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Preston Community Pre-school & Toddlers (Paignton)

The pre-school's aim is to enhance the development and education of pre-school children in a safe, secure and stimulating environment. They work within a framework which ensures quality of opportunity for all children, so that they can experience a challenging and enjoyable programme of learning and development. They follow the Early Years Foundation Stage (EYFS) but the emphasis is always on learning through play.

Preston Community Pre-School has close links with events going on in the church and give priority to Christian teaching if relevant in the curriculum. They try to demonstrate Christian values and be active members of the local community. Whilst they are a Christian Pre-School they operate a policy of equal opportunities, welcoming children from any religious or cultural background and will try to accommodate any special requirements that this will involve.

Large outside area with a jungle gym, sand pit, mud pit, wildlife and sensory garden, patio with canopy and vegetable plot. Outdoor play is encouraged in all weather. Children enjoy messy play, sensory play indoors and outdoors.  Ofsted grade Outstanding.

Qualifications and training: Manager has a Degree in Early Childhood Studies and EYPS. Deputy Manager has Degree in Early Childhood Studies and EYPS, and all staff are qualified to Level 3.

Who to contact

Contact Name
Susan Gibbons
Contact Position
Manager
Telephone
01803 520712
E-mail
prestoncps@gmail.com
Website
prestoncommunitypreschool.org.uk/

Where to go

Name
Preston Baptist Church
Address
Old Torquay Road
Paignton
Devon
Postcode
TQ3 2RB
Notes

Near to bus route 12 and 12a.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£3.80 per hour
Details
£3.80 Per hour 2-4 year olds £4.00 Per hour 1-2 year olds

Availability

Other notes
  • Additional needs
  • hot dinner
  • car park
  • large garden area

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
Vacancies available: please contact provider.

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
3 & 4 year old 30 Hour funding
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00:00 4.00
Tuesday 08:00:00 4.00
Wednesday 08:00:00 4.00
Thursday 08:00:00 4.00
Friday 08:00:00 4.00
Facilities
Meals cooked on premises
Role play dressing up
Sandpitsand play
Climbing Frame
Messy Play Area
Wendy House
Internet Connection
Both indoor and outdoor activities
Car Parking
Kitchen
Kitchen Facilities
Nature Exploration
Open Space
Multicultural Themed Play
Construction toys
Screen
Cookery
Sensory Play
Nappy changing facility
Full cooked lunch
Toys
Small world toys
Out-door Play
Soft Play area
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Heuristic play
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
Push-alongs
Water play
Games
Accessible Parking
Adventure playground
Garden
Allotment Plot
Playroom

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
EY483735
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
02/12/2016Inspection (Early Years Register)Outstanding

Local Offer

Contact Name
Terena Cottell and Susan Gibbons
Contact Telephone
01803 520712
Contact Email
prestoncps@gmail.com
Links
https://prestoncommunitypreschool.org.uk/
Preston Community Preschool Facebook page
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

Through observations and assessments, the staff have a wide range of knowledge and experience and are able to identify if a child will require extra help. We will speak to the child's parents or carers to share their observations and decide on the next steps.

What criteria must be satisfied before children and young people can access this provision/service?

We welcome all children regardless of disability or additional education needs.

Disabled access to all areas including toilets and outside play areas.

The preschool staff have a wide range of training and experience of working with children with a varied range of needs including:

  • Autistic Spectrum disorder
  • Physical disabilities
  • Communication and language support including Makaton, Picture Exchange Communication System (PECS), and visual timetables.
  • Specific medical conditions including epilepsy, asthma and eczema. haemophilia, 
  • Hearing impairment.
  • Visual impairment.
  • Profound and multiple difficulties including specific genetic disorders, including downs syndrome, 22q deletion 
  • Physical needs requiring physiotherapy and/or occupational therapy.
  • Allergies requiring medical interventions such as an epi-pen.
  • Emotional difficulties. 

Once a child has been identified as having a additional educational need they may be allocated a specific 1:1 support worker who will liaise closely with parents/carers, the preschool SENCO and all other outside agencies as appropriate.

We attend multi-agency meetings with the parents/carers of individual children.

We report on individual children’s progress and share this with parents/carers and other professionals.

We write individual Learning and Development Plans (ILDPs) with parents/carers to work towards shared targets with their children and review progress together.

We complete EHC Plans as required

We adhere to our Admissions Policy and Ofsted Registration. Children must be between 1-5 years and children are given priority with regards to age only.

How do we identify the particular special educational needs of a child or young person?

If a concern is raised either by a child’s parents/carers or their Keyworker, we would adhere to our Special Educational Needs Policy.

The preschool SENCO in partnership with a child’s parents/carers and keyworker would gather observations and assessments. Where appropriate we would contact and liaise with other professionals.

We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Development and Learning Plans.

We liaise with other professionals involved with a child with additional educational needs and seek advice wherever necessary.

We provide trained and experienced assistants to support individual children. Assistants will employ a range of support strategies, making adaptations to their communication and the activities available.

We provide appropriate resources to ensure children with additional educational needs have access to the curriculum at an appropriate level. For example, computer software, sensory tents and activities, adapted mark making tools and scissors, appropriate seating and furniture and any other equipment and resources as required.

How do we consult with parents and/or children and young people about their needs?

Parents/carers are consulted throughout the process of identifying and assessing a child’s additional educational need.

