Funded childcare for 2 year olds SEND Local Offer
Find out if your child is eligible for funded childcare and how to apply.
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Find out if your child is eligible for funded childcare and how to apply.
Find out if your child is eligible for funded childcare and how to apply.
All children are automatically entitled to the equivalent of 570 hours per year once they meet the age criteria - from the term following their 3rd birthday. This can be accessed as 15 hours per week during term time or on a more flexible basis for families who require childcare all year round e.g. 11 hours per week over 51 weeks of the year.
All children are automatically entitled to the equivalent of 570 hours per year once they meet the age criteria – from the term following their 3rd birthday. This can be accessed as 15 hours per week during term time or on a more flexible basis for families who require childcare all year round e.g. 11 hours per week over 51 weeks of the year.
Find out if your child is eligible for funded childcare and how to apply.
Working parents of three and four year olds are potentially eligible for an additional 15 hours a week childcare on top of the universal 15 hours funded childcare for three and four year olds.
Working parents of three and four year olds are potentially eligible for an additional 15 hours a week childcare on top of the universal 15 hours funded childcare for three and four year olds.
Find out more about funded childcare for your child and see if your family is eligible.
Find out where you can get help and advice with your childcare costs.
Find out where you can get help and advice with your childcare costs.
Childcare Choices is a dedicated site for childcare and the options available for the free entitlements and any help or support with paying for childcare.
You can get help paying for childcare if it’s provided by a:
This is known as ‘approved childcare’.
The GOV.UK website has a useful tool to identify potential help you can access. Click here to find out more.
The caring atmosphere at Abbey School Nursery offers young children, first and foremost, a play situation where they are encouraged to develop all aspects of their individual learning journey through the Early Years Foundation Stage.Activities and curriculum are designed and monitored by fully qualified professionals. Additional activities such as swimming, ballet, French, tennis and music enrich learning as well as outdoor play in our eco garden especially designed for our foundation stage. Children are able to explore areas including bog garden, willow tunnel, growing area, soft surface for wheeled toys and outdoor classroom. The wonders of our varied environment enables children to interact with and observe. Our pupils have the freedom to explore, use their senses and be physically active and exuberant in secure surroundings.
The caring atmosphere at Abbey School Nursery offers young children, first and foremost, a play situation where they are encouraged to develop all aspects of their individual learning journey through the Early Years Foundation Stage.
Activities and curriculum are designed and monitored by fully qualified professionals. Additional activities such as swimming, ballet, French, tennis and music enrich learning as well as outdoor play in our eco garden especially designed for our foundation stage. Children are able to explore areas including bog garden, willow tunnel, growing area, soft surface for wheeled toys and outdoor classroom. The wonders of our varied environment enables children to interact with and observe. Our pupils have the freedom to explore, use their senses and be physically active and exuberant in secure surroundings.
Qualifications and training include up to date first aid, and other relevant training, EYPS, NNEB, NVQ3, Diploma in Early Years and Degree in Early Years.
Contact Name : Mrs Chrissie Wray-Chance
Contact Position : Foundation Lead
Telephone : 01803 327868
E-mail : nursery@abbeyschool.co.uk
Website : www.abbeyschool.co.uk
Name : Abbey School
Address : Hampton Court
St. Marychurch
TORQUAY
Postcode : TQ1 4PR
Notes : Close to bus routes
Table of costs
| Amount | Cost Type |
|---|---|
| £48.24 | per day |
| £40.20 | per day |
Details : Early Room between 8am and 9am (Breakfast served between 8am and 8.30am) Under 2’s £8.16 per hour Over 2’s £6.80 per hour Late Room between 3pm and 5.30pm Under 2’s £7.44 per hour Over 2’s £6.20 per hour Full Day 9am – 3pm including lunch for Under 2’s £48.24 Full day 9am – 3pm including lunch for over 2’s £40.20 Mornings 9am – 12pm not including lunch is available Mornings 9am – 1pm including lunch is available Afternoons 1pm – 3pm not including lunch is available
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : No
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:00:00 | 17:30:00 |
| Tuesday | 08:00:00 | 17:30:00 |
| Wednesday | 08:00:00 | 17:30:00 |
| Thursday | 08:00:00 | 17:30:00 |
| Friday | 08:00:00 | 17:30:00 |
Facilities : Meals cooked on premises
Role play dressing up
Sandpitsand play
PuzzlesJigsaws
ICT Facilities
Books & Storytelling
Both indoor and outdoor activities
Sleeping Area
Construction toys
Cookery
Music time
Swimming
Full cooked lunch
Small world toys
Out-door Play
Environmental Area
Songs, Rhymes and Music
Healthy Eating
Baby Facilities
Home Corner
Baby toys
Push-alongs
Ballet
Water play
Accessible Parking
Garden
Offers pickups : No
Ofsted URN: EY234164
Link to latest and historical ofsted inspection reports
SEND-Policy.pdf (abbeyschool.co.uk)
At the Abbey School we recognise that all children are individual, and through observations we take account of their needs as they become apparent. Children are the prime focus of our work.
We support parents and children with special educational needs (SEND).
We identify the specific needs of children with SEND and meet those needs through a range Of SEND strategies.
We work in partnership with parents and other agencies in meeting individual children’s needs these include Educational Physiologist, Speech& language Therapists, Portage Workers, Early years Advisory Support, Health Visitors and Social Worker.
Staff attend relevant training and have a wealth of experience of supporting children with additional needs from Autism, Asperger’s, Developmental delay and medical, dietary needs.
We have a Speech and language lead in the Early Years foundation Stage, her role is to work with children with speech and language difficulties alongside keyworkers/parents to ensure that every child has the opportunity for an enriched development for their speech and language needs. Parents are kept up to date with their child’s progress at all times.
The Abbey School Early Years foundation Stage values the contribution that every child can make and welcomes the diversity of culture, religion and intellectual style. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access to all.
The Abbey School Early Years Foundation stage does not discriminate against children on grounds of race, gender or ability. We seek to enable all children to have reasonable access to the curriculum.
All children with SEND are valued, respected and equal members of the school. We provide care for children from 6months to 5 years in our EYFS.
The Head of Nursery is responsible for the admission arrangements.
Through this process parents together with the support from outside agencies and the SENCO at Abbey School are able to make the best decision for the child.
Establishing the child’s needs, staff training and/or resources to make every reasonable effort to enable the child to access our provision.
All documentation would need to be in place prior to the child starting with us.
At the Abbey School EYFS we follow the guidance set out in the SEND Code of Practice 2014.
All information is collated together before the child starts with us. This can be from parents, other settings, or any outside agencies.
Once a child has started with us the child is continually assessed/ observed and their progress recorded through the SEND & EYFS and appropriate strategies are put into place. Regular appointments are set up so that parents are involved and supported at every stage. Targets are put into place (ILDPS) and the views are sought for reviews.
Any specialist support is accessed so that early identification or concerns are acted on.
We value the contribution that parents make and the critical role they play in their Childs Education and welfare.
Initially parents are invited into our setting to look around and have an appointment with our Nursery Department.
The transition process would start off with collating any transition documents from a previous setting together with development forms.
Relevant meetings with other professionals would take place to ensure that all the specific needs for the child are in place. This would ensure continuity of care.
A short visit would be arranged with the Keyworker for the child to have a play session. From that initial visit the appropriate transition strategies would continue until the child was settled with us.
A daily diary would be written in by the child’s keyworker giving feedback on the session. This is also done verbally at the beginning and end of the day. Each individual learning diary is shared with the parents regularly. Parents are encouraged to contribute to these books with photos, antidotes and paintings and pictures from home giving a good reflection of their child’s learning and development.
Feedback from parents is essential this takes place at parent’s evenings and contact time, stay and play sessions and questionnaires. We also have an open door policy.
At the Abbey school we do not discriminate against children on the grounds of race, gender or ability. We seek to enable all children to have reasonable access to the curriculum.
Objectives
At the Abbey School we work alongside other professionals and follow their advice in creating an individual Learning and Development Plan (ILDP) for children with additional needs. This enables us to identify specific activities and learning objectives.
With advice and support from SENCO and outside agencies teachers/keyworkers/parents match the learning to the needs and abilities of the children. They use a range of strategies to develop the children’s knowledge, understanding and skills. Where appropriate, materials are modified or support is provided to enable children with SEND to access the learning and assessment processes. Using the indoor and outdoor environment keyworkers are able to plan IDLPS with creativity, space and organisation.
Our outdoor environment enhances all children’s learning opportunities from a sensory area with planting boxes full of herbs, flowers and growing veg to our wildlife area with an abundance of birds and insects.
Each Keyworker adapts the EYFS curriculum for a child with special educational needs.
The SENCO has close links with Torbay`s Early Years Advisory service and specialists within the area so that appropriate referrals are then made.
Expert guidance and specialist equipment is accessed from Torbay when appropriate.
There may be times when we may not always have the resources and facilities to meet the specific needs of an individual child. Where this occurs we will make sure every reasonable effort is made to do so. There may be occasions when it is not possible and we cannot meet the child’s needs.
Parents are advised & supported in finding an alternative setting.
The Abbey School is registered to accept the National Education Grant (NEG) for 3-5 year olds which is paid via the Local Authority; this entitles parents to 15 funded hours of childcare over 38 weeks a year from the term following their child’s 3rd birthday. Parents that are eligible for 30 hour funding will apply online and receive a validation code. This code is passed onto us by the parent and the child can be in receipt of 30 hours of funding over 38 weeks a year.
We offer if identified that extra additional support is required beyond what we can provide as part of our normal ratios, then we can apply to the Local Authority for additional funding, for example if the child needs 1:1 support.
At the Abbey school if we need additional learning support we access the appropriate professional;
And we will signpost, encourage and support parents(s)/carer(s) to engage with these services.
Within the setting we have a speech and communication lead that supports children and parents.
Information is given to parents on relevant groups and activities of support outside nursery.
We are an inclusive setting and all practitioners believe that every Childs needs are met. Every child is valued for their unique qualities.
We work very closely with parents making them feel welcomed and valued.
All Staff attend relevant training where appropriate so that the very best training is put into practise.
Through clear boundaries and strategies a positive approach to Behaviour Management is put into place.
This process is clearly implemented with parents, keyworker, SENCO and any other Professionals for a smooth transition to ensure all needs will be met on entry to a new setting.
We support parents through the whole process keeping them informed at every stage to ensure a smooth transition.
We will signpost, encourage and support parents to engage with other support,
We are consistently inclusive and where possible ensuring visits/trips and extra-curricular activities are accessible by children with support from parents.
We continually review progress in our setting sharing development progress with parents at every stage of their Learning through parent contact meetings, IDLPS, Transition documents, Summery of learning, learning and development booklets and learning diaries. We also have stay and play sessions so that parents can come into the setting joining in activities with their child.
As a setting we are continually reflecting and evaluating our SEND provision using parent feedback, meetings and staff training which allows us to keep upto date with changes, research and new developments.
All staff attend the relevant training appropriate to the individual Childs needs. For example Epipen, Speech and language and basic signing and Autism.
Staff also have a wealth of experience working with children with Autism, ADHD, Asperger’s and developmental delay.
The SENCO also attends relevant training and forums.
If a child has a special educational provision but not an Education Health &Care plan parents are kept informed of their development and Childs progress via learning diaries, assessment documents and parent meetings keeping them fully informed at every stage.
The Abbey School Nursery seeks to find ways of continually improving its educational provision for all children with SEND. We welcome comments, both positive and negative, and view them as valuable information, which can help us to maintain and improve standards.
When you feel uncomfortable about your Childs wellbeing, no matter what the concern, please approach the teacher, keyworker and air your concern. Do not delay.
We will listen carefully to what you have to say and try to resolve your problem informally and quickly, and where possible within two working days.
If you consider your concern has not been resolved then the next step is Head of Nursery together with the SENCO.
A note will be taken of your concerns, the matter will be investigated, and you will receive a response to your concerns indicating how we intend to address the issues raised. This process may take up to one school week as The Head of Nursery together with the SENCO will need to gather and verify information.
It is the Principles policy to remain separate from the preliminary complaints procedure and deal only with incidents that have been unsuccessfully resolved by other members of staff.
If however you consider your concern has not been resolved by this process then The Principle will be pleased to meet you.
Where a complaint remains unresolved following our complaints procedure a panel will be appointed to hear the complaint, consisting of three people, one of whom will be independent of the management of the school.
Information about Abbey School can be obtained from our
Website www.abbeyschool.co.uk/
email: mail@abbeyschool.co.uk
Or Tel/01803 327868
Braeside Nursery is a privately owned Neighbourhood nursery. It is situated in a quiet residential area close to Goodrington beach and Paignton harbour which makes it an ideal location for babies and young children to learn and explore during visits. Here we offer a warm, friendly environment with loving, dedicated staff for children from 2 weeks to 5 years old.We operate 4 units each catering to the needs of differing age groups of children. Each room is full of exciting learning, activities and play experiences specially chosen for the child’s age and stage of development. Meals are cooked and provided for on site by the chef.We offer free settling in sessions for your child and work alongside you to help support your child in the best way to settle confidently into the nursery. Ofsted Registered: Good.
Braeside Nursery is a privately owned Neighbourhood nursery. It is situated in a quiet residential area close to Goodrington beach and Paignton harbour which makes it an ideal location for babies and young children to learn and explore during visits. Here we offer a warm, friendly environment with loving, dedicated staff for children from 2 weeks to 5 years old.
We operate 4 units each catering to the needs of differing age groups of children. Each room is full of exciting learning, activities and play experiences specially chosen for the child’s age and stage of development. Meals are cooked and provided for on site by the chef.
We offer free settling in sessions for your child and work alongside you to help support your child in the best way to settle confidently into the nursery.
Ofsted Registered: Good.
Qualification and Training: Safeguarding, Makaton and Thrive.
Contact Name : Rebecca Murphy
Contact Position : Manager
Telephone : 01803 557012
E-mail : braeside@sunflowerdaynurseries.com
Website : Braeside @ Sunflower Day Nursery – Sunflower Day Nursery
Name : Braeside Neighbourhood Nursery
Address : 1, Braeside Road
Paignton
Devon
Postcode : TQ4 6BX
Notes : Close to bus and train station
DetailsReduced rate for siblings
Age Ranges : From 0 years 2 months to 5 years 0 months
Related links : Ofsted Inspection Report
Has Provision No
Has Provision : Yes
Details : Senco personnel on site. Experience with Cerebral Palsy, Autism, Behaviour Problems. Thrive. See attached Local Offer for full details.
