Wings & Wellies Preschool

When the children first start Wings & Wellies Preschool their parents are asked to fill in an admissions record form. Within this form there is a section asking if the child has any identified needs (special educational needs) we also carry out a base line assessment for each child when they start at the setting with the parents.  If needed parents will be offered an appointment with the child’s key person and the pre-school’s SENCO to discuss how the setting can support their child. 

Where relevent, and with the necessary parental permission, advice can be sought from outside agencies.

While a child is in the setting  staff will take observations of the children and relate these to the Early Years Outcomes and Development Matters which the staff use as a guide to the age related milestones for the appropriate age bands. These observations will be kept in the child’s learning journal.  Between the ages of 2yrs and 3yrs a 2 year old check on the child’s stage of development will be done by the Key person and reported back to the parents.

If any areas of concern are pin-pointed at any times the parents will be offered a meeting with the key person and the SENCO. If it is relevent and agreed by the parents  a child may have a Support and Achievement Play Plan (SAPP), this will be prepared by the SENCO , parents and key person and then put into action.  This is then reviewed termly.

 Parent input is very important and valued.  Parents can access their child’s learning journey at any time and add to it. Parents can arrange a meeting with any member of staff at any time to discuss any concerns they may have.

In addition to meetings either fomally or at termly Coffee Mornings, parents are also updated throughout the year with reports and parents meetings.

You will be offered regular meetings with your key person and the setting SENCO if required. Each term your child’s SAPP will be reviewed and a report will be sent home for you to keep.  If your child has met the targets set out in the previous SAPP or the area covered is no longer relevant this will be discussed with you and a new SAPP put in place if need be.  All staff members will be informed of your child’s development and any relevant information from outside agencies that will support your child’s development.

Through our initial process of asking the parents and other settings the child may have attended prior to starting with us, we will have a good idea of the child’s needs and plan provision. We would also seek advice from other professionals.

We  encourage independence at all times but plan provision to support a child when needed.  We can adapt activities so they are accessible to all. A key person can through their individual planning ensure a child’s needs are being met and let all members of staff know what may need to be adapted.

We would seek any specialist equipment and advice from outside.

We can adapt activities to suit a child's needs and make them accessible.

In the setting we  have visual timetables and prompts that can be used either for the whole setting or for the individual child.

We have an ECAT trained member of staff who could advise staff on provision needed to support a child with speech and language difficulties.  We also use Makaton when needed in the setting.

Relevent training would be sought for staff if needed.

Staff attend regular training and additional training will be sought if required. We liaise with other professionals and organisation for suggestions and advice on the best way to support a child.   They can also advise us on funding options for a child if necessary.

We may get in contact with the local children’s centre for advice if required or give the parents the option to get in contact with them.  They will be able to guide us in the right direction with regards to other agencies which may be able to support us and the family.

For children that have one-to-one funding, we would either allocate an existing member of staff to undertake this role or a new member of staff would be employed.  The funding would be used according to the child’s needs.

At all times parents are involved in decisions about their child’s needs and this will be reflected in the child’s SAPP.

We monitor the children’s progress through observations on a daily basis.  This would be recorded in your child’s learning journey along with reports/ next steps. Parents are invited into Pre School to look at Learning Journeys and speak to Key Workers.

For children who require an SAPP, when this has been put in place a review date will be decided by both the parents and the SENCO this will be coordinated by the pre-school’s SENCO.  The SAPP will be reviewed by the child's parents and key person.  New targets can then be set or existing targets continued or altered.

If the child attends another setting we will contact them to arrange sharing of information as to the child’s stages of development.

Through our key person system we plan for the individual child and any alteration needed to be put in place for our planning will be fed back to the rest of the team. For a child with additional needs our SENCO will advise all members of staff or take the child in a small group if required so they can take part in the activity.

When we go on trips, a risk assessment will be done prior to the event, to ensure all children are able to take part and attend. 

Our pre-school is on one level meaning that all areas of our pre-school are accessible for children with mobility difficulties and wheelchair users (including our garden area). We have a disabled changing area and toilet.

When a child is starting a new school or setting we would make contact with the new school or setting and send transition documents.

We can, if possible, try to arrange visits.  Members of  staff can visit the new setting and share information, support the child on visits or we can invite members of staff from the new setting to visit the child at our pre-school.

If a child has an SAPP in place our SENCO or the child’s key person would make contact with the new setting to arrange a meeting or a phone conversation with their SENCO or the child’s new teacher. This is done with parent's consent.

At Pre-school we talk to the children in small groups about the transition and show them photos of their new setting.

The pre-school sends out an annual parent questionnaire to assess the overall effectiveness of its provision.

At our pre-school parents are encouraged to give us ideas/suggestions on ways that we can improve the setting and the staff have built up good relationships with the parents attending our pre-school. Each term we hold coffee mornings for parents to attend if they wish to.

Nicky Harris - Pre School Manager

Tel -07887900348

Email- managerstgeorgespreschoolnewbury@yahoo.com

If a complaint should arise then this would be reported to the chair person or the pre-school manager and dealt with as set out in our complaints policy.  Records of all of our policies and procedures can be found on our web site and in the blue parents folder situated on the top of the children’s trays

Compliments are shared with all staff and valued.

Annual questionaires are analysed and shared with the Pre School Committee.