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Acorns Pre-school, Cockington

Acorns believe that the partnership between the pre-school and parent/carer is vital to the development of their children. By working together they aim to provide a safe, happy and stimulating environment. The facilities and outdoor areas mean activities can be provided indoor and outdoor all year round. Ofsted grade: Outstanding

Qualifications and Training: All members of staff have completed the Basic Child Protection and First Aid and hold a childcare qualification in Early Years.

Who to contact

Telephone
01803 217863
E-mail
info@acornspre-school.com

Where to go

Name
Cockington Primary School
Address
Torquay
Devon
Postcode
TQ2 6AP
Notes

Close to number 12 bus route

Other Details

Costs

Details
2yr old £17.50 per session 3/4yr olds £15.00 per session

Availability

Age Ranges
From 2 years 0 months to 5 years 0 months
Age Ranges
From 2 years 0 months to 5 years 0 months

Inclusion Information

Wheelchair Access

Has Provision
Yes

Special Needs

Has Provision
Yes
Details
Experience/training in speech/language and behaviour - See Attached - Local Offer

Childcare Information

Vacancies

Immediate vacancies
No
Details
No current or future vacancies
Date updated
23/08/2012

Funded Places

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

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
EY278160
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
18/03/2008IntegratedOutstanding
27/09/2011Inspection (Early Years Register)Outstanding
12/02/2013Inspection (Early Years Register)Outstanding
19/06/2013Inspection (Early Years Register)Outstanding

Local Offer

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?

  • We have a very experienced, well qualified and trained staff who support a wide range of Special Education and Disability needs.
  • We have a very experienced well qualified team of Special Educational Needs Coordinators (SENCos), who provide skilled support for those children who have additional needs.
  • We have access wide range of resources and skills,
    • Thrive
    • Makaton
    • Beach / Forest School
    • CLL
    • ECAT
  • We have excellent relations with a range of agencies and support services for the children,
    • Educational Physiologist
    • Speech & Language Specialists
    • Health Visitors & Social Workers
    • Early Years Advisory Support

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

  • We are an Inclusive Provider and will consider placements for any child aged 2-5yrs whose parent(s)/carer(s) wish them to access our provision; in line with our Admissions Policy.
  • We will discuss with the parent(s)/carer(s) and any agencies / stakeholders the needs of the child to assess the suitability of Acorns to meet these needs.
  • Having established the child’s needs, we will through training and/or resources (including staffing), make every reasonable effort to enable the child to access our provision.

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

  • Where these needs are identified prior to starting, we will make contact with all the agencies / stakeholders to establish the suitability of our provision and understand how we can best support the child.
  • Once a child is with us they are continually assessed / observed and their progress record. Through this and dialogue with parent(s)/carer(s), where concerns are identified we will with consent, initiate appropriate interventions and/or approach other specialists and agencies for support.

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

Each child is allocated a Key Worker, whose role is to

  • act as the main point of contact for parent(s)/carer(s)
  • plan, monitor, assess and record the child’s progress, developing an in-depth knowledge of the child
  • to promote parent/carer engagement with their child’s development
  • to promote a trusting and supportive relationship with the child and the family
  • raise any concerns with the SENCo
  • liaise with the parent(s)/carer(s) and any stakeholders / agencies who need to be involved

The Key Workers are supported by our team of SENCos, who meet regularly to review all of our vulnerable children to,

  • promote consistency of assessment and engagement
  • promote continuity to ensure there is always someone present who will be familiar
    • to the child and the family
    • with the needs of child(ren)

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

  • Our approach is very similar to that for all of our children, where we recognise and value the role of all those involved, parent(s)/carer(s), key workers, etc. However, where special educational needs have been identified we ensure we provide appropriate resources to meet these needs
  • Children in need of SEND support may/will have an Individual Learning & Development Plan (ILDP), which identifies specific activities and learning / development objectives.
  • The ILDP is developed with input from everyone involved with child,
    • Parent(s)/Carer(s)
    • The SENCo and Key Worker
    • Specialist / Support Agencies
    • Early Years Advisors
  • To promote inclusion, wherever / whenever possible we try to incorporate these within the normal routines of the day.
  • Where necessary and /or appropriate we will provide additional 1:1 support and activities to implement the ILDP.
  • The ILDP is reviewed regularly to promote development and ensure it is updated to meet the child’s needs.

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

  • The driving force behind the curriculum for a child with special educational needs is their ILDP. This is a personalised plan which takes account of and adapts the EYFS Curriculum to meet the child’s needs.

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

  • We will signpost, encourage and support parent(s)/carer(s) to engage with the appropriate services that the child needs.
  • We recognise that whilst we work in partnership with the parent(s)/carer(s), ultimately we require their consent and commitment to best meet the needs of the child.
  • We recognise that we may not always have the resources and facilities to meet the specific needs of an individual child. Where this occurs, we will make every reasonable effort to do so.