Details : Please contact provider for vacancy information
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30 | 17:30 |
| Tuesday | 07:30 | 17:30 |
| Wednesday | 07:30 | 17:30 |
| Thursday | 07:30 | 17:30 |
| Friday | 07:30 | 17:30 |
Facilities : Out-door Play
Offers pickups : No
Ofsted URN: EY551320
Link to latest and historical ofsted inspection reports
We aim to provide a service to everyone regardless of individual needs where reasonable adjustments can be made.
We provide care for babies and children aged 3 weeks to 5 years, and are open to those who wish to access our provision.
We are a mainstream setting who aims to make appropriate adjustments to both our practice and our setting building in order to support the needs of all our setting users. When the child’s needs are established, we ensure our staff have a sound knowledge, and up-to-date understanding of the child’s need in order to provide a full inclusive environment and practise.
We will discuss with the parents their child’s needs, and how we will ensure that these are met and any other professionals we will need to liaise with.
We follow the guidance as laid out in the Equalities Act 2010.
Each parent is required to complete our Admissions Form, prior to starting with us; this is available online at www.braesideneighbourhoodnursery.co.uk or collection from the nursery itself. There is also an online Parent Information Pack and Handbook available, with photos and in-depth details about our setting which you may wish to browse through prior to making your final decision on child care.
At present we do have a waiting list within two of our units, though we recommend telephoning us or contacting us via email as this can change on a weekly basis.
We ask all parents to attend at least two settling in sessions, these are usually an hour long and are free of charge. The parents/carers are to be present at the first settling in session to discuss your child’s routine, needs, dietary and health requirements, and it is also a time for the parents/carers to ask us questions about our provision.
We have two trained Special Educational Needs and Disabilities Co-ordinators which have a lot of experience in leading staff to make careful and detailed observations on all of our children; therefore we can highlight a need as soon as possible. We believe in the importance of early intervention and the role this plays in the future of all of our children.
We follow the guidance set out in the SEND Code of Practice 2001-which is currently being revised and the new code of practice will be out 2014.
We will gather information from the parents during their initial visit, we will ask if they have attended other settings previously and any past and present professionals involved. We will gather Transition Documents and Medical Reports which are relevant to the child’s care.
We will arrange and meet regularly with parents to plan targets to help bridge the gap between your child’s learning whether it is a communication need, emotional, physical and behavioural.
Through these targets we can track your child’s progress and then make a decision about whether a referral is needed.
We regularly liaise with other professionals to support our own practice. We are able to hold in house meetings for other professionals and parents to carry out their advice; we also have Speech and Language therapist that carry out speech programmes with children and staff.
Once your child has settled in and begins to build relationships with the staff they will be assigned a key person. This key person will responsible for all the documentation surrounding your child’s development. Your child will be given a My Learning and Development which is used to assess the child’s learning according to the EYFS development and learning aspects.
Your child will be observed for 6 weeks and then an initial blue assessment will be undertaken as a baseline to record your child’s initial stage of development. Your child’s progress will be continually documented through observations, photos, notes and wow observations in their Learning Diary and an assessment will be made in their My Learning and Development twice a term to record the developments in the learning and any aspects that may need to be focused on. However if the key person feels that the goals in the My Learning and Development are too large a step, we can use the Early Support Developmental Journals which breaks the curriculum down into bite-sized achievable goals.
We also undertake a 2 year developmental summary which runs parallel to your child’s 2 year developmental check with their Health Visitor. This document will be undertaken by the child’s key person, using the child’s My Learning and Development as evidence to support this. This will be shared with you and the Health Visitor and a copy will be placed in your child’s Learning Diary.
All our policies underpin our practice and all include Inclusion, we have particular policies essential to Equal Opportunities; Valuing Diversity and Promoting Equality and Supporting Children with Special Educational Needs.
Our practice is inclusive to all, yet tailored to the child individual child’s needs. The progress is observed and reviewed to ensure the best experience and opportunities are available to the children.
We have implemented strategies such as visual time tables, Makaton, visual aids and special bag time, in order to provide manageable steps within our teaching.
Our approach to teaching children with SEND by setting Individual Learning and Development Plans (ILDPs) include targets based upon their current needs which are incorporated into play and learning experiences. These are reviewed on a 6 weekly basis, and it is a chance for all that work with the child to come together and celebrate their achievements, review what is working, what isn’t and anything that might have changed since we last met. These will involve targets for home and at the setting.
If we feel that after the strategies we have put into place for the child requires more support then we would refer them to the relevant professionals. We have strong links with;
Our staff will signpost parents to the relevant professionals.
We are sensitive to children’s social and emotional needs and pride ourselves in recognising that these areas are a fundamental building block in order for children to reach their full potential.
We have a variety of transitions which occur within our nursery;
We will endeavour to signpost our parents/ carers to the support which is available such as;
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King's Ash Academy.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
It is a large inclusive community in which everyone is encouraged to respect each other and the things around them. The school is an open, friendly and happy place where everybody works together to achieve their best.
Our two and three year old nurseries provide rich, varied, engaging experiences where children are at the centre of their learning. We are focused on developing children’s curiosities, giving them time to explore and actively engaging them in their learning. Our belief is that children are at their highest levels of engagement when playing, therefore a play-based approach is at the heart of our Early Years curriculum. We give children time to play in an environment with endless possibilities balanced with adult-led teaching in phonics, writing and maths.
All of staff are highly experienced and qualified.
Parental involvement is valued within our nursery. We offer home visits, free settling in sessions, meeting with parent regularly and use a designated key worker system.
As well as paid sessions, we also offer 15 hours free childcare for 3 and 4 year old (also the extra 15 hours for those who meet the criteria) and funded childcare for 2 year olds under the local scheme.
Visits are warmly welcomed, please contact the school to arrange.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
Executive Headteacher: Mrs Jessica Humphrey
Head of School: Victoria Carter
Early Years Provision: Nursery
DfEE No: 2002
Type of School: Academy
Facebook page: https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts
Website:
Contact Name : Jessica Humphrey
Contact Position : Executive Headteacher
Telephone : 01803 557726
Fax : 01803 664857
E-mail : admin@cs-academy.com
Website : https://www.curledgestreetacademy.com
Notes : Facebook page: https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts
Parent Organisation : Bay Education Trust
Name : Curledge Street Academy
Address : Curledge Street
PAIGNTON
DEVON
Postcode : TQ4 5BA
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
For specific information about what Curlege Street Academy offers in relation to SEN, please see:
Special Educational Needs and/or Disabilities | Curledge Street Academy
Purpose built nursery. Extra activities included at no additional cost including French, yoga, music and movement. Large outdoor area with shaded and undercover areas, security system - visual and intercom. All key care staff hold level 3 qualification. Ofsted grade: Outstanding.
Purpose built nursery. Extra activities included at no additional cost including French, yoga, music and movement. Large outdoor area with shaded and undercover areas, security system – visual and intercom. All key care staff hold level 3 qualification. Ofsted grade: Outstanding.
Qualifications and training: Level 3 qualifications exceeds Ofsted requirements of 50% qualified.
Telephone : 01803 615400, 07714 411743
E-mail : torquay@kiddicaru.com
Website : www.kiddicaru.com
Address : Nicholson Road
The Willows
Torquay
Devon
Postcode : TQ2 7AZ
Notes : Bus Routes 65 + 12
Table of costs
| Amount | Cost Type |
|---|---|
| £37.00 | per day |
Details10% discount for siblings
Age Ranges : From 0 years 3 months to 5 years 0 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Details : See attached Local Offer for full details.
Details : Please contact provider for information of their vacancies.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Offers pickups : No
Ofsted URN: EY346415
Link to latest and historical ofsted inspection reports
The nursery fully supports children with special educational needs. Our staff are trained to understand children and their individual needs. The nursery has a SENCO office who attends termly forums to share practice and to keep up to date with changes within this field. Any changes are then cascaded down to the rest of the team during our staff meeting. The nursery has received Makaton training from Torbay’s Early Years team and we recently had some training carried out on Speech and Language by a member of the local authority also. We work very closely with a range of outside agencies to ensure that we are working alongside other professionals who have the additional knowledge and expertise to support not only the children but the parents and staff also.
Here at Kiddi Caru we are very inclusive nursery. We work very hard to build up that relationship from the moment that a family looks around our setting. We provide childcare for children aged from 3 months to 5 years whose parents wish them to access our nursery. On the initial viewing of the nursery and then during our settling in procedure we get to know the child and to see how we as a nursery can best support the child who will be joining is, this then gives us the information and tools needed to ensure that the child feels valued and included into the nursery setting. Any child who is going to join us where they have additional needs we ensure that we bring in prior to the child starting any trainer needed to ensure that we have the knowledge before any child starts with us.
At the nursery we have a detailed settling in process where any additional needs are identified, we would also work alongside other agencies where necessary. Once a child has started at the nursery we have a comprehensive system in place to ensure each child is continually assessed with their progress recorded, activities are adapted to each child’s individual needs whilst linking in with the children’s current interests.
The nursery works closely with parents as partners and have open lines of communication at all times, Each child has a key worker who is responsible for updating each child’s records. The children who are under two years have a diary which would contain detailed information regarding each child, at the end of the day each parent is given an in-depth handover, during this time the staff gather feedback from parents who then incorporate this information on the children’s learning maps. We also hold parents evening and experience days every six months which gives the opportunity for the parents share information. We also invite the parents to stay and play sessions which enables the children and parents to have quality time together within the nursery setting
At kiddi Caru we have an extensive system in place to ensure that each individual child’s needs are meet, our Senco works closely with our parents and other agencies to ensure that each child will reach their full potential during their time with us, whilst allowing every child to share the same experiences.
Here at kiddi Caru we believe it is vital that every child has the opportunity to participate in all activities and aspects of the day, we look at each child as individuals and adapt each activity accordingly to ensure that the child’s need are met. If a child has a ILDP the staff follow this closely whilst working together with the parents.
We have close links with Torbay Early Years Advisory Service and other agencies such as Portage workers, Speech and language therapists, this is vital to en-sure that the children get the provision and equipment needed.
Kiddi Caru is a privately owned nursery. We accept two and three year old funding from Torbay Early years.
As a nursery we ensure close links with parents and other agencies within Torbay Early Years Advisory Service, We hold regular meetings with Portage workers and Speech and Language therapists.
At the nursery we pride ourselves with the close links that we have developed with Parents as Partners, we ensure that every child’s needs are met and the staff are fully informed and trained on any extra requirement’s that maybe required, this information would be gathered during our lengthy settling in sessions, this ensures that every child is able to meet there full potential during their time with us.
At Kiddi Caru we work closely with any other child care providers that our children attend, with the parent’s permission we send out shared care information sheets which gives us a greater insight into each child. Before the children move on to school we hold meetings with the perspective teachers to share information, we also invite the new Teachers into nursery so the children can meet them in familiar surroundings.
We have close links with Torbay Early years and other agencies, we consistently work closely with every parent to ensure they are fully informed about what help is available to them. We have a SENCO who works closely with the inclusion officer to ensure the best possible outcomes for all.
We offer experience days to allow parents to share quality time with their children, we also hold fun days and leavers parties for the children and their families to attend, the activities are varied and adapted to ensure that they are readily available to all.
We have a detailed child development plan this enables the staff and parents to track how a child is developing and also allows us to identify any areas that need extra support We keep our parents fully informed by handovers each day and the children’s diaries, we a parents evening every six months and have an open door policy so we are available to our parents at all times. Each parent is also sent questionnaires which enables them to give us feedback on all areas of the nursery.
Here at the nursery we are constantly evaluating are practice we use the feedback forms given by parents. We also use a detailed self-evaluation form which allows us to identify areas of improvement this allows us to constantly improve our practice. We hold target meetings within the age groups this is an opportunity which allows us to share best practice but also set targets for improvement to ensure we deliver quality childcare.
At Kiddi Caru we feel is it vital that our staff are highly trained, our staff attend regular courses the SENCO attends monthly forums, each staff member is Paediatric First Aid trained, we hold a rigorous in house training schedule that covers a variety of areas such as Yoga, Music and Movement, Sing and Sign and French the staff are highly trained and this enables us to cater to each child’s individual needs.
We believe working with closely with parents is vital we keep them fully informed, we give detailed feedback to parents daily, daily diaries are used, we would also arrange to meet with parents if there are any areas that need to be discussed
If parents had any worries or concerns this could be raised in a variety of ways by a telephone conversation, e-mail, direct to the office in person, through the child’s key worker, direct to our head office or if a parent had a serious concern they could raise these with Ofsted
Any new parent will be given a tour of the nursery where we are given the opportunity to explain about the nursery and all that we offer, this is an ideal opportunity for the parents to ask any questions, each parent is also given a prospectus which contains our most recent Ofsted report, breakdown of the activities and routines, the parents are also given copies of the menus and pricing structure.
Little Palms is part of the Early Years Alliance and is located in the centre of Torquay, Devon. In Febuary 2020 we were graded 'Good' by Ofsted. We offer 24 Ofsted-registered places for both private and funded. We are open from 8.00am - 6.00pm Monday to Friday, 51 weeks of the year, excluding bank holidays and three staff training days.
Little Palms is part of the Early Years Alliance and is located in the centre of Torquay, Devon. In Febuary 2020 we were graded ‘Good’ by Ofsted. We offer 24 Ofsted-registered places for both private and funded. We are open from 8.00am – 6.00pm Monday to Friday, 51 weeks of the year, excluding bank holidays and three staff training days.
Our committed, friendly and well-qualified nursery team provides high quality care and learning opportunities for children aged between 2-5 years. We follow the Early Years Foundation Stage (EYFS) with a focus on learning through play and actively encourage parents to become involved in the life of the nursery. The ethos at Little Palms is for children to be given the best early years and we work with parents to support children’s individual needs.
(Taken from website)
Telephone : 01803 363596
E-mail : littlepalms@eyalliance.org.uk
Website : https://www.eyalliance.org.uk/little-palms-nursery
Name : ZigZags
Address : 32 Market Street
Torquay
Postcode : TQ1 3AQ
Ofsted URN: EY490781
Settings opening times are from 07:30 to 18.00 but offers the option of a 19:00 finish if prebooked.
Settings opening times are from 07:30 to 18.00 but offers the option of a 19:00 finish if prebooked.
Qualifications and Training: Most Staff have level 3 in Childcare, Child Protection / First Aid Certificates.
Telephone : 01803 316511
E-mail : barewellroad@mamabear.co.uk
Name : St. Margarets School
Address : TORQUAY
Postcode : TQ1 4PA
Table of costs
| Amount | Cost Type |
|---|---|
| £20.80 | per session |
| £38.00 | per day |
Details may be subject to change.
