transition reports for all transitions.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children receive up to 570 hours per funded year of free early year’s education from the term after their third birthday. The setting also can claim 2 year old funding for families that are on a low income or in receipt of certain benefits. We are also able to offer limited 30 hour funding for working families or working single parent families that are eligible.
Additional funding can also be claimed for a child with Special Educational Needs and Disabilities (SEND), this funding is used to enable the child to reach their full potential whether this be through one to one support, specialist equipment or resources and appropriate toys to aid development or to make pictorial support aids. Allocation of the funding is decided upon through consultation with everyone who is involved with the child, such as SENCO, Key Person, Outer agencies and parents. All children have access to all facilities both indoors and outdoors and a range of equipment is provided and rotated when necessary.
Some children may also be able to receive an additional amount of money in addition to the usual universal 3/4 year old funding called Early Years Pupil Premium. This is allocated to the setting for some families on a low income which in consultation with the parents is used to support the child's development this can be anything from staff training, resources, paying for activities or provisions etc.
- How is the decision made about what type and how much support my child/young person will receive?
If a child already has additional needs, the SENCO will liaise with you and your child’s key person, the management team and any agencies already involved deciding on the best support required for your child. It may be decided to carry out an Education and Health Care needs assessment (EHC) by the local authority and this assessment may lead to a EHCP (Education and Health Care Plan). This plan would describe the extra help needed to support your child's special educational, health and social care needs. If your child does not have additional needs but concerns have been expressed by yourself, the key person, through tracking of the child or 2 year progress checks, then a meeting will be held between the SENCO, key person and yourself to explore and decide on what support is needed. Observations are carried out regularly and if necessary behaviour records (ABCC) are carried out these are discussed and strategies for support are implemented. Using all of the information available, your child’s key person with support from the SENCO will write an Individual Education Plan which will then be discussed and shared with you and reviewed regularly, the review will assess the impact of the support already in place and adaption’s made if needed. Each child is individual so the amount of support offered will be dependent upon your child’s needs. Your child’s key person will monitor your child’s progress through tracking, this is reviewed termly and recorded, next steps are set for each child and reviewed and up dated as each child progresses. All of this information is then used to plan for the seven areas of learning within the Early Years Foundation Stage to provide suitable activities for the children, focused activities are adapted for individual children.
- How are parents involved in the setting/school/college? How can I be involved?
Deux Chats Pre-school team aims to work with parents as partners in providing quality care for their children; this is achieved in a variety of ways. We hold parents consultations every term, where we discuss the child's achievements and milestones together. We have family events and celebrations throughout the year. Parents come in to help children change their library books, they take these books home. We share lots of information via e mail, and our secure Facebook page and encourage parents to become involved via these methods. Parents are welcomed into pre-school at any time to visit. We hold events to involve parents and carers in the pre-school such as, Healthy Eating Week & Science week. We have annual parent/carers questionnaires and an Open door policy for all parents & carers.