Caversham Heights Pre-school has been providing learning through play for children in the local area for more than 50 years.  We are a charity based in Caversham Heights Methodist Church Hall on Highmoor Road, Caversham.

Our aim is to provide a nurturing, secure and fun environment for around 30 children aged between 2.5 and 5 years. Our dedicated staff provide support and care to help each individual child thrive through free-flow play and daily story, music and group times, that take place in well equipped indoor and outdoor play areas. Sessions operate from 9.15 – 12.15 or 2.15 on Tuesdays, Thursdays, 9.15 – 1.15 or 2.15 on Wednesdays and 9.15-12.15 on Fridays. Our pre-school supports children with SEND and those with English as an additional language.

Updated - February 2022

When a child is offered a place at Pre-School, the paperwork includes questions to parents asking if their child has any known SEND and what they are. An additional visit to discuss and plan for these needs can then be arranged.

Before a child starts pre-school, they are offered a home visit and a new starter session where parents/carers are asked to complete an ‘About Me’ online initial child profile, in consultation with key staff, providing a good opportunity to discuss any concerns a parent may have and make initial plans for each child’s induction at pre-school. If the child has any involvement with outside agencies, copies of any reports and further information are requested.

At the setting, the individual development of a child is continually monitored by their Key Person in particular and by all other staff, through regular observations and assessment against the 7 Areas of Learning as set out in the Early Years (EY) Outcomes. These observations are recorded, along with input from parents/carers, in their Paper and Online Learning Journey.

Where a child starts pre-school under the age of 3 and one hasn’t been done previously, a 2-3 year check will be carried out by the child’s Key Person and shared with parents and a designated Health Visitor.

If a Key Person has concerns about a child’s learning and development, based on these observations, assessments and additional information, they will discuss these with the child’s parents/carer, with the Supervisor and the pre-school’s Special Educational Needs Co-ordinator (SENCo). The Key Person and the SENCo will make and record additional observations which will be shared and discussed with parents and, where necessary, a more targeted approach to their learning will be put in place (see section 2&5).

The SENCo regularly attends Local Authority SEND courses on the identification of and the support of children with SEND. All staff also receive in house training on SEND.

We aim to work closely with parents/carers of all children at pre-school and parents can hold informal discussions with their child's key worker at any suitable time. Detailed observations and assessments are fed back to parents once a term and observations are posted on the child’s online Learning Journey which can be seen at home by parents.

Where it has been identified that a child needs targeted support (see section 1), the SENCo works with key staff and parents/carers to create a targeted plan to support the child, usually an ISP. This will be reviewed regularly with parents (at least every 12 weeks, more frequently if necessary).

The group’s SENCo will co-ordinate information between a child’s family, Key Person, outside agencies and professionals.

We use a play based approach that is child centred and uses open ended resources. Pre-school staff use careful observation and enjoyable interactions with the child as they pursue their own interests so that staff can further develop the child's play ideas by supporting them, extending learning and providing challenge and planning further activities.. Through this high quality involvement with the children, key staff gain a good knowledge of each child’s individual needs, interests and stage of development and can build on their learning effectively within all of their interactions so that they grow, learn and develop in each of the 7 Areas of Learning as set out in the EY Outcomes. Daily themed PE, story and music sessions are planned termly to suit the age and stage of all children at the setting and staff support all children to ensure that they can join in with the activities on offer.

Our environment and resources aim to ensure that we can support all of our children, including those with SEND, in each of the areas of learning set out in the Early Years Outcomes Guidance and include:

Personal, social and emotional development

We discuss, support and model expected behaviour and language at all times. Where needed we use: traffic light cards to emphasise verbal behaviour messages; visual timetables and now and next cards visual prompts, such as large sand-timers and 'your turn' cards to support turn taking in play and discussions and positive reward charts. We have a quieter room and pop-up tents & tee-pee.; Children’s successes and achievements are celebrated on a ‘wow’ board and captured where possible on their on –line journal to share with parents.

Communication and Language

We provide a language rich environment. We have daily story times, encourage conversations through role play and imaginative play using a wide range of equipment including puppets and regularly scribe stories or descriptions that the children tell to share with the group and parents. We use visual prompts to support verbal messages (where needed) and PECS folders (made up for individual children where needed). We have a range of resources, such as 'talking buttons' and phonics games and activities to support speech and language development.

Physical development

We have a wide range of PE equipment and tools including tools to develop hand strength, such as scissors and tweezers; as well as bubbles and sound straws, to develop mouth movements. We have a lending library of ‘Busy Bags,’ each bag containing a targeted hand strength activity.

Literacy

We have a large library of books fiction and non-fiction, story bags, phonics games and activities. We provide a drawing / mark making table, painting easels and a range of mark making tools to use both inside and outside at every session. We provide a wide range of books in our lending library and rhyming bags and other resources, such as lotto games on specific sounds which can be taken home. We discuss letter sounds and names at daily group sessions.

Mathematics

We provide a wide range of maths equipment at every session, and develop maths skills through all types of play, games, number rhymes, and practical activities, both inside and outside.

Understanding the world

We provide an iPad, cameras and a range of programmable toys such as Bee Bots to support learning. We provide a wide range of small-world models such as a farm animals, cars, castle blocks, fire engines, trains etc.

Expressive arts and design

We provide a wide range of resources at every session, including art and craft materials, musical instruments, role play outfits, construction sets, and small world play equipment. We hold regular music and movement activities.