Age Ranges : From 0 years 3 months to 5 years 0 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Details : Setting has a Senco, sound field for hearing impaired children – many staff have attended Manaton Training. Please see attached Local Offer for full details.
Details : Please contact provider for vacancy details.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Ofsted URN: EY450381
Link to latest and historical ofsted inspection reports
The Nursery group within Torbay, benefits from experienced and specifically training staff who can support and deliver exceptional care for a variety of needs.
The SENco’s in consultation with the child’s parents, will decide on the action needed to help the child to progress in the light of any assessments. This action will compromise of individualised arrangements for learning and may include;
If practitioners in consultation with parents conclude that a child may need further support to help them progress, staff should seek the help of the nursery SENCOs. All known knowledge about the child will be collated and if not previously sought, the support of outside multi agency professionals will be implemented with parental consent.
Within the Nursery group in the locality we have a trained THRIVE mentor who supports children on an individual basis as well as creating support materials and training to all practitioners. All settings adopt the THRIVE ethos and within each setting staff have had specific recognised training to embed the following practices further;
As part of the transition process to school the SENco at the Nursery will normally visit the Primary School the child will be going to and transition meetings will be planned between school staff and the SENco at the nursery and school staff will usually visit the child at the nursery to see them in their familiar surroundings, these processes enable information sharing and ensures the transition process runs as smoothly as possible.
Throughout the Nursery children are supported between transitions to new ‘rooms’ as they progress through the provision. The SENco oversees transitions meetings between the current and future Key Person with the parents/carers, sharing relevant information, targets and assessments, and most importantly feedback from the child and family
Dependant on the specific needs of the child we can of course make every effort to access specific support to enhance the provision and care that child receives. This support may be available internally within the select setting or within the Nursery group, or alternatively within outside agencies.
Each setting has specific activities and additions to the Nursery provision that may benefit children with specific needs. When those activities and additions do not fully meet the needs of the specific child, additional support, equipment and resources are sought from a variety of means in order to adapt the provision and/or practice.
Strategies employed to enable the child to progress will be recorded within an Individual Learning Plan .The ILDP will record only that which is additional to, or different from the differentiated curriculum already in place as part of normal provision. The ILDP will focus on three or four key targets and will be discussed with the parent and where appropriate, the child. The ILDP will be kept under continual review and parents will be consulted as part of the review process. During review meetings (which are held as required) an action plan will be agreed and documented, recording what actions are to be complete and who will be responsible, eg, parent, SENco, portage worker or health visitor.
Regular feedback is collected from all parents, carers and professionals through a variety of methods.
Our quality assurance schemes and the monitoring systems in place within the company require each setting to reflect fully on the inclusive practice and provision and encourage methods and guidance on driving quality further.
Within the group there are a variety of key staff who are able to coach and mentor Key Person’s to fine tune their practice in relation to the needs of the child they are supporting. This is accessed regularly in addition to the continuous professional development of all practitioners being developed further through in house training workshops and training, forums held by the LA and other agencies/organisations.
Observation, supervision, appraisals and assessments of the training needs of the entire staff team highlight skills in need of further development/enhancement
Parents/carers are informed ordinarily daily by the Key Person upon drop off/collection in regards to daily updates. The Nursery will always make time to meet with parents for meetings with or without notice – understanding that regular free flowing dialogue is vital in building trusting positive relationships with the family.
Summative assessments, regular written feedback all are provided to the parents of all children regardless of any needs.
Concerns relating to the provisions when possible are addressed and resolved by the Management of the select setting.
The Nursery group operates a complaints policy, readily available at the Nursery or online. which outlines the measures any service user or visitor can take to ensure their complaint is fully addressed and resolved satisfactorily.
The Nursery website lists information, reports and news stories for all four of the Torbay settings, along with all contact information. You are welcome to attend the Nursery for a tour without prior arrangement, where further arrangements can be made to meet specifically with key staff and the SENco. The family information service (FIS) lists information about the setting and the Ofsted website details information and reports of the Nurseries within the group.
Mama Bear's Day Nursery provides a friendly, clean and comfortable, safe environment which children can find stimulating and challenging and where enjoyment and fun are linked with discovery and learning. It is a 67 place nursery with three rooms, a baby room for 3 months to 2 year olds, a Bouncy Bears room for children approaching 2 to 3 years and a pre-school for children aged 3 to 5 years. The nursery is passionate about outdoor play and adopt a free flow policy allowing children to move freely indoors and out throughout the day. The outdoor environment reflects all the play and learning opportunities expected to be found indoors with the added benefits of being able to explore, build on a larger scale and discover new skills.
Mama Bear’s Day Nursery provides a friendly, clean and comfortable, safe environment which children can find stimulating and challenging and where enjoyment and fun are linked with discovery and learning. It is a 67 place nursery with three rooms, a baby room for 3 months to 2 year olds, a Bouncy Bears room for children approaching 2 to 3 years and a pre-school for children aged 3 to 5 years. The nursery is passionate about outdoor play and adopt a free flow policy allowing children to move freely indoors and out throughout the day. The outdoor environment reflects all the play and learning opportunities expected to be found indoors with the added benefits of being able to explore, build on a larger scale and discover new skills.
Qualifications and training: Level 3 diploma in childcare and education, Level 3 Playwork, certificate in leadership and management level 5.
Telephone : 01803 540578
E-mail : lrmanager@mamabear.co.uk
Website : www.mamabear.co.uk
Name : South Devon College
Address : PAIGNTON
Devon
Postcode : TQ4 7EJ
Notes : South Devon College bus routes
Details : We offer a Sibling discount
Age Ranges : From 0 years 0 months to 8 years 0 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Experience with : ADHD Attention Deficit Hyperactivity Disorder Downs syndrome
Details : Senco and sensory room on site. Please see attached Local Offer for full details.
Details : Contact provider for vacancy details.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Offers pickups : No
Ofsted URN: EY434985
Link to latest and historical ofsted inspection reports
The Nursery group within Torbay, benefits from experienced and specifically training staff who can support and deliver exceptional care for a variety of needs.
The SENco’s in consultation with the child’s parents, will decide on the action needed to help the child to progress in the light of any assessments. This action will compromise of individualised arrangements for learning and may include;
If practitioners in consultation with parents conclude that a child may need further support to help them progress, staff should seek the help of the nursery SENCOs. All known knowledge about the child will be collated and if not previously sought, the support of outside multi agency professionals will be implemented with parental consent.
Within the Nursery group in the locality we have a trained THRIVE mentor who supports children on an individual basis as well as creating support materials and training to all practitioners. All settings adopt the THRIVE ethos and within each setting staff have had specific recognised training to embed the following practices further;
As part of the transition process to school the SENco at the Nursery will normally visit the Primary School the child will be going to and transition meetings will be planned between school staff and the SENco at the nursery and school staff will usually visit the child at the nursery to see them in their familiar surroundings, these processes enable information sharing and ensures the transition process runs as smoothly as possible.
Throughout the Nursery children are supported between transitions to new ‘rooms’ as they progress through the provision. The SENco oversees transitions meetings between the current and future Key Person with the parents/carers, sharing relevant information, targets and assessments, and most importantly feedback from the child and family
Dependant on the specific needs of the child we can of course make every effort to access specific support to enhance the provision and care that child receives. This support may be available internally within the select setting or within the Nursery group, or alternatively within outside agencies.
Each setting has specific activities and additions to the Nursery provision that may benefit children with specific needs. When those activities and additions do not fully meet the needs of the specific child, additional support, equipment and resources are sought from a variety of means in order to adapt the provision and/or practice.
Strategies employed to enable the child to progress will be recorded within an Individual Learning Plan .The ILDP will record only that which is additional to, or different from the differentiated curriculum already in place as part of normal provision. The ILDP will focus on three or four key targets and will be discussed with the parent and where appropriate, the child. The ILDP will be kept under continual review and parents will be consulted as part of the review process. During review meetings (which are held as required) an action plan will be agreed and documented, recording what actions are to be complete and who will be responsible, eg, parent, SENco, portage worker or health visitor.
Regular feedback is collected from all parents, carers and professionals through a variety of methods.
Our quality assurance schemes and the monitoring systems in place within the company require each setting to reflect fully on the inclusive practice and provision and encourage methods and guidance on driving quality further.
Within the group there are a variety of key staff who are able to coach and mentor Key Person’s to fine tune their practice in relation to the needs of the child they are supporting. This is accessed regularly in addition to the continuous professional development of all practitioners being developed further through in house training workshops and training, forums held by the LA and other agencies/organisations.
Observation, supervision, appraisals and assessments of the training needs of the entire staff team highlight skills in need of further development/enhancement
Parents/carers are informed ordinarily daily by the Key Person upon drop off/collection in regards to daily updates. The Nursery will always make time to meet with parents for meetings with or without notice – understanding that regular free flowing dialogue is vital in building trusting positive relationships with the family.
Summative assessments, regular written feedback all are provided to the parents of all children regardless of any needs.
Concerns relating to the provisions when possible are addressed and resolved by the Management of the select setting.
The Nursery group operates a complaints policy, readily available at the Nursery or online. which outlines the measures any service user or visitor can take to ensure their complaint is fully addressed and resolved satisfactorily.
The Nursery website lists information, reports and news stories for all four of the Torbay settings, along with all contact information. You are welcome to attend the Nursery for a tour without prior arrangement, where further arrangements can be made to meet specifically with key staff and the SENco. The family information service (FIS) lists information about the setting and the Ofsted website details information and reports of the Nurseries within the group.
Mama Bears Day Nursery at Midvale Road is rated a 'GOOD' Nursery in every area by OFSTED. Weoffer childcare for babies and children from 3 months to 5 years, inclusive of all families. Split into threeseparate rooms across three floors with a sensory room and two garden spaces, Mama Bears atMidvale Road is a homelike environment with a nurturing atmosphere providing a safe and securespace for children to thrive.
Mama Bears Day Nursery at Midvale Road is rated a ‘GOOD’ Nursery in every area by OFSTED. We
offer childcare for babies and children from 3 months to 5 years, inclusive of all families. Split into three
separate rooms across three floors with a sensory room and two garden spaces, Mama Bears at
Midvale Road is a homelike environment with a nurturing atmosphere providing a safe and secure
space for children to thrive.
Telephone : 01803 520620
E-mail : mrmanager@mamabear.co.uk
Name : 4 Midvale Road
Address : Paignton
Devon
Postcode : TQ4 5BD
Notes : Near to Main town centre routes
Costs of sessions:
Under two’s 10.5 hour session £71.20
Two year olds 10.5 hour session £68.45
Over three’s 10.5 hour session £64.45
We offer a wide range of various sessions, full days and half day sessions.
Sibling discounts and full time discounts offered.
All Government funding accepted.
Has Provision : Yes
Has Provision : Yes
Details : Please our Local Offer for full details.
Ofsted URN: EY457215
Link to latest and historical ofsted inspection reports
The Nursery group within Torbay, benefits from experienced and specifically training staff who can support and deliver exceptional care for a variety of needs.
The SENco’s in consultation with the child’s parents, will decide on the action needed to help the child to progress in the light of any assessments. This action will compromise of individualised arrangements for learning and may include;
If practitioners in consultation with parents conclude that a child may need further support to help them progress, staff should seek the help of the nursery SENCOs. All known knowledge about the child will be collated and if not previously sought, the support of outside multi agency professionals will be implemented with parental consent.
Within the Nursery group in the locality we have a trained THRIVE mentor who supports children on an individual basis as well as creating support materials and training to all practitioners. All settings adopt the THRIVE ethos and within each setting staff have had specific recognised training to embed the following practices further;
As part of the transition process to school the SENco at the Nursery will normally visit the Primary School the child will be going to and transition meetings will be planned between school staff and the SENco at the nursery and school staff will usually visit the child at the nursery to see them in their familiar surroundings, these processes enable information sharing and ensures the transition process runs as smoothly as possible.
Throughout the Nursery children are supported between transitions to new ‘rooms’ as they progress through the provision. The SENco oversees transitions meetings between the current and future Key Person with the parents/carers, sharing relevant information, targets and assessments, and most importantly feedback from the child and family
Dependant on the specific needs of the child we can of course make every effort to access specific support to enhance the provision and care that child receives. This support may be available internally within the select setting or within the Nursery group, or alternatively within outside agencies.
Each setting has specific activities and additions to the Nursery provision that may benefit children with specific needs. When those activities and additions do not fully meet the needs of the specific child, additional support, equipment and resources are sought from a variety of means in order to adapt the provision and/or practice.
Strategies employed to enable the child to progress will be recorded within an Individual Learning Plan .The ILDP will record only that which is additional to, or different from the differentiated curriculum already in place as part of normal provision. The ILDP will focus on three or four key targets and will be discussed with the parent and where appropriate, the child. The ILDP will be kept under continual review and parents will be consulted as part of the review process. During review meetings (which are held as required) an action plan will be agreed and documented, recording what actions are to be complete and who will be responsible, eg, parent, SENco, portage worker or health visitor.
Regular feedback is collected from all parents, carers and professionals through a variety of methods.
Our quality assurance schemes and the monitoring systems in place within the company require each setting to reflect fully on the inclusive practice and provision and encourage methods and guidance on driving quality further.
Within the group there are a variety of key staff who are able to coach and mentor Key Person’s to fine tune their practice in relation to the needs of the child they are supporting. This is accessed regularly in addition to the continuous professional development of all practitioners being developed further through in house training workshops and training, forums held by the LA and other agencies/organisations.
Observation, supervision, appraisals and assessments of the training needs of the entire staff team highlight skills in need of further development/enhancement
Parents/carers are informed ordinarily daily by the Key Person upon drop off/collection in regards to daily updates. The Nursery will always make time to meet with parents for meetings with or without notice – understanding that regular free flowing dialogue is vital in building trusting positive relationships with the family.
Summative assessments, regular written feedback all are provided to the parents of all children regardless of any needs.
Concerns relating to the provisions when possible are addressed and resolved by the Management of the select setting.
The Nursery group operates a complaints policy, readily available at the Nursery or online. which outlines the measures any service user or visitor can take to ensure their complaint is fully addressed and resolved satisfactorily.
The Nursery website lists information, reports and news stories for all four of the Torbay settings, along with all contact information. You are welcome to attend the Nursery for a tour without prior arrangement, where further arrangements can be made to meet specifically with key staff and the SENco. The family information service (FIS) lists information about the setting and the Ofsted website details information and reports of the Nurseries within the group.
With a team of experienced and qualified staff we excel at child-driven play. Linking in with EYFS and the National Curriculum we see that all children in our care develop well as we prepare them for their transition to school.