They are invited to each Individual Learning and Development Plan meeting held with the preschool. We, alongside parents/carers and other appropriate invited agencies, jointly write these plans with agreed targets for the individual child.

Parent/carers are kept informed of any visits to the preschool by outside agencies.

A child’s keyworker will report to parents after each session, as necessary, via a verbal update. We also use online journal 'Tapestry' where parents can see any observations made on their children.

Individual children’s interests and personal preferences are always considered when planning for their provision.

 

What is our approach to teaching children and young people with special educational needs?

As well as liaising closely with other agencies where appropriate, we also have a member of staff trained as an attachment coordinator working closely with parents/carers and other members of staff to ensure all children’s well-being supported.

How can we adapt our curriculum for children and young people with special educational needs?

We regularly work in close partnership and take advice from many other agencies such as:

  • Portage Home Visiting Team
  • Early Years Advisory & Childcare Service Team
  • Speech and language therapy
  • Hearing and visual impairment support services
  • Occupational therapy and physiotherapy
  • Health visitors
  • The staff at the Child Development Centre.
  • Educational Psychology Service.

How will we ensure we get the services, provision and equipment that children and young people need?

The preschool staff have a wide range of training and experience of working with children with a varied range of needs including:

  • Autistic Spectrum disorder
  • Physical disabilities
  • Communication and language support including Makaton, Picture Exchange Communication System (PECS), and visual timetables.
  • Specific medical conditions including epilepsy, asthma and eczema. haemophilia, 
  • Hearing impairment.
  • Visual impairment.
  • Profound and multiple difficulties including specific genetic disorders, including downs syndrome, 22q deletion 
  • Physical needs requiring physiotherapy and/or occupational therapy.
  • Allergies requiring medical interventions such as an epi-pen.
  • Emotional difficulties

We also have 2 fully qualified SENCO. 

How is this provision funded?

 

We provide a broad, balanced and inclusive curriculum for all children which is accessible to all children with additional needs, both inside and outside of the setting.

What additional learning support is available for children and young people with special educational needs and how do they access it?

The preschool has disabled access to all areas including toilets and outside play areas including a large car park.

 

 

How do we support and improve the emotional and social development of children and young people with special educational needs?

In readiness for school, if appropriate, we would make a request for an individual child to have an Education, Health and Care Plan, following the SEN Code of Practice for guidance. We would support parents/carers throughout this process, seeking advice as appropriate.

We liaise closely with all appropriate agencies to ensure a smooth well planned transition for each child with additional educational needs. The transition process should start at the beginning of the term before a child is due to move onto their new provision.

Transition meetings are arranged inviting all agencies to the setting who have been involved in supporting the child and the teaching staff from a child’s future setting.

Visits to the child’s new setting will be arranged accompanied by the child’s support assistant from our setting. We will ensure that all documentation is up to date and a Transition Plan is written.

Where possible, we have transition meetings for individual children coming into our setting to ensure that provision can be well planned for.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

 

We have a SEND and vulnerable children's  provision map that ensures that all resources match children individual needs.

What other support is available for children and young people with special educational needs and how can they access it?

Through regular communication with parents/carers and all other agencies we would be able to assess what if any further support was required for a child e.g. speech and language, physiotherapy, occupational therapy, dietary, sleep clinic etc.

What extra-curricular activities are available for children and young people with special educational needs?

 

The preschool sends out Newsletter every week to keep parents updated on the activities at preschool, we operate a parent's rota to stay and play. We have a Facebook page (closed group and public page). We organise fundraising events throughout the year and we actively encourage parents to get involve with the preschool by becoming a trustee member. We also run a baby and Toddler group every Wednesday to build relationship with new parents.

 

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Parents/Carers are invited to all Individual Learning and Development Plan reviews. These provide opportunities for all involved in supporting a child with additional educational needs to assess and review a child’s progress.

Parents will also have regular opportunities to meet with their child’s Keyworker and setting SENCO.

Learning diaries are accessible for parents to take home and share and daily home/setting books are provided if appropriate.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

We ensure the effectiveness of our additional educational needs provision by collecting information from a range of sources e.g. Individual Learning and Development Plan reviews, staff and management meetings, parental and external agency’s views, supervision and appraisals, inspections and complaints.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

We ensure that staff training is current and up to date. We liaise closely with other agencies using their knowledge and expertise to provide the best support we can.

If possible prior to a child with additional educational needs starting we would ensure that all staff have appropriate training to meet the individual needs of a child e.g. epi-pen, standing frame, epilepsy medication, nebulisers.

We source and buy in training for staff as required e.g. Makaton.

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/Carers are invited to all Individual Learning and Development Plan reviews held half termly. However, parents/carers are most welcome to discuss any concerns or developments as they occur with the most appropriate staff member.

A child’s Keyworker will report to parents at the end of each session either via a verbal update as and when necessary.

How can parents, children and young people make a complaint about our provision?

Our complaints policy details the process should a parent wish to make a complaint. A copy of this policy is available to all parents/carers, either in hard copy in our policy booklets in the conservatory or on our website.

How can parents, children and young people get more information about the setting?

Please call on 01803 520712 and ask to speak to the Manager or Special Educational Needs Co-ordinator (SENCO) to arrange a visit.  Alternatively visit our website www.prestoncommunitypreschool.org.uk