How is this provision funded?

  • We are a privately run Pre-School who are registered to accept National Education Grant (NEG) Funding for 2-5yr olds
  • Where available children requiring placement for above the 15 hour NEG entitlement can pay for this facility.
  • Where additional staffing / resource support is identified this is funded from any SEND allocation agreed by the Local Authority

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

  • We have excellent relations with a range of agencies and support services for the children,
    • Educational Physiologists
    • Speech & Language Specialists
    • Health Visitors & Social Workers
    • Action for Children
    • Support Groups for families
    • Early Years Advisory Support
  • Where appropriate we will signpost, encourage and support parent(s)/carer(s) to engage with these services

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

  • We have several staff trained in Thrive.
    • Every child needs to feel that they belong, that they matter, and that they are valued for their unique qualities.
    • Many children and young people face challenges that can knock them off course. What is needed then is understanding and help to get them back on track.
    • The Thrive Approach supports adults to help children and young people become more self-assured, capable and resilient, enabling them to thrive in their world.
  • Any ILDP relevant to a child with emotional and social development needs, will help to provide a framework, which everyone involved with child can support to deliver a positive outcome.
  • Our Key Worker system helps to develop the child’s sense of belonging and self- awareness, promoting a collaborative approach with parent(s)/carer(s) to provide consistency for the child.
  • We have a positive approach to Behaviour Management, promoting good relationships and our staff work very hard to promote the consistency of it’s application.

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

  • We recognise the wide range of instances which will impact upon young children,
    • Starting at Pre-school
    • Moving to different areas within the setting
    • Moving Settings
    • Starting Primary School
  • We ensure we do everything we can to promote a smooth transition.
    • We run a Play Café for mothers and toddlers on behalf the Children’s Centre, which provides an opportunity,
      • for children and parents / carers to become familiar with our facilities and staff
      • for early identification of support prior to starting at Acorns
    • Facilitating visits from staff at the receiving school / setting
    • Providing details on ILDPs and links to other stakeholders and agencies
    • Facilitating visits to the new school / setting supported by familiar staff
    • Liaising with the SENCos from the school / setting to promote a consistent approach
    • Supporting the parent(s)/carer(s), through this process of change

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

  • We will signpost, encourage and support parent(s)/carer(s) to engage with other support,
    • Providing leaflets
    • Promoting Events and Services
    • Facilitating contact

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

  • Children with SEND may/will have an Individual Learning & Development Plan (ILDP), which identifies specific activities and learning / development objectives.
  • The ILDP is developed with input from everyone involved with child,
    • Parent(s)/Carer(s)
    • The SENCos and Key Worker
    • Specialist / Support Agencies
    • Early Years Advisors
  • The ILDP is reviewed regularly by all the stakeholders to promote development and ensure it is updated to meet the child’s needs.

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

  • Our leadership group meets regularly to
    • reflect upon all aspects of our setting including SEND.
    • Identify best practice
    • Research new developments
    • Benchmark our performance
      • Following external training
      • Following visits to other settings
  • We use the Early Years Advisory Team to provide feedback
  • Talk frequently with our parents and carers
    • as part of ILDP meetings
    • at  Stay & Play Sessions

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

  • Our SENCo Team and other key staff attend the SEND Forums
  • We follow a programme of refresher training to maintain qualifications and skills
  • We promote CPD for all of staff using supervision meetings to identify needs / wants
  • Where required we train staff to meet the needs presented by new children where we may not already have that knowledge within the setting
  • Through our leadership reflection we look at new innovations and training which will enhance our provision

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?

  • Our Key Workers engage talk with parent(s)/carer(s),
    • At drop off and collection times – updating on how lunch went, how they had been that day
    • At Termly Stay & Play Sessions where they talk with parent(s)/carer(s), updating them on progress and development
    • Whenever an issue is identified, where an intervention may be necessary,
      • Potential Speech & Language issues
      • Any Behavioural issues
  • We encourage regular dialogue even if for the briefest comment just to check all is alright, or highlight anything that has gone well or needs to be mentioned
  • We promote parental/carer involvement in their child’s learning and developmentOur new Website and Facebook page is developing a source of information, support and resources across a range of areas.

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

  • We always seek to resolve any issues before they get to stage of a complaint being raised. We do this via,
    • The Key Worker relationship
    • Always having people available to talk at the beginning / end of sessions
      • Key Workers
      • Management
      • Admin
  • We regularly survey our parents/carers through questions offering them the opportunity to feedback upon the setting
  • We are in the early stages of developing a ‘Parent Voice’ via our new Website and Facebook page to parents / carers to feedback on how we do things
  • We maintain a Complaints Policy and Log
  • We identify the Ofsted contact details for complaints.

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

  • Via our new Website and social media facilities
  • Call at setting for a tour and / or a Welcome Pack
  • OFSTED Website – Inspection Report Reports
  • Torbay Council Website
  • The Local Offer