With a team of experienced and qualified staff we excel at child-driven play. Linking in with EYFS and the National Curriculum we see that all children in our care develop well as we prepare them for their transition to school.
With a new indoor space designed with play in mind and multiple outdoor areas available, children will have access to many experiences and opportunities. The YMCA boasts a secluded woodland, large playground and other outdoor space as well as close proximity to local nature reserves and many beaches.
Fully ofsted registered. A security system is in place including CCTV on the interior and exterior of the building and keypad secure doors.
Please get in touch to learn more or visit our website for addtional details!
Telephone : 01803551578
E-mail : nursery@ymcasouthdevon.org.uk
Website : www.ymcasouthdevon.org.uk/muddywellies.html
Notes : Dee Passenger- Nursery Manager
Paris Davies- Deputy Manager
Kirsty Light- SENCo
Name : YMCA South Devon
Address : YMCA South Devon
Dartmouth Road
Paignton
Devon
Postcode : TQ4 6NX
Notes : Just off Dartmouth Road; good transport links via car or public bus with regular buses between Brixham and Paignton stopping just outside the centre.
Our large carpark can hold around 70 cars (please note, a 5mph speed limit is enforced within our carpark).
Details : Please contact provider.
Age Ranges : age 0 to 5 years
Details : Please contact for up to date information on vacancies
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Ofsted URN: 139449
Link to latest and historical ofsted inspection reports
The setting SENCo and manager hold a vast knowledge of support available for families. Where a concern is raised with a child, staff will discuss this with the SENDCo and the Nursery Manager and a plan is formulated. As the plan progresses a meeting will be called with the family. The SENDCo will gain consent from the family and seek support from the local authority if necessary. The family will be given information relating to services available and various support groups available.
These services include:
We offer various activities catered to the individual child we make use of resources available to provide unique opportunities. We have a garden attached to the nursery as well as woodland area that is accessible (and two Level 1 Forest school practitioners). The children and practitioners within the Nursery also have access to the sports hall, play courts and outside areas of the YMCA.
When a child is identified as having SEND we follow a cycle called the “Graduated Approach”. In this approach we will assess the child and arrange a meeting with the parent/careers to plan what the way forward and how we will support the child and family. We will create some SMART targets based on the child’s areas of need. These meetings are a great way of parents discussing their aspirations for the child or anything they may be needing support with. The targets and plans will be reviewed and evaluated at the next meeting.
We review our Special Educational Needs Policy on annually to ensure they are up to date and relevant. Staff and manager meet regularly through supervisions and appraisals as well as monthly staff meetings where staff reflect on their practice and discuss other strategies that may be needed. Parents/carers are welcomed to attend regular meetings with the child’s key person to monitor progress and discuss anything they have concerns or ideas about.
As a setting we understand the importance of professional development all staff are required to attend a variety of specific courses and complete mandatory online training courses every 3 years.
Any specific needs of the child will be identified and relevant training will be sought. The management team of Muddy Wellies have a wealth of experience and strategies which they share with other practitioners.
Key people are available to talk to at the beginning and end of the session. We offer an online learning journal (tapestry) which parent/careers can access and view their child’s observations and also contribute information relating to their home life. Regular newsletters are shared with parents via the latest news option on Tapestry.
We also offer termly parents evening where parents/careers can ask any questions.
Muddy Wellies offers an open door policy where parent/carers can talk to the staff openly and any grievances or problems can be spoke about with a resolution being found.
All complaints are dealt with in an appropriate manner and actioned by the management team.
Please refer to our complaints policy for more information.
For more information about us please call on 01803 551578 or email us on nursery@ymcasouthdevon.org.uk.
We will be happy to answer any questions and make arrangement for you to come and look around.
Peekaboo Childcare (Torquay) Limited is a 6 months to 4 year old setting that offers high quality care and education within a stimulating and friendly environment, across flexible hours.
Peekaboo Childcare (Torquay) Limited is a 6 months to 4 year old setting that offers high quality care and education within a stimulating and friendly environment, across flexible hours.
We have highly qualified staff, including 2 qualified teachers who have taught across primary and nursery education.
We aim to deliver the best possible outcomes for all children whilst providing a childcare service that suits a modern family life.
We have an open door policy and offer new parents a chance to have a supervised tour around the nursery.
To book an appointment please call or email.
Contact Name : Alexandra Morton
Contact Position : Manager
Telephone : 01803 614786
E-mail : contact@peekaboo.uk.com
Website : www.peekaboo-childcare.co.uk
Name : Peekaboo Childcare
Address : 7, Collaton Road
TORQUAY
Postcode : TQ2 7HH
Notes : Bus routes 32, 66, 111 and 12
Table of costs
| Amount | Cost Type |
|---|---|
| from £18 | per session |
Details10% discount for siblings 5% discount for children of NHS Staff 3% discount for Torbay Council Various costing depending on ages of child / children & total of sessions. For an individual cost please go to our website www.peekaboo-childcare.co.uk
Age range: 6 months to 5 years (Term time only)
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:45:00 | 17:30:00 |
| Tuesday | 07.45 | 17.30 |
| Wednesday | 07.45 | 17.30 |
| Thursday | 07:45 | 17.30 |
| Friday | 07.45 | 17.30 |
Facilities : CCTV security cameras
Baby Facilities
Visit & Outings
Walks to local park etc
Offers pickups : No
Ofsted URN: EY500121
Link to latest and historical ofsted inspection reports
Peekaboo Childcare (Torquay) Limited is a day nursery aiming to provide high quality care and education to children aged 6 months-5 years. We believe in giving every child the opportunity to reach their full potential whilst feeling safe and secure.
We offer sessional day care Monday – Friday term time 7:45am – 5:30pm. We offer morning, afternoon or all day sessions. We accept all funding and childcare vouchers. We are as flexible as possible with session times.
We are an open plan nursery with easy access to an outside area.
We are an inclusive setting for any child aged 6 months -5 years. We follow all guidelines set out in the Equalities Act 2010. We offer home visits and settling sessions for all new children so that the child’s key worker can discuss with the parent’s how we can meet all their child’s needs. We will seek advice and support from outside agencies for children with medical or more specific learning needs.
Peekaboo Childcare works in partnership with parents/carers and other significant adults working with the child. Observation and assessment will take place using a range of tools selected specifically to reflect individual needs. The Early Years Foundation stage Outcomes will be used as one of the standard measures, to identify an individual child’s progress in their learning and development.
Following the Graduated Approach of ‘Assess, Plan, Do and Review’ laid out in the SEND Code of Practice 2014, we will record agreed targets for the individual child along with assessments and records of progress. We will seek advice from outside agencies if needed.
Advice and signposting for families/carers around the individual child’s needs is also given.
In some cases, we will make a referral to other agencies to gain appropriate assessment and support for the child and family.
When children start at Peekaboo Childcare, they are allocated a Key Worker who will form a relationship with the child and their parents/carer. This relationship will be based upon face to face conversations had daily about the needs and development of the child. If the key worker seeks advice from outside agencies, the parents will be consulted at all stages. All next steps will be shared with parents through electronic learning journeys.
The child’s views, preferences and best interests will always be put at the centre of future plans. Staff will collect these through observations, conversations, sharing their learning journeys and next steps.
Each term, there will be a parents’ evening where all observations, assessments and next steps are shared with parents.
Peekaboo Childcare will use evidence based strategies of support that specifically meet the needs of the individual child and their family. Teaching and learning are set in the context of the Early Years Foundation Stage Curriculum that is carried out in all early years settings in Torbay.
Once an agreed strategy is chosen, individual SMART (specific, measureable, achievable, relevant, time bound) targets are planned together and then carried out by practitioners and parents/carers on a daily basis at home and at nursery to support the child’s learning and development.
We are an early years setting that offers a broad and balanced Early Years Foundation Stage curriculum. This can be adapted to meet any child’s needs and staff will seek support from outside agencies if needed.
Where appropriate we will seek help from the Early Years Advisory Team to support our practitioners with differentiating the curriculum, the learning environment and adult/child interactions to meet individual children’s additional needs.
Peekaboo Childcare will seek advice from the Early Years Advisory Team and use the SEND Code of Practice 2014, to ensure that each child receives everything they need to develop, learn and reach their full potential.
Private day care payments as well as government funding childcare places.
If it is appropriate, government funding to support the individual child to access care at our setting is available. We are able to make a request for funding for support by clearly identifying what additional and different activities are needed to successfully include individual children.
Parents/carers are encouraged to contribute to this process.
We can seek bespoke training from the Early Years Advisory Team to help our practitioners meet the needs of all children.
Individual children’s personal, social and emotional developmental needs in the early years can be supported through the Foundation Stage Curriculum.
Practitioners also promote the use of specific programmes of support such as Thrive ftc.
At Peekaboo Childcare, practitioners work closely with parents to make all transitions as smooth as possible. We make links with local schools and other early years settings and share information on the child transferring, with parents consent.
The parents/carers are invited to plan jointly for meetings and share information about their child with the receiving setting.
Peekaboo Childcare will work in collaboration with all other Children’s Services and will endeavour to ensure that children and families receive the most appropriate and timely intervention that they need.
We offer regular outings to local parks.
Regular assessments to identify needs and monitor progress is carried out jointly with parents/carers, practitioners and outside agencies involved. The Early Years Outcomes are one of the tools that will be used as a benchmark to monitor young children’s learning and development.
Together we will agree the next steps. An individual child’s views, preferences and best interests will always be put at the centre of future plans.
Parents get the chance to speak on a daily basis with the child’s key worker.
Parents can see and contribute to the child’s electronic learning journey, leaving comments for practitioners on assessments made and helping to build a fuller picture of the child.
We meet with parents termly to discuss children’s learning and development.
The Advisory Teacher for Early Years inclusion offers training and information sessions to all the Early years setting practitioners on a regular basis. We send staff on these training sessions as regularly as possible.
Parents/carers and practitioners have email and telephone contacts and are encouraged to raise any concerns with management. There is a complaint form in nursery reception
You can also contact OFSTED directly.
Please look on the following website for further information:
or contact Alexandra Bithell, Director Phone:01803 614786
Email: contact@peekaboo.uk.com
We are an 'OUTSTANDING' OFSTED Registered nursery, specialising in childcare for children aged 3 months – 12 years and based in the Ellacombe area of Torquay. We offer funding for 2 and 3 year olds.
We are an ‘OUTSTANDING’ OFSTED Registered nursery, specialising in childcare for children aged 3 months – 12 years and based in the Ellacombe area of Torquay. We offer funding for 2 and 3 year olds.
We are committed to providing high quality, professional childcare for the children entrusted to our care. We acknowledge, respect and value parents/carers as primary educators and work in partnership with families for the benefit of their children.
Our aim is to provide a friendly and welcoming environment for children and their parents/carers and to build and maintain positive relationships with each child and their family.
Contact Name : Mary Browne
Contact Position : Manager/owner
Telephone : 01803 290030
E-mail : info@phoenixchildcaretorquay.co.uk
Website : phoenixchildcaretorquay.co.uk/
Name : Phoenix Childcare
Address : 21-23
Carlton Road
Ellacombe
TORQUAY
Postcode : TQ1 1NA
Notes : Close to bus routes and central to Torquay Town, St Marychurch, Babbacombe, The Warberrries and Ellacombe
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 | per hour |
Details : £6 per hour for babies (3 months to 2 years) £5 per hour for children aged 2 years to 4 years £4.50 per hour for children 5 years to 12 years At this time, meals are provided for free this could include breakfast, hot lunch, dinner, and snack dependent on the times your child attends. Please contact provider for further details.
Our Ethos
To Communicate, Co-operate and Educate by providing high quality, affordable childcare in partnership with the families of children in our care, ensuring that together, we meet their child’s needs.
Our Values
Communication, Cooperation and Education are our core values. We support these values by ensuring that children play and learn in a positive, child-centred environment encouraging respect, confidence, honesty, creativity and trust.
Our Ambition
To ensure that qualified and skilled nursery staff deliver enjoyable, interesting and stimulating learning opportunities within the statutory Early Years Foundation Stage (EYFS) framework.
To plan, create and deliver a safe and stimulating play environment, both indoors and outside, within a nurturing and safe environment.
To provide age and developmentally appropriate learning and play opportunities to meet the individual needs of each child.
During our after school and holiday clubs, to ensure that older children are also encouraged to participate in age-appropriate, motivational and challenging activities, supervised by qualified and experienced staff.
We aim to strengthen and support the development of children and their families within Torquay and within the Ellacombe community in particular.
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30:00 | 18:00:00 |
| Tuesday | 07:30:00 | 18:00:00 |
| Wednesday | 07:30:00 | 18:00:00 |
| Thursday | 07:30:00 | 18:00:00 |
| Friday | 07:30:00 | 18:00:00 |
Facilities : Refreshments
CCTV security cameras
Meals cooked on premises
Meeting Rooms
Role play dressing up
Sandpitsand play
PuzzlesJigsaws
ICT Facilities
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Kitchen Facilities
Sensory Room
Disabled Access
Construction toys
Cookery
Music time
Sensory Play
Nappy changing facility
Full cooked lunch
Toys
Out-door Play
Soft Play area
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Arts & Crafts
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
Push-alongs
Water play
Games
Garden
Offers pickups : Yes
Ofsted URN: EY397582
Link to latest and historical ofsted inspection reports
We cater for a wide range of Speech and Language difficulties, and a wide range of Special Educational Needs. On induction to the setting the Senco, leader or key person, and parents share information about the strengths and needs of the child.
The parents will have the opportunity to accompany their child on a visit to help settle them and develop a relationship with the key person. The child will always be at the heart of all we do. We work with the parents and support the child together.
Observations, listening, assessments, evaluations all contribute to Individual Learning Provision Plans (ILPPs). We will listen to you as well as your child. Our Senco will explain how children’s individual needs can be met by planning support using an ILPP and the advice from Area Senco. She will also explain who may become involved in your child’s development and their role. The key person will work with the Senco to oversee the ILPP targets for your child. The Key person will be in session with the child, if not then the Senco would be present. They will identify individual needs and plan next steps, accessing additional support from others where necessary (e.g. Speech and Language Therapist, SALT or applications for additional funding. ILPPs with be reviewed with parents.
The key person’s role will be to foster relationships, and understand the individual children. The Senco will maintain an overview of experiences and progress. She will also work with other practitioners to ensure provision is relevant / appropriate and seek support when needed.
We are a fully inclusive setting, with a great SEND team who will work closely with parents to ensure your child has their needs and interest met. We welcome all children and have experience of working with children with Autism, Downs Syndrome, Learning delays, Speech and Language difficulties, ADHD, behavioural disorders, English as a second language, physical disabilities, allergies, hearing or sight impairments, emotional difficulties. If your child has Special needs and your child’s particular need is not outlined above then please feel free to contact the nursery who will meet with you to offer support and guidance to best meet the individual needs of your child.
Decisions made about how much support a child will receive is monitored through observations made by the key person of the child in the setting and then discussed with parents, Senco and Manager. Observational assessment linked to the EYFS and knowledge of child development will be used to identify what support is required. Extra support will be put in place if necessary with the aim of enabling the child to become independent within the environment. On-going partnership working with parents by the setting and other professionals involved with the child/family will support the decision making process. The Senco will advise on the process of applying for extra support. The inclusion funding process will identify the level of need based on the evidence submitted to the panel from the setting and other professionals working with the child/family. Reports from health care professionals or others working with the child and family will be used to plan support within the setting.
The area Senco or other professionals working with the setting Senco will support the decision making process linked to planned targets. These will be written with parents and will include how parents can support their child at home. Staff meetings within the setting will ensure all staff working with the child knows the child’s need and how to support them. When our children are getting ready to go to school the school teacher will visit our nursery to meet the children. The children are then invited to the school and will go with either their parents or key worker and this
will help with transition. When our children leave the nursery we pass
any information and their learning journeys to their parents. This includes past and present Individual learning progression plans and any other information from outside agencies. We display any important numbers on the parents board/box, for example: speech and language drop in centres, local groups and a wide range of leaflets on different subjects relating to your child.
The key person and other staff in the room your child is based will get to know the child through meeting the parents during their initial settling visit to nursery.
Communication is key between parents and staff to support the child’s care and wellbeing.
The key person will regularly liaise with the parents. During the initial meetings between parents and the key person the parents will be asked to fill in all about me form and family trees. If the children are older parents can discuss the questions or encourage them to draw pictures.
We are happy to talk to parents at any time about any issues that they need to discuss. An on-going observational assessment is used to establish a starting point. The key person will observe the child in the first few weeks of them settling into nursery and complete a summery sheet based on their observations. These will be clearly marked as starting points as these summary sheets are used at several points during the child’s learning journey. The summary sheets are linked to the EYFS ages and stages of development. Activities, experiences, routine resources and provision are planned for the individual.
We cater for 2 – 12 year olds and we consult parents in a range of ways. New children that arrive to the setting with an identified need or possible need that has not yet been statemented can discuss with the manager or Senco their needs and concerns. The Senco is always on hand to discuss the child’s progress and work with the parents to implement any support the child may need so we are able to offer individual care. Regular meetings can be set up to discuss your childs progress, including via email or telephone. We liaise with a range of professionals such as Speech and Language therapists, area Sencos, psychologists, medical staff, Health Visitors and Social Workers. When we meet to set up and maintain individual learning plans parents can state what they need help with and we will support as best we can either in house or by consulting the Local Authority.
We offer an individual approach to all children where we take each child’s needs in to account in order to support them and help them to flourish. We have a trained Thrive professional who implements the Thrive approach. Below is a short explanation of the Thrive approach.
‘Each child need to feel valued, involved and appreciated. However, many children and young people face challenges that can knock them off course. That is when they exhibit what may be referred to as ‘bad or disruptive behaviour’ or ‘troubled behaviour’ or ‘behavioural problems’ – behaviour which is, in fact, their only way of communicating that something is wrong. What they need then is understanding and help to get them back on track.
Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment.’ (www.thriveapproach.co.uk, 2014)
We find this approach helps to prepare a child for their transition to school, and schools also use this approach so we work with the schools to continue the care at our out of schools facility all the way to age 12. We offer ‘special time’ with children where they have 10 minutes a day in which it is one to one and this is to help them with their emotional needs, and have found since its implementation that this has been successful.
In addition to this we can adapt the environment to meet your child’s particular needs, and we have had children attend our setting in the past with sight and hearing difficulties and we have adapted our practice by putting those children at the front at circle time, or using Makaton, visual prompts, or by being taking extra care to ensure we are close to them when explaining activities so they get the most out of the activity.
We adapt the curriculum we offer in a range of ways. Examples of this would be: –
Since our opening in 2010 we have worked with children with a wide range of differing needs, and because of this we believe we have the ability and knowledge to provide a high standard of care for your child. If we have not previously encountered your child’s particular need we can work with you and the area Senco to provide tailored support.
A specialisation that we hold is allergies, including very severe allergies. This is due to the Owner/Managers own children having severe allergies which involve administering an Epipen. We have Makaton and Thrive trained staff, and all staff have a background of working with children with behavioural needs.
Sencos/SEND team have completed Level 3 qualifications. Regular staff updates and training take place regarding supporting children’s needs.
We offer 15 hour funded places for our 2 year olds. We offer 30 hour and 15 hour funded places for our 3 and 4 year olds. All 3year olds are entitled to the funded 15 hours childcare the term after they are 3 years old, some families may be entitled to the 30 hour funded placements. Families who are not entitled to funding (e.g. under 2 year olds) and additional hours are available, funded by the parents at a price of £6 per hour (6 months – 2 year olds) or £5 per hour (2-4 year olds).
We offer all additional learning support as laid out within this document, and are always available to support your child in any way that we can.
We continually reflect on our practice by inhouse training, as well as courses provided by the Local Authority. We keep up to date to changes in government guidance, and use our past knowledge to provide support, and reflect and improve.
We can help your child learn about their feelings and relationships through the Thrive approach.
This is not applicable at this setting as we do not deal with young people of that age group, however we are one of the only settings in the bay that cater for children from age 2 – 12 so we can be there for your child every step of the way as they firstly transition to primary school, and then on to secondary school in years to come. This offers great continuity of care, and is especially useful for children who thrive on routine.
We offer all support as laid out within this document, and are always available to support your child in any way that we can.
Our setting goes on a wide range of trips both in term time, and out, but mainly during school holidays. The kind of places we have visited are various National Trust places and country parks such as Bakers Park, Parke in Bovey Tracey, Occombe Farm, Stover park, Decoy and Haldon Forest Park. We have also visited the cinema, Rainbow fun house, Play café, and a range of local parks. Due to this we believe we offer a wide range of opportunities to all children and are different to the provision most settings offer within the bay.
We regularly review our practice, as well as meet with parents, and outside professionals to decide what is and is not working well. We can then adapt according to the needs of the child, and take on board anything that has arisen during the time period since the last meeting. If however there are concerns, or support is required at any time we are always available at pick up, drop offs, or via telephone. We believe we have a strong partnership with parents and families, and can offer advice and support.
We listen to parents and guardians and take their feedback on board, and we have many satisfied parents past and present who have been pleased with the service we have provided.
A complaint can be raised at any time by contacting the Manager/Owner. If this is still not rectified then it can passed on to the Local Authority or OFSTED. We hope that we can offer the right support so this situation will not arise.
Parents can visit or telephone the setting at any time to find out more information.
This nursery only caters for NHS staff employed by Torbay and South Devon NHS Foundation Trust.
This nursery only caters for NHS staff employed by Torbay and South Devon NHS Foundation Trust.
Contact Name : Tina Mwaro/Jennie Judge
Contact Position : Nursery Managers
Telephone : 01803 654150
E-mail : tsdft.rainbow@nhs.net
Notes : We are a workplace nursery and only able to offer a palce to families who work for Torbay and South Devon NHS Foundation Trust or the CCG
Name : Rainbow Day Nursery
Address : Torbay Hospital, Annexe site
Newton Road
Torquay
Devon
Postcode : TQ2 7BA
Notes : Near bus routes 12 and 12a
Table of costs
| Amount | Cost Type |
|---|---|
| 52.70 | per day |
Details : An early start session can be pre-booked, subject to availability, for £5.30 A nursery hot lunch (optional) is available for £2.30
Details : Please contact the nursery for information regarding availability, we operate a waiting list.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:00:00 | 18:00:00 |
| Tuesday | 07:00:00 | 18:00:00 |
| Wednesday | 07:00:00 | 18:00:00 |
| Thursday | 07:00:00 | 18:00:00 |
| Friday | 07:00:00 | 18:00:00 |
Facilities : Refreshments
Ride-ons
Meals cooked on premises
Role play dressing up
Sandpitsand play
Climbing Frame
Wendy House
PuzzlesJigsaws
Books & Storytelling
Internet Connection
Both indoor and outdoor activities
Kitchen
Kitchen Facilities
Reading
Nature Exploration
Open Space
Disabled Access
Sleeping Area
Construction toys
Secure Access
Music time
Sensory Play
Nappy changing facility
Full cooked lunch
Toys
Small world toys
Out-door Play
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Arts & Crafts
Heuristic play
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
Push-alongs
Water play
Games
Accessible Parking
Adventure playground
Garden
Treasure baskets
Air Conditioning
Playroom
Offers pickups : No
Ofsted URN: 139435
Link to latest and historical ofsted inspection reports
We have a team of staff who are well qualified and have a wide range of training and experience. We support children with a varied range of needs including, but not limited to:
The nursery has experienced Makaton signers, Behaviour leads, First Aiders, Sencos, Safeguarding Leads and Speech, Language and Communication leads.
Each child in our care has a key carer who liaises with parents/carers with regard to the needs of their child. The nursery Senco and the child’s key carer work closely with parents and other professionals to ensure that children are able to participate as fully as possible in the nursery day. Where applicable, we attend multi-agency meetings in order to best support individual children.
Rainbow Day Nursery is a workplace nursery for staff of Torbay and South Devon NHS Foundation Trust.
Rainbow Day Nursery is registered with Ofsted and currently holds a Good grade from the latest Ofsted inspection. We provide inclusive care for children aged 3 months to 5 years and work on a waiting list system.
We welcome all children regardless of disability or special educational needs.
Where a child’s needs are identified prior to them starting nursery, we will liaise with parents/carers, other professionals involved in care of the child to establish a good relationship in advance and to understand how we can best support the child.
All children are regularly observed throughout their time with us in order for us to track their progress within the Early Years Foundation Stage. All observations are documented in the child’s Interactive Learning Diary (ILD), parents have access to this at any time. We can use small step assessments if needed
If from these observations, key carers have any concerns with regard to the child’s development, this will be brought to the attention of our Sencos who will then make further observations and liaise with parents in line with our Special Educational Needs Policy.
The nursery Sencos and the child’s parents/carers will decide the appropriate course of action for each individual child. We will also contact and liaise with other professionals if deemed appropriate.
When a child is due to start at our setting hold settling in visits with the child and parent(s)/carer(s). The settling in visits provides an opportunity for parents/carers to discuss any special/individual needs that their child may have. At this point we will assess if any additional support will be needed and, if the family is already being supported by other professionals, arrange a meeting to obtain information to help us with the settling in process and ensure continuity of care.
Each child will have a key carer at nursery. The key carer will be the main point of contact for the parents/carers, and will regularly monitor the child’s progress. The key carer will ensure effective communication between parents/carers and the nursery in order to ensure that all the needs of an individual child are met.
A child’s key carer will report to the parents/carers at the end of their nursery day verbally and /or in writing. We also hold parents evenings each term and a transition day in the summer.
As set out in our Special Educational Needs Policy, we provide a positive and welcoming environment where children are supported according to their individual needs. We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs.
We work closely with parents/carers to create and maintain a positive partnership to best support the individual child; this includes regular conversations to share observations and assessments carried out. We seek support from outside agencies in order to give each child the support that they require and where necessary we will provide additional 1-1 support.
We carry out regular observations and assessments of the children in order to review each child’s development and learning, and how it progresses from term to term. Our assessments will help us to identify if there are any areas for concern with a child’s progress so that we can implement an appropriate plan to support each child.
All our activities can be adapted to suit the needs of children that have additional needs; our aim is to ensure that we have inclusive practice, where children can play and learn alongside their peers. We have a variety of resources that can be accessed in order to support each child as well as specialist equipment for individual requirements such as seating and furniture.
We work together with other professionals to ensure each child’s needs are met, and if necessary we can implement additional 1-1 support or attend specific specialist training.
our Senco will provide advice and recommend the appropriate support by liaising with your child’s key worker and ensuring it is implemented accordingly
We work closely with Early Years Childcare Advisory Service for support and guidance. We also work in close partnership with other professionals including Speech and Language Therapy, Educational Psychologists, Occupational Therapy and Physiotherapy, Portage.
We have our own setting SENco who will work alongside key carers to ensure that all needs are being met, we ensure our Senco has good understanding and wide range of knowledge relating to children with SEND
Our current Deputy Manager has level 3 early year’ Senco training and supports the Senco in their role too
We ensure all staff have regular training opportunities which cover a wide range of topics to support all children at our setting
Rainbow Day Nursery is a workplace nursery, with parents paying for the nursery sessions that are allocated.
We access educational funding for all 3 and 4 year old children (up to 15 free hours per week during term time plus an additional 15 hours for some families), and we can also signpost families to apply for funding for 2 year olds (there is eligibility criteria for this).
Additional funding can be applied for from the local authority in order to best support a child with SEN. Any application for additional funding is considered on an individual basis.
We encourage our families to access other support groups and services available to them. We can provide details of services that may be helpful, by providing information and contact details and promoting other available services both within the NHS Trust and externally in Torbay.
Our building is on one level, therefore is accessible by wheel chair.
We have a designated Behaviour lead at Rainbow Day Nursery who works closely with key carers to develop specific behaviour plans for children. A large majority of staff have had training regarding children’s behaviour and we follow this approach in our practice on a daily basis.
We encourage parents to be fully involved in the behaviour plans so that the whole family are aware of it and how it can support children.
We believe in parents as partners therefore we work with you to support your child’s next steps in their lives, whatever that may be.
We ensure that all children have a transition period and that information is passed on with parents permission to the next setting or school.
All our staff work together to ensure smooth transitions in the nursery from room to room which include settling in visits to another room to give children the chance to meet other children and staff as a gradual process before any move. We also hold a Transition Day during the year in the summer where families can come into the nursery to visit a new room and speak openly with staff.
When a child comes to us from another setting, we ensure we are provided with all available information in advance and request a meeting/transition document from the previous setting.
When a child is leaving the setting to start school, their key carer puts together a comprehensive transition document for the school and the opportunity of a meeting with the child’s teacher if this is required. If necessary, parents/carers and other supporting agencies will also be invited to be involved in this meeting.
Through regular observations and reviews along with regular communication with parents/carers, we will ensure that if other support is required, that we do our best to give parents all necessary information in order to access this. We may arrange a meeting with you as parents and involve our senco or behaviour leads, to best support you and advise on the appropriate next steps.
We speak to parent son a daily basis on drop off and collection of the children, we give feedback about their day. We upload observations and photos to our online porta (Interactive Learning Diary) we encourage parents to look at this regularly, and also ask parents to add their own photos and comments, showing us what interest their child has outside of nursery and their milestones.
We encourage parents to keep us updated about their child, including changes to routines etc
Learning Diaries are accessible for parents to take home and share. We also encourage parents/carers to meet with key carers and other professionals to discuss progress, outcomes and agree next steps.
As well as the planned parent’s evenings during the year, we arrange specific focused meetings with parents to give an opportunity to discuss individual learning plans.
We review our Special Educational Needs Policy on a regular basis to ensure they are up to date and relevant. Staff and managers meet regularly through Supervisions and Appraisals. Staff reflect on practice and feedback to senior practitioners through room meetings and whole staff meetings. Parents/carers are welcomed to attend regular meetings to monitor progress and discuss anything they have concerns or ideas about.
As an NHS nursery, we have access to a multitude of specialised training at Torbay Hospital’s Education Centre. We also work very closely with Torbay Early Years and staff regularly attend training courses and forums. Where necessary, we source and buy in training or computer software as required e.g. Makaton.
We can access specific training for specific needs i.e. using an Epipen or administering insulin.
All key carers are available to talk to parents/carers of their children at the start and end of each session and at these times, verbal information can be exchanged. Children’s Learning Diaries are available for parents/carers to look through, take home and share and contribute to if they would like. Learning Diaries are reviewed regularly and where necessary, separate meetings are set up between key carers and parents/carers.
Due to close relationships developed between parents/carers, key carers and managers/other staff, we would hope that in line with our ‘open door policy’ that any issue would be resolved by talking to staff and meeting with managers to discuss any concerns. We regularly review and act upon where necessary any suggestions in our Suggestion Box in our reception area.
Our Complaints Policy can be accessed in our Policies booklet, copies of which are readily available at all time for parents/carers.
You can contact us directly on 01803 654 150 or email our Nursery Secretary at tsdt.rainbow@nhs.net . Alternative we welcome families to visit the nursery and meet us personally. Informal visits can be set up in advance. Please also feel free to visit www.ofsted.gov.uk and read our most recent Outstanding Ofsted report using our Ofsted Registration No. 139435.
Visit www.roselandsnursery.com for information. Ofsted grade: Good
Visit www.roselandsnursery.com for information. Ofsted grade: Good
Qualifications and Training: Key staff trained to degree level, majority of other staff trained to NVQ Level 3.
Contact Name : Gemma Tanner and Tracey Rea
Contact Position : Nursery Managers
Telephone : 01803 525620
E-mail : info@roselandsnursery.com
Website : www.roselandsnursery.com
Address : Porlock Way
Paignton
PostcodeTQ4 7RH
Notes : Close to bus routes including buses that go to South Devon College
Details : Please contact provider or see website for details
2 year old funding : Yes
Offers pickups : No
Ofsted URN: EY541104
Link to latest and historical ofsted inspection reports
Roselands Community Nursery and Playschool cares for children aged 18 months to 5 years old. The provision is able to provide children with the care, education and support required for a range of needs. We aim to accommodate all children who wish to access our provision, following our admissions policy and Ofsted registration
Highly trained, experienced, long term staff committed to early years education and quality, homely childcare. Children play together regardless of age. Good range of facilities with outdoor space including gardening area, play equipment for climbing and hard surface for games, bikes etc. Food is included and all home made and healthy. Lots of art, music and drama activities included weekly. Children bake on a regular basis and generally have lots of fun.
Highly trained, experienced, long term staff committed to early years education and quality, homely childcare. Children play together regardless of age. Good range of facilities with outdoor space including gardening area, play equipment for climbing and hard surface for games, bikes etc. Food is included and all home made and healthy. Lots of art, music and drama activities included weekly. Children bake on a regular basis and generally have lots of fun.
Contact Name : Pippa Bennett
Contact Position : Proprietor
Telephone : 01803 607640
E-mail : southernwoodnursery@mail.com
Website : Southernwood Nursery
Name : Southernwood Nursery
Address : Greenway Road
Chelston
TORQUAY
Devon
Postcode : TQ2 6JE
Table of costs
| Amount | Cost Type |
|---|---|
| £20.00 or £25 (with lunch) | per session |
| £40.00 | per day |
| £200 | per week |
| £10 early and late fee, £7 for one | special offer see ‘other info’ |
DetailsEarly arrivals and late pick ups are not included in the funded offer.
Related links: Ofsted Inspection Report
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 18.00 |
| Tuesday | 08.00 | 18.00 |
| Wednesday | 08.00 | 18.00 |
| Thursday | 08.00 | 18.00 |
| Friday | 08.00 | 18.00 |
Offers pickups : No
Ofsted URN: EY468344
Link to latest and historical ofsted inspection reports
At our setting we have an experienced Special Educational Needs Co-ordinator (SENCo) and a Thrive Action Plan Mentor trained to support those children with emotional difficulties. The nursery manager was previously Assistant Head with responsibility for Special Educational Needs in a large primary school. All staff are experienced and aware of typical child development and able to recognise when a child needs extra support.
We use a Pictorial Exchange Communication System (PECS) and Makaton Signs to support speech and language.
We offer provision for children aged between two and 6 years and adhere to our Admissions Policy and Ofsted Registration.
All children are welcome to our setting regardless of any kind of additional need.
We use a graduated approach. Staff members have extensive knowledge of typical child development and through observations and assessments will identify and discuss with colleagues within the setting, any children not meeting expected milestones using learning and development outcomes.
When a child is due to start at our setting we invite the child and parents in to look around and give them the opportunity to discuss any special/individual needs that their child may have. At this point we will assess if any additional support will be needed and, if the family is already being supported by other professionals, arrange a meeting to obtain information to help us with the settling in process and ensure continuity of care.
Sometimes additional needs can become apparent during a child’s time at the nursery. We work in partnership with parents to discuss these.
With parents/carers, we make decisions about the steps to be taken next and develop focused activities around the child’s needs. These form our Individual Learning and Development Plan (ILDP) We use fun and motivational games and activities working with the children’s interests and building on their strengths.
We adapt our activities by using visual cues, pictures and gestures where necessary. Children are grouped according to need not age. Activities are differentiated to take into account the child’s current knowledge and abilities.
We have full support of Torbay’s Early Years Advisory Team and other professionals throughout Torbay for expert guidance and specialist equipment.
Any in-house provision is funded by the Nursery. If it is identified that extra additional support is required, beyond what we can provide, then we request further funding from the Local Authority.
There is an extensive support network that we can access and work alongside. This includes:
We have a trained Thrive Mentor working at our setting who, alongside parents/carers, develops Thrive plans which include Physical, Social, Emotional and Developmental targets. This may link with the ILDP where relevant.
We have transition meetings with all Key people in the child’s life including present and future educational staff. We complete a report which is handed on to the new setting. We encourage and activitly set up visits for the child and their parents/carers to get to know the new setting.
We also offer visits for the future teacher to visit the child in our provision which are frequently taken.
We will encourage and support parents in accessing other support, by providing information leaflets, giving contact details and promoting Services that are available.
We develop close relationships with our parents and chat all the time about how we can do better.
The progress of all children is monitored and recorded. For those children who have an Individual Learning Plan we review these with parents/carers and other relevant professionals approximately every 6 weeks. These plans take into account the needs and interests of the child and the family.
We talk to parents/carers as often as the child attends and also outside this time where necessary. We seek genuine feedback on processes from parents/carers as a matter of course.
We ensure that our SENCO and Thrive Mentor and key staff attend all the training available to maintain skills and expertise.
We also maintain professional development of all staff through in house training and attending other training via the Local Authority.
When required we source and buy training as required, for example Makaton.
All Key workers are available to talk to the parents of their children at the start and end of each session and at these times verbal information can be exchanged.
A weekly evening appointment is offered to all parents/carers
We hope that any issue can be resolved before the official procedure is followed.
We try to develop close relationships between staff and parents, ensuring that there is always someone available to talk to both at the start and end of every session.
If a resolution cannot be found we will follow our complaints procedure, a copy of which is available via our website or on request.
You can contact us directly by telephoning 01803 607640, where you can speak to our owner/manager Pippa. Alternatively you can email us at southernwoodnursery@mail.com
St Michael’s is a brand new academy in the heart of Paignton, which opened in September 2021 to nursery and reception children as a one form entry primary academy, growing by year group annually until Year 6.
St Michael’s is a brand new academy in the heart of Paignton, which opened in September 2021 to nursery and reception children as a one form entry primary academy, growing by year group annually until Year 6.
Working in close partnership with our community, we passionately believe that every child should be taught by expert, high quality teachers in an inspirational academy that always puts children first. We will achieve this by having the highest expectations of ourselves and our children – enriching the lives of the children, the families and the community that we serve.
St Michael’s will build on the success of the Learning Academy Partnership’s current academies, achieving academic excellence within a caring and inspirational curriculum. As a Church of England academy, St Michael’s will also be part of the wider diocesan family of schools, set within a distinctively Christian context, inclusive of children of all faiths and of none.
We very much see ourselves as a family who, with our parents, parish and wider community, work together to ensure the very best for each and every child. In doing this, we strive to enable all children to achieve their potential in all areas of their learning – intellectual, emotional, physical, social, moral, spiritual and cultural – through our engaging and aspirational curriculum.
Contact Name : Mrs Julie Edwards
Contact Position : Head of Academy
Telephone : 01803 500971
E-mail : stmichaels@lapsw.org
Website : https://stmichaels-lap.co.uk/
Name : St Michael’s C of E Academy
Address : Conway Road
Paignton
Devon
Postcode : TQ4 5LH
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:40 | 15:00 |
| Tuesday | 08:40 | 15:00 |
| Wednesday | 08:40 | 15:00 |
| Thursday | 08:40 | 15:00 |
| Friday | 08:40 | 15:00 |
Ofsted URN: 147851
Link to latest and historical ofsted inspection reports
Tadpoles Nursery is on site of Eden Park Primary School Academy.
Tadpoles Nursery is on site of Eden Park Primary School Academy.
We offer a safe, stimulating enviroment, which provides activities for all children aged 2-3 (The September after their 3rd birthday)
We are a 20 place nursery, offering sessions both morning and afternoon or all day sessions.
We offer local trips, parent play days, have links with childminders.
All children are observed closely and next steps are set for individual children so we can extend their experiences and learning to help them to thrive and develop confidently.
We have a secure ouside area, as well as a “Wild for Learning” forest school area, set in the school grounds.
Qualifications and training: Manager NVQ Level 3 in Childcare and Education and 18 years experience. Extensive list of training in various areas including special educational needs, and also worked as a support worker with families. All staff have a recognised qualifications within childcare and previous experience.
Your child may be entitled to 15 hours free childcare (please ask for more information)
Ofsted Grade: Good
Contact Name : Mandy Fisher
Contact Position : Manager
Telephone : 01803 854011
E-mail : admin@eppsa.org.uk
Website : www.eppsa.org.uk
Notes : mfisher@eppsa.org.uk
Name : Eden Park Primary School
Address : Eden Park
Brixham
Postcode : TQ5 9NH
Details : Please contact for costs
Age Ranges : 2 years to 3 years 8 months
Has Provision : Yes
Has Provision : Yes
Experience with : Emotional needs
Global Developmental Delay
Hearing Difficulties
Cerebral Palsy
Severe dietary needs
Social development impairment
Challenging Behaviour
Spinabifida
Diabetes
Downs syndrome
Visual impairment
Motor impairment
Physical impairment
ADHD Attention Deficit Hyperactivity Disorder
Renal failure
Asthma
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Language impairment
Learning difficulties
Loss or Bereavement
Medical NeedsDetailsWe have a qualified SENCO on site who has experience of a variety of additional needs and disabilities and 17 years experience. Please see attached Local Offer for details.
Has Provision : Yes
Has Provision : Yes
Experience with : Yes
Details : Please contact for up to date information on sessions available.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:50 | 15:15 |
| Thursday | 08:50 | 15:15 |
| Sunday | 08:50 | 15:15 |
| 08:50 | 15:15 | |
| 08:50 | 15:15 |
Facilities : Visit & Outings
Push-alongs
Ballet
Picnics
PC’s & Game Consoles
Offers pickups : No
Ofsted URN: 136892
Link to latest and historical ofsted inspection reports
SEND at Eden Park Primary & Nursery School (eppsa.org.uk)
Tadpoles Nursery has 5 qualified members of staff, the nursery manager is SEN trained and attends regular updates and training.
Most of the staff has basic makaton training, with intention of having all staff qualified by 2015.
The manager has a wide background of training and experience which includes ADHD, Autism, Cerabal palsy, speech and language, behavioural difficulties, fine and gross motor disabilities, and has also supported individual children with specialist diagnosis.
We have very close links with the school, who has qualified SEN, pastoral and Thrive leaders.
We have close relationships with the local speech and language therapists, whoo come into nursery to advise and observe the children who are receiving speech and language therapy.
We also have good relationships with Health visitors and social workers, educational psychologists, early years advisory support, portage workers, and family support workers. Tadpoles nursery attend regular training to help support parents/ carers and children with their individual needs.
Tadpoles is an Inclusive Provider and will consider placements for any child aged 2 to 3 (the September after their third birthday) whose parent(s)/carer(s) wish them to access our provision.
We follow the guidance as laid out in the Equalities Act 2010.
All children are welcome to our setting regardless of any special education needs.
We will discuss with the parent(s)/carer(s) the needs of their child and how we will meet their needs working in partnership with any other parties/agencies.
Having established the child’s needs, you will access training and/or resources to make every reasonable effort to enable the child to access our provision.
If you decide that you would like your child to attend Tadpoles, we ask that you fill in the application form, arrange a meeting with the manager to discuss your child’s needs and requirements, and the sessions you would like. If your desired sessions are not available then we will put you on the waiting list until they become available, but try and offer you something for the time being.
We follow the guidance set out in the SEND Code of Practice 2001 (to be revised in 2014).
We will organise settling in sessions for your child, where we will introduce you to staff and your child’s “Keyperson” and we will fill out a “settling in form” to gather together as much information as possible.
We will also with your consent gather information from other professionals and agencies your child is involved in and arrange a meeting with all together so your child gets the best possible start.
Once your child starts with us they will be continually assessed / observed and their progress recorded. Through this and dialogue with parent(s)/carer(s), any concerns are identified from which we will with consent, initiate appropriate interventions and/or approach other specialists and agencies for support to establish how best you can support the child.
We will invite families in to have a look around, and be introduced to the staff, let you and your child get a feel for the place and are welcome to ask any questions you like.(sometimes it is best to write the questions down before you come, as there may be so many you want to ask)
We offer free setting in sessions, on the first session we invite you in as a family to sta for an hour, Your childs “Keyperson” will sit with you and fill out an “all about me form” gaining as much information as possible to help your child settle, and your child will be invited to come and play with the staff, and explore the environment.
We will then invite your child back for another settling in session, where you will be encouraged to leave them for a little while, to see how they get on.
If your child does get upset and is unable to be comforted or distracted by play, we will call you to come back in and stay for a little while with your child, so they do not have a bad experience for future visits.
All children settle differently, and sometimes can take a few weeks to understand they parents are going to be coming back, and we also understand parents/carers get anxious too, but we are here to support both the children and parents to encourage a happy transition.
We will arrange a meeting with the professionals your child is involved with to gather as much information as we can, and to ensure good continuity of care.
At the beginning and end of every session we will speak to you to share information, we also have a daily information board outside for you to read when you collect your child.
We do offer written daily diaries as well in some circumstances if you would prefer.
Your child’s “Keyperson” will be responsible for their learning diary, which has observations, photographs and target for your child, we encourage parents to get involved in these regularly by taking them home adding achievements and milestones J
Tadpoles staff are always available for if you would like to discuss any matter, and you can always make arrangements to speak to the “keyperson” or manager in more depth.
All Tadpoles policies and procedures are kept out in the foyer for you to browse, including our Equal Opportunities/Inclusion Policy and Procedure.
All children are treated equally and our approach is very similar to that for all of your children, where we recognise and value the role of all those involved, parent(s)/carer(s). However, where special educational needs have been identified we ensure that we provide appropriate resources to meet these needs.
We work with other professionals and follow their advice in creating an Individual Learning & Development Plan (ILDP) for children with any additional needs; this would identify specific activities and learning / development objectives. The ILDP is developed with input from everyone involved with child,
We will arrange a meeting to set an ILDP, and also ILDP review meetings.
We encourage parents to follow the ILDP’s at home as well, so we have continuous environments. ILDP’s are followed by all staff and the child’s “keyperson” will follow the activities and strategies set each session your child attends.
Tadpoles nursery believe in having fun, learning and developing through play. We adapt activiteies in our environment to allow all children to participate.
We will use one to one adult support for children who require this to help them get involved in their peers.
A child with SEN, an ILDP or Specific learning plan will be encouraged to join in activities which are adapted to their needs, the activities will still be incorporated into the EYFS curriculum.
All children’s efforts are rewarded and praised at all times.
We can call on the support of Torbay’s Early Years Advisory Teacher and other professionals throughout Torbay for expert guidance and specialist equipment.
We will also contact portage workers and occupational therapists to access specialist equipment that may be needed.
We try are very hardest to provide the equipment, but there may be times when we may not always have the resources and facilities to meet the specific needs of an individual child.
Where this occurs, although you will make every reasonable effort to do so, there may be occasions when it is not possible and you cannot meet the child’s needs.
We are registered to accept National Education Grant (NEG) Funding for 2-5yr olds which is paid via the Local Authority; which entitles parents to 15 funded hours of childcare a week.
If it is identified that extra additional support is required beyond what we can provide as part of your normal ratios, then we can apply to the Local Authority for additional funding, for example if the child needs 1:1 support.
If additional learning support was needed we would look for support from other professionals such as;
The school also have fully qualified SEN, Pastoral and thrive workers, who also offer parenting and support groups in school and in the home, If you or we feel you would benefit from this, then we would refer you on and signpost you to the appropriate people.
We also receive regular information about courses which are happening locally and will advertise these in the foyer and on the notice board.
We have a Thrive leader in the school, as well as a fully qualified pastoral team to help support children with social and emotional development with Special educational needs.
We also have a staff member in Tadpoles who is currently be trained in “Thrive”
Tadpoles Manager attends regular SEN training and updates and feeds back to the staff members in her team.
Staff are also enthusiastic to attend training and extend their knowledge and also feedback to others.
We use makaton and visual aids, stories and puppets to help support children with understanding feelings and we encourage children into a warm, caring environment to help them feel safe and secure and be able to express their emotions.
As an inclusive practitioner we believe that:
We have a positive approach to behaviour management, and understand children’s behaviour. We understand that children have emotions and these can be expressed in so many different ways.
Our aim is to keep children from harm.
We do this by managing behaviour with distraction and a “calm down” area, where the child will sit alongside a staff member, using a sand timer,, and will have a story or calm time for 1 minute for each year. (2 minutes for a 2 year old etc) (We will never restrain a child)
If a child’s behaviour is harming other children we will discuss this with parents, and we will look at strategies we can use both at nursery and at home eg: reward charts, 1,2,3 magic etc.
In the school we have a behavioural lead who can also offer support and advise to parents and also work with your child.
When your child moves setting, we have a transition procedure we follow.
We will arrange to meet with the new setting SENCO and staff, providing with your consent all details on ILDP’s and background information about your child.
You as a parent/carer will also be invited to take part in the meeting and pass on all the important information about your child; we also invite all the other agencies involved.
We will also pass on a written transition document to the new setting alongside their learning and development file.
We will arrange with the new setting for us to visit with your child to help them settle in and have a smooth consistent transition.
We also invite the new setting to come into tadpoles, so they can get to know them in a familiar environment.
We provide a parent notice board in our foyer, which provides leaflets, booklets and forth coming events and support for children and young people with special educational needs.
We are regularly updated by Torbay early years on any new advice, courses that may benefit parents, and also we recommend the Torbay directory for ideas on available support and services.
The school also has a pastoral team, who offer support, advise and parenting courses for those who wish to receive them. If we think you would benefit from any of these we will discuss these with you confidentially and refer you on.
We offer a stimulating environment with a “Wild for learning” forest school area set up, just behind Tadpoles nursery, where we are timetabled in with the school too attend with a qualified teacher.
We also visit the school library, and the school chickens. We invite the school children over to nursery for “book buddy” time, where the older children come to tadpoles and share books with us.
We have use of 2 minibuses that we use to take the children on local outings such as the zoo, wizz kids and the local lifeboat and beaches so that children can use their senses to explore the environment.
When it comes to assessing and reviewing progress in Tadpoles, we send out termly reports, complete learning diaries, learning and development files, target tracker (this lets us see how your child has/is developing.
We also have a yearly parents open day, where we verbally share learning diaries and achievements the children have made.
We also share information daily verbally and if requested a written daily diary.
If your child has an Individual Learning & Development Plan (ILDP), which identifies specific activities and learning / development objectives, these would be reviewed every 6 weeks (depending on the individual) and we would invite in Parent(s)/Carer(s),Specialist / Support Agencies and Early Years Advisors.
We have a comments folder for parents to write in in the foyer, and also send out a questionnaire roughly 6 weeks after settling in, so you can let us know you and your child’s experience.
You are also welcome to come and express your thoughts to the manager, or a staff member at any time, and we work together to make things
We are always looking at our quality of our practice and the effectiveness of our special needs provision by using Torbay early years advisors and OFSTED self evaluation document
We ask parent/carers and young children for their ideas and feed back on the ways we can improve our provision..
We also research new developments, and keep up to date with any changes. We also have relationships with childminders who we share good practice.
Tadpoles manager, Mandy Fisher, has had 18 years experience of working with children aged 0-5 years, I attend regular SENCO and Vulnerable Children Forums, I have attended autism and aspergers, ADHD, behaviour management, makaton, portage worker training, speech and language and I was working with family support workers for 2 years.
Over the years I have gained valuable experience in a lot of special educational needs and had support from other agencies.
I have passed my knowledge and experience on to my team, and ensure they attend updated/specialist training they may need.
At Tadpoles nursery we reflect on the individual needs of the children and ensure we update training and information from other agengies when it arrises.
Myself and another staff member have had epi-pen training. Most Tadpoles staff are first aid trained, with a target to have all staff trained by 2015.
We keep parents informed daily by verbal exchange/ written daily diaries, learning diaries and my learning and development document.
We also fill out the 2 ½ year check, and every 6 weeks we complete a speech and language development check.
We also complete target tracker for every child to monitor their development and achievements.
If we feel a child needs some extra support in their development, we will raise our concern with parents/carers, and after observing and assessing them carefully, with parents consent we will refer the child on to the appropriate agency.
We always seek to resolve any issues before they get to the stage of a complaint being raised and encourage parents to discuss any concerns they may have with the manager..
If however it does get to the stage of a complaint, we have a complaints policy and procedure which we follow, which can be found on our EPPSA website.
We send out regular parent questionnaires and ask for regular feedback .
Our Ofsted poster is displayed in the foyer with our registration number and Ofsted telephone number.
You can contact Tadpoles nursery by telephone 01803 854011, or via email mfisher@eppsa.org.uk.
We have a website eppsa, where you can view our latest Ofsted report. We have an advert on the Family Information Service (FIS) website
We welcome visits at any time from prospective parents.
If you require any more information at all please do not hesitate to contact us.
Babbacombe day nursery & preschool in Torbay provide Early Education and Care for children from 3 months – preschool age and also features a Hi 5’s before school and after school club for school children up to the age of 8.
Babbacombe day nursery & preschool in Torbay provide Early Education and Care for children from 3 months – preschool age and also features a Hi 5’s before school and after school club for school children up to the age of 8.
Tops Babbacombe respect children and believe that they deserve the best possible start into their journey of life, which is why they strive to ensure the nursery provides happy, loving care and education.
The award-winning nursery offers no-added sugar menus, extracurricular activities, flexible booking options, and rich, vibrant environments.
Visit our website or email us at enquiriesSW@topsdaynurseries.co.uk to find out more.
Contact Name : Emmily Dunk
Contact Position : Nursery Manager
Telephone : 01803 311442
Contact Name : Emma Johnson
Contact Position : Deputy Manager
E-mail : enquiriesSW@topsdaynurseries.co.uk
Website : Tops Day Nurseries Babbacombe
Name : Tops Day
Nurseries: Babbacombe Nursery
Address : 133, Babbacombe Rd Torbay
Devon
Postcode : TQ1 3SR
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 6:00 | 20:00 |
| Tuesday | 6:00 | 20:00 |
| Wednesday | 6:00 | 20:00 |
| Thursday | 6:00 | 20:00 |
| Friday | 6:00 | 20:00 |
Ofsted URN: EY562854
Our nursery is in the grounds of Watcombe Primary School, on Moor Lane. It provides an attractive and safe environment which provides varied and interesting activities that meet the child's individual needs.
Our nursery is in the grounds of Watcombe Primary School, on Moor Lane. It provides an attractive and safe environment which provides varied and interesting activities that meet the child’s individual needs.
We believe in the importance of parental involvement, which is valued and recognised within the nursery. We offer home visits, free settling in sessions, and we have a designated key worker system. We hold open evenings/days, social events and ‘keep in touch days’ for children that are only doing term times.
We have a very large, purpose built garden, which is safe and secure, and which is accessed all year round.
As well as paid sessions we also offer 15 hours free childcare for 3 and 4 year old (also the extra 15 hours for those who meat certain criteria) and funded childcare for 2 year olds under the local scheme.
Qualification and Training: A high level of qualified staff, with most being Level 3 or higher. The majority of our staff are trained in Paediatric First Aid.
Show-arounds are available daily at 10.00 and at 14.00, by appointment only.
Please have a look at our website for more details.
Contact Name : Clare Chamberlain
Contact Position : Manager
Telephone : 01803 316959
E-mail : manager@wpscc.co.uk
Website : www.watcombenursery.co.uk
Name : Watcombe Childrens Centre Nursery
Address : Moor Lane
TORQUAY
Devon
Postcode : TQ2 8NU
Notes : Close to bus routes
Detai : lsTo book a place there is a deposit of £100, and a registration fee of £40 to pay. This does not include funded children.
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30:00 | 18:00:00 |
| Tuesday | 07:30:00 | 18:00:00 |
| Wednesday | 07:30:00 | 18:00:00 |
| Thursday | 07:30:00 | 18:00:00 |
| Friday | 07:30:00 | 18:00:00 |
Facilities : Refreshments
Meals cooked on premises
Ride-ons
Role play dressing up
Sandpitsand play
Messy Play Area
Out-door Play
Outdoor Playspace
Both indoor and outdoor activities
Quiet Room
Kitchen Facilities
Reading
Baby Facilities
Visit & Outings
Disabled Access
Walks to local park etc
Sleeping Area
Water play
Garden
Offers pickups : Yes
Schools : Watcombe Primary School
Ofsted URN: EY341775
Link to latest and historical ofsted inspection reports
At Watcombe Children’s Centre Nursery we;
At Watcombe Children’s Centre Nursery we;
At Watcombe Children’s Centre Nursery we identify the particular special educational need of a child or young person by;
At Watcombe Children’s Centre Nursery we consult with parents and children about their needs and find out about what we think parents need help with by;
At Watcombe Children’s Centre Nursery our approach to teaching children and young people with special educational needs is;
At Watcombe Children’s Centre Nursery we adapt our curriculum for children or young people with special educational needs by;
At Watcombe Children’s Centre Nursery we will ensure we get the services, provision and equipment children need by;
At Watcombe Children’s Centre Nursery this provision is funded by;
At Watcombe Children’s Centre Nursery we can provide children and young people with special educational needs with additional learning support from other professionals such as
At Watcombe Children’s Centre Nursery we support and improve the emotional and social development of children and young people with special educational needs by;
At Watcombe Children’s Centre Nursery we support children and young people with special educational needs through transitions by;
At Watcombe Children’s Centre Nursery we;
At Watcombe Children’s Centre Nursery we assess and review progress towards agreed outcomes by;
At Watcombe Children’s Centre Nursery we assess the effectiveness of our special needs provision by;
At Watcombe Children’s Centre Nursery we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs by;
At Watcombe Children’s Centre Nursery we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan by;
If a parent, child or young person would like to make a complaint about our provision we;
Lovely spacious family home with unique indoor play area. Close to town, parks, library. My husband (a former primary school PE teacher) is also registered as my assistant. We have two boys 9 and 10.
Lovely spacious family home with unique indoor play area. Close to town, parks, library. My husband (a former primary school PE teacher) is also registered as my assistant. We have two boys 9 and 10.
| Opening time | Closing time | |
| Monday | 7.30am | 5.30pm |
| Tuesday | 7.30am | 5.30pm |
| Wednesday | 7.30am | 5.30pm |
| Thursday | 7.30am | 5.30pm |
| Friday | 7.30am | 5.30pm |
| Saturday | N/A | N/A |
| Sunday | N/A | N/A |
Amount £5.50
Cost type (per day, per hour) per hour
Lovely spacious family home with unique indoor play area. Close to town, parks, library my husband (a
former primary school PE teacher) is also registered as my assistant. We have two boys 9 and 10 and
our lovely springadoor dog Rosie.
I also offer places in the school holidays and will be offering a breakfast club facility for children of Ilsham Academy and St Mattias Preschool from 7.30am.
Ride-ons
Role Play
Sandpit and Play
Messy Play Area
Outdoor Play
Walks
Visits and Outings
Currently have vacancies.
2 year old funding
3 & 4 year old funding
3 & 4 year old 30 hour funding
Telephone: 07809558526
Email: amanda.forrest@hotmail.co.uk
Facebook: https://www.facebook.com/profile.php?id=61554870479487
Ofsted registered Paignton based childminder.
Ofsted registered Paignton based childminder.
I have been in childcare for over 14 years and I’m passionate about providing high quality care and education. I am currently available 8am – 5pm but can be flexible to meet your need. My environment is homely and provides opportunities for children to learn through play and be curious about the world around them. We also explore local amenities.
Contact Name : Amanda Berry
Contact Position : Childminder
Telephone : 07771902414
E-mail : amandaberrychildminding@outlook.com
Name : Amanda Berry
Address : Paignton
Devon
Postcode : TQ4
Details : Prices will be discussed during visit
2 year old funding : Yes
Ofsted URN: 2513581
Hello, my name is Andrea, and I have been childminding for 19 years. I enjoy childminding very much. Every day your child spends with me would include lots of exciting, fun and learning activities.
Hello, my name is Andrea, and I have been childminding for 19 years. I enjoy childminding very much. Every day your child spends with me would include lots of exciting, fun and learning activities.
Every child in my care, is loved, cared for and safe.
We go on many outings, to the beach,to the park, to local farms, to the zoo, local walks, the list goes on……
Please ring me if you have any questions, and I will be pleased to answer them.
Contact Name : Andrea Nathan
Contact Position : Childminder
Telephone : 01803 431787, 07852282177
E-mail : andreanathan@hotmail.co.uk
Address : Paignton
Postcode : TQ3
Notes : Close to bus routes.
Table of costs
| Amount | Cost Type |
|---|---|
| £4.00 | per hour |
Details: £4.00 Per hour
Age Ranges : From 0 years 3 months to 11 years
Has Provision : No
Has Provision : No
Has Provision : Yes
Has Provision : Yes
Details : please contact for information
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 7.00 | 18.00 |
| Tuesday | 7.00 | 18.00 |
| Wednesday | 7.00 | 18.00 |
| Thursday | 7.00 | 18.00 |
| Friday | 7.00 | 18.00 |
Offers pickups: Yes
Schools: Kings Ash Primary School & Nursery
Details: Drop off to and pick up from Kings Ash and Marldon C of E Primary School and local nurseries
Ofsted URN: 155005
All children are made to feel welcome and relaxed and are encouraged to have lots of fun playing. Lots of freely accessed resources and plenty of planned activities for a fun filled day, with trips to the local area such as playgroups, the park etc. Every child is made to feel important and encouraged to meet their full potential. Works around the needs of the child and their family and is always willing to help.
All children are made to feel welcome and relaxed and are encouraged to have lots of fun playing. Lots of freely accessed resources and plenty of planned activities for a fun filled day, with trips to the local area such as playgroups, the park etc. Every child is made to feel important and encouraged to meet their full potential. Works around the needs of the child and their family and is always willing to help.
Please visit my website for further details.
Qualifications and training: Diploma in Homebased Childcare Level 3, First Aid, Food Hygiene, Child Protection, Autism, EYFS in Practice, supporting children with SEN, Basic Portage Workshop, Diversity, Makaton level 1, 2, 3, 4, Language Development Level 1 and 2 and has achieved the Bristol Standards. Can provide 2 and 3/4 year old funding.
Please feel free to call for an informal chat.
Contact Name : Annmarie Parfitt
Contact Position : Childminder
Telephone : 01803 907779
E-mail : annmarieparfitt@sky.com
Address : Plainmoor
TORQUAY
Postcode : TQ1
Notes : Bus Routes 31, 32 & 34
Table of costs
| Amount | Cost Type |
|---|---|
| £4.00 | per hour |
Details : £4.00 Per hour
Other notes
Additional needs experience,
Please feel free to contact me for an informal chat.
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 17.00 |
| Tuesday | 08.00 | 17.00 |
| Wednesday | 08.00 | 17.00 |
FacilitiesRefreshments
Role play dressing up
Childminding Group
Sandpitsand play
Messy Play Area
PuzzlesJigsaws
ICT Facilities
Books & Storytelling
Internet Connection
Both indoor and outdoor activities
Kitchen
Quiet Room
Reading
Sleeping Area
Computer
Construction toys
Cookery
Music time
Sensory Play
Pet Dogs
Toys
Small world toys
DVD
Out-door Play
Songs, Rhymes and Music
PC’s & Game Consoles
Healthy Eating
Arts & Crafts
Visit & Outings
Baby toys
Walks to local park etc
House based activities
Water play
Games
Accessible Parking
Garden
Treasure baskets
Offers pickups : Yes
Schools : St Margaret’s Academy, Homelands Primary School
Details : Drop off and pick up from Homelands Primary School and St Margaret’s Primary School. Other pick ups and drop off may be available on request.
Ofsted URN: EY367360
Ofsted registered childminder with 20 years experience, and daughter Leanne as an Assistant, who has passed her level 3 in childcare. Safe, enclosed garden, good size playroom, outings to the zoo, belong to Forest school association with level 1 in forest school, Occombe Farm and Dinosaur World. Activities include painting, cooking, trips to the beach and playgrounds. Childminder creates a photo diary of the activities the children do for parents. Based in the Windmill/Dolphin area of Paignton. I have adopted a red panda at paignton zoo for children to learn and visit.
Ofsted registered childminder with 20 years experience, and daughter Leanne as an Assistant, who has passed her level 3 in childcare. Safe, enclosed garden, good size playroom, outings to the zoo, belong to Forest school association with level 1 in forest school, Occombe Farm and Dinosaur World. Activities include painting, cooking, trips to the beach and playgrounds. Childminder creates a photo diary of the activities the children do for parents. Based in the Windmill/Dolphin area of Paignton. I have adopted a red panda at paignton zoo for children to learn and visit.
Qualifications and training:
NVQ Level 4 in Childcare, First Aid, Advanced Child Protection, Health & Safety, Working with children with Special Educational Needs training, Makaton sign language, language development level 1 and 2, Positive behaviour, understanding and valuing diversity, EYFS framework, E.C.A.T. Early years, Thrive Training, Level 2 Food Safety.
Contact Name : Naomi Barrett/ Leanne Barrett
Contact Position : owner
Telephone : 01803 556256, 07751013554
E-mail : nbarrettchildminder@sky.com
Website : www.naomischildmindingpaignton.co.uk
Address : Paignton
Devon
Postcode : TQ3
Notes : Close to Local Link bus routes 60 & 61, 66 and 67 or Stagecoach 7 and 110
Details : Please contact provider for vacancy information
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30:00 | 18:00:00 |
| Tuesday | 07:30:00 | 18:00:00 |
| Wednesday | 07:30:00 | 18:00:00 |
| Thursday | 07:30:00 | 18:00:00 |
| Friday | 07:30:00 | 18:00:00 |
FacilitiesPet Dogs
Themed Sessions
Childminding Group
Climbing Frame
Books & Storytelling
Out-door Play
Both indoor and outdoor activities
Songs, Rhymes and Music
Arts & Crafts
Visit & Outings
Baby toys
Water play
Games
Accessible Parking
Garden
Music time
Playroom
Offers pickups : Yes
Schools : Oldway Primary School
Details : Drop off and pick up from Oldway Primary School from September 2022
Ofsted URN: EY236110
Link to latest and historical ofsted inspection reports
I do attended regular training/ support e.g. Thrive, ECAT, Supporting Children with Stammer, Language Development level 2, Understanding Autism Awareness, Children Schematic Learning, Makaton Foundation Stage, Let’s Talk Together, SEN with Children and continue going on SENCO and Designated Persons Forums, EYCAS forum/
All children are welcome to my practice, and I will establish the child’s needs and access information, resources and training and work in partnership with parents and agencies. I am an Inclusive Provider and will consider placements for any child 0-12 years who’s parents/carers wish them to access my provision, following the guidance as laid out in the Qualities Act 2010.
Please contact me to check of availability of space in my setting.
When you come and visit for the first time and see the setting, I will gather information of your child and arrange transition process of settling in programme to suit your needs. I will follow the SEND Code of Practice 2014, and continually assess and observe your child’s progress using learning diaries and asking parents to read and sign them. This also assess where the child’s developmentally is and gain help and advice if needed from other agencies.
I will make sure I have all the information from parents written down by discussing the child’s needs and best support for the child. To be given. Written daily dairy as well as verbal daily exchange to parents and termly newsletters. I can also liaise with other professionals if the child is being supported by any. I will also ask for continues feedback from parents to make sure I am meeting the family needs.
I have an Equal Opportunities Policy and Procedure you can view. All children are treated equal, making sure appropriate resources are met with the children needs and abilities. Given opportunity to experience activities to provide stimulation, fun and creative learning to stage development.
Every child is treated as an individual, taking into account age, abilities, needs and their interest. To have opportunity to experience stimulation, fun and creative activities to develop new skills with gaining confidence and self-awareness within the Early Years Foundation Stage being adapted to every child needs.
If it is identified that extra additional support is required beyond what you can provide as part of your normal ratios, then you can apply to the Local Authority for additional funding, for example if the child needs 1:1 support.
and you will signpost, encourage and support parent(s)/carer(s) to engage with these services.
I have attended Thrive training and have put into practice that the child needs to feel belonged, valued and nurtured through Personal, Social and emotional Development.
I have attended “Promoting Positive Behaviour” course and have a Behaviour Management Policy in relation to child’s age level and stage of development.
I would support the parent(s)/carer(s), through this process of change and fill out a document “Transition”.
Any latest information I receive or read I will pass onto parents, and I also have a parents folder with lots of information and leaflets. I advice parents where to find out information or also go to Torbay Directory for support and advice.
I work Monday to Friday 7.30am to 6.00 pm, I take the children out on trips (depending on weather) or do crafts, baking, painting, reading, play-dough etc at home. I also get regular emails of activities to do with Play Torbay, whom offer funded play with staff support for children with additional needs.
I regular put entries in the children’s learning diary to see the developmental progress of the child and to share this with parents to read and comment on.
I am doing the Bristol Standards Quality Assurance scheme on reflecting on my service and ways to improve for the best interest for the service I give the children. I ask parents for feedback, suggestions and questionnaire 5to review on what improvements I can make. I regular go to forums to keep up-to-date with the latest legislation and I also purchase into local authority Advanced Support Package. I also go to childminder’s support group to share good practice and for children to meet other children.
I regular attend SENCO and Vulnerable Children Forums, and keep up-to-date with training for the needs of the children. I regular review my practice by doing the Bristol Standards Quality Assurance scheme and I will attend any training that may be need specific for the child’s needs to be met. I have no problems with giving injections to children.
Every child has a learning diary about the child’s progress and development, and I also verbally share information with parents daily at handovers. If I have any concerns about your child I would discuss this further with the parents, to solve the concern.
If you do have any concerns, I hope you can approach me directly so we can resolve the problem quickly and amicably. I have a complaint policy and procedure for parents to read if needed, and I have an Ofsted poster hanging with telephone number.
Parents can phone or email or text me to find out information of my service I give and are welcome to visit to see my practice for prospective parents. My advert is also on FIS website (Family Information Service) and Ofsted website4 for Inspection Reports.
For more information, you can contact me on 01803 556256, or 07751013554 or nbarrettchildminder@sky.com.
I provide all types of childcare; Childminding, nannying and babysitting.
I provide all types of childcare; Childminding, nannying and babysitting.
I have a level 3 NVQ in Childcare, learning and development.
I am registered with Ofsted and have been working with children of all ages since 2008. I worked in a nursery for 7 years.
I am also registered for overnight care.
Unlike many childminders my fees cover all activities and trips and I don’t charge any additional fees when your child receives funded hours.
Contact Name : Becca Bellamy
Contact Position : Childminder
Telephone : 07825046180
E-mail : beccabellamy@hotmail.com
Website : Childcare.co.uk
Notes : Please send me a text or message to my website or Facebook page and I will get back to you when I am available.
Please see reviews only Facebook page
https://m.facebook.com/beccabellamychildcare/?ref=bookmarks
which also shows photos of the play space.
AddressTorquay
DevonPostcodeTQ2Notes
I am located by bus route 31. I have a 3 story house. The first floor is used as a play room, toilet and changing facility and outside fenced off play space.
Table of costs
| Amount | Cost Type |
|---|---|
| Childminding £5 | per hour |
| Nannying £10 | per hour |
| Babysitting £7~£8 | per hour |
DetailsI offer sibling discount, am registered for tax free childcare and offer 2 and 3 year old funding.
Details : Contact provider for vacancy details.
3 & 4 year old funding: Yes
2 year old funding: Yes
FacilitiesRefreshments
Meals cooked on premises
Role play dressing up
Sandpitsand play
Messy Play Area
PuzzlesJigsaws
Books & Storytelling
Both indoor and outdoor activities
Car Parking
Kitchen
Kitchen Facilities
Reading
Drop-in Facilities
Construction toys
Cookery
Sensory Play
Nappy changing facility
Swimming
Toys
Small world toys
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Arts & Crafts
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
House based activities
Water play
Pet Small Mammals
Games
Accessible Parking
Air Conditioning
Offers pickupsYesSchoolsTorquay Girls’ Grammar School
Combe Pafford Business & Enterprise School
Torre CofE Primary School
Curledge Street Primary & Nursery School
Eden Park Primary School Academy
Tower House School
Ellacombe Academy (Learning Academy Partnership South West)
Upton St James Primary School
Torbay Pupil Referral Unit
Torbay School
Torquay Boys’ Grammar School
Cockington Primary School
Collaton St Mary CofE Primary School
Torquay Community College
Ilsham C of E Academy
White Rock Primary School
Winnicott Centre (PRU)
Kings Ash Primary School & Nursery
Local Nurseries – Contact provider for details
Local schools – contact provider for more details
Furzeham Primary & Nursery School & Children’s Centre
Warberry Church of England Foundation Primary School
Galmpton CofE Primary School
Watcombe Primary School
Waterside Education Centre (PRU)
Hayes School
Homelands Primary School
Westlands School
Priory RC Primary School
Queensway Catholic Primary School
Roselands Primary School
Sacred Heart Catholic Primary and Nursