Furrough Cross Pre-school (Torquay)
Offer a warm and friendly environment, with small outdoor play area. Although the play area is small, they use the local environment well, ie walks to beach and the park. 'Small in size, big in commitment'.
Qualifications and Training: 7 members of staff have NVQ Level 3, 1 member of staff has a degree and 1 member of staff is studying towards a degree. They also have a qualified SENCO.
Who to contact
- 01803 324226
Where to go
- Furrough Cross Church
- TQ1 3SB
Close to bus routes number 31 and 32.
- Table of costs
Table of costs Amount Cost Type £10.00 per session
- £10.00 Per session
- Age Ranges
- From 2 years 6 months to 5 years 0 months
- Age Ranges
- From 2 years 6 months to 5 years 0 months
- Has Provision
- Has Provision
- Qualified SENCO
- Immediate vacancies
- 2 - 3 years: 2 part time vacancies available 3-5 years: 3 part time vacancies available
- Date updated
- 3 & 4 year old 30 Hour funding
- Offers pickups
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 26/01/2016 Inspection (Early Years Register) Good 04/02/2020 Inspection (Early Years Register) Good
- Local Offer Age Bands
- Early Years (0-4 years)
- SEN Provision Type
SEN InformationA printable version of this form is available in the downloads section.
What special education provision is available at our setting?
Senco employed at setting, senco meeting attended, Thrive meeting attended BSL level 1&2. Outside agencies used for support and advice.
What criteria must be satisfied before children and young people can access this provision/service?
We have regard for the DFES Special Educational Needs code of practice 2001. Provision is inclusive to all children with special educational needs, support parents who have children with special educational needs, identify specific needs with SEN and meet those needs, work on partnership with parents and outside agencies, monitor and review policy.
How do we identify the particular special educational needs of a child or young person?
Follow the guidelines set out in the Special Educational Needs code of practice. Information gathered from parents and if necessary, previous setting. Child is continually assessed at setting and meetings held with parents and Judith Thomas.
How do we consult with parents and/or children and young people about their needs?
Families invited to look around setting. Information gathered from parents and outside agencies to ensure child’s individual needs are met. Child observed continually and regular meetings held with parents. Information on child’s progress can be found – learning diary and file containing IDLP’S, assessment summaries and incidentals.
What is our approach to teaching children and young people with special educational needs?
Equal opportunities/inclusion policy. Follow the Special Educational Needs code of practice, setting is inclusive to all children including those with special educational needs and is the responsibility of all staff members. Support parents and children with special educational needs, good relationships built with other professionals and follow their guidance when creating IDLP for children with SEN. Input gathered from key worker, Senco and parents.
How can we adapt our curriculum for children and young people with special educational needs?
Setting is inclusive to all children, activities would be adapted to include every child.
How will we ensure we get the services, provision and equipment that children and young people need?
Contact Torbay Early Years for advice and guidance so that the child’s needs are met , ensure every effort is made to meet the specific needs of the child.
How is this provision funded?
Provision is funded by Torbay Early Years.
What additional learning support is available for children and young people with special educational needs and how do they access it?
If additional learning support is needed, we would seek guidance from outside professionals i.e speech and language, health visitors, support groups, Early Years. Encourage parents to get involved with these services.
How do we support and improve the emotional and social development of children and young people with special educational needs?
Staff have attended Thrive and relevant training courses. Warm friendly environment with qualified staff provide a one to one depending on child’s individual needs. Provide secure and accessible environment in which all children can flourish, where all contributions are considered and valued. Make inclusion a thread that runs through all activities at the setting. Keeping parents informed of childs progress and offer support were needed.
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
Future teachers encouraged to visit setting and meet child. Learning diaries forwarded to school. Transition document filled out, liase with parents/carers/Senco’s about any concerns ILDP’s are kept by Pre-School manager and available at any time to review.
What other support is available for children and young people with special educational needs and how can they access it?
Parents/carers encouraged to get involved with support outside setting. Notticeboard at setting provides various info and leaflets (eg: Thrive workshop, Chattertots, Parenting workshops)
What extra-curricular activities are available for children and young people with special educational needs?
Depends on the individual need of the child. Can offer sign language, Makaton and 1:1 support, workshop in partnership with the parents and outside support agencies to help meet the needs of each individual child.
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
Parents able to view learning and development diaries at any time. Progress also shared verbally. ILDP reviewed every couple of months with parents. Support agencies and Earl Years advisors invited to attend.
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
Monitor and review our policy, practice and provision and if necessary make adjustments. Provide an environment in which all contributions are considered and valued. Courses regularly attended by all members of staff.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
Senco meetings attended. Training for all staff regularly updated and training courses attended. Monthly staff meetings held. Staff members first aid and EPIPEN trained.
How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
Parents are kept informed with regular meetings on a regular basis. Outside agencies invited to attend. IDLP’s kept updated. Every child setting has learning and development diary which available at parents request. Child would be assessed and observed, concerns would then be verbally raised with parents.
How can parents, children and young people make a complaint about our provision?
Most concerns can be resolved quickly by an informal approach to an appropriate staff member. If desired result is not achieved, see set of procedures detailed in Pre-School Policies.
How can parents, children and young people get more information about the setting?
Contact via telephone or e-mail. Parents welcome to come in and view the setting at any time. Many children attend our setting through recommendations.