We have a range of sensory and physical equipment to support all areas of learning, such as a dark tent, with lights/florescent objects; texture tray with different textured pots; pots to put scented items in; magnifying glasses; malleable materials, such as playdough and clay.

Children can request toys that they would like to play with.

The group's high ratio of staff to children (1:6) aids all children’s individual development as well as those with SEND. In one session per week, we have an extra member of staff, allowing the SENCo to assist with assessing and supporting a child where required, either one-to-one or within a group setting.

Where a need is identified (section 1), a targeted plan, usually an ISP, will be developed by the SENCo working with the child’s Key Person and parent/carer to support the child through a graduated approach of assess, plan, do, review (see section 6). It will based on the observations and assessments made, parent carer views and recommendations and advice from outside professionals where given.

Where a child continues to make less than expected progress despite the support and interventions set out in the targeted plan, advice and support will be sought, in discussion with parents, from appropriate specialists such as their early years SEND advisor, Portage, Speech and Language Therapist, Health Visitor, Doctor, CYPIT, charities, Educational Psychologist. Parents/carers will also be actively encouraged and supported in seeking advice on their child’s development from appropriate specialists if necessary, for example by being signposted to Speech and Language drop-in sessions, dates of which are advertised by the register and in our newsletters.

The setting will continue to support the child using a targeted plan and graduated approach, using the additional advice and support given by external specialists.

Where additional funding is required on a short term basis to support a child with exceptional needs, funding will be sought by the SENCo, in discussion with parents, through the Early Years Inclusion Funding Panel.

Where the child continues to make less than expected progress, the SENCo, Key Worker, Supervisor and parents will consider the need for an Education Health and Care Plan (EHCP). Where sought, the parent/carer will be supported through this process by the SENCo and the child’s Key Person. The SENCo will take the lead responsibility for liaising between the Pre-School and outside agencies, whilst working with the child’s parent/carer.

All staff are informed of support strategies in order to maintain consistency and awareness.

A child will be monitored through a graduated approach of assess, plan, do , review.

Assess: As described in Section 1, the child's key worker follows a system of regular and individual observation, assessment and planning using EY Outcomes, and records this in the child's Learning Journey, along with information provided by parents/carers. Observations are fed back in termly feedback meetings as well as in a twice yearly written summary or 'Chapter Review' and a parents evening is held in the summer term. Information provided by parents/carers: We actively encourage parents to contribute to their child's Learning Journey through discussions, bringing in or posting photos   

Plan: Where it is identified that SEN Support is needed, a targeted plan or ISP will be developed by the SENCo with parents/carers setting out what outcomes they are seeking, the interventions and support to be put in place including detail on how often and by whom, how to measure success as well as a date for review. The plan includes the Child’s Voice.

Do: The staff, primarily the Key Person and SENCo will carry out the interventions as agreed and record progress where necessary on the Child’s Online Learning Journey.

Review: The plan will be reviewed at least every 12 weeks by the SENCo, Key Person and parents/carers and this information used to inform the next steps in supporting the child.

If a child also attends another setting or has a childminder, pre-school will share the child's Chapter Review from the child's Learning Journey (with parents permission only) with that setting or person.

Parents will be consulted and involved in planning if it is identified that a child may need additional support over and above what the pre-school staff are able to provide to participate in an activity, for example needing additional support for a specific event such as performing in a pre-school concert.

Risk assessments are undertaken twice a year and will include looking at any possible risks posed by any special educational needs. Should an additional risk assessment be required for an individual’s needs this will be undertaken.

There are two disabled parking spaces, on level tarmac ground, close to the main entrance to the hall. There are double doors and a gentle slope at the entrance. There are no steps and wheelchair access is provided to the toilets. The two main rooms have room for a wheel chair to move around and the tables are low. The outside play area is entered through a wide door with no steps.

All children are supported when moving on to a new setting. Teachers from the new setting are invited to attend pre-school sessions to meet and view the child in their current setting, and children attend the new school/setting for a new starters session. A Transfer Record based on the child's Learning Journey is sent to the school, along with additional learning and support strategies, such as ISP's and documentation from outside agencies (with parents permission only), and Learning Journeys may be shared with the new teacher. A range of resources, such as a story bag of school stories, are shared with children, and activities undertaken, such as practising getting changed for sports, role play, small group conversations.

If a parent, key person or SENCo identifies that a child may need additional support to help them move on to a new setting, this will be discussed with parents and a plan will be put in place. If input from a number of different people is needed, a transition meeting will be set up with interested parties to plan the best possible transition for that child. Transition support may include additional familiarisation visits to the setting/school supported by the SENCo/one to one; additional visits by the teacher/new key person; home visits; photo books etc.

SEN policies and procedures are evaluated and reviewed annually as part of the group’s annual Self-Appraisal. Key persons will ask the parents concerned for their views and these, along with staff observations and any updated requirements from the LA, or the DfE, will be discussed and resulting amendments made to the group’s policies and procedures. This is to be undertaken by the SENCo working with the Supervisor, Staff and Committee.

Email: info@cavershamheightspreschool.org

Telephone during session times: 07840 871524

Website: http://www.cavershamheightspreschool.org/

Feedback may be given to the pre-school Supervisor or Committee Chair at suitable times. Complaints may be made following the Pre-schools procedure for complaints (see Complaints Policy and Procedure, in the Parent Handbook which all parents are provided with before their children starts at the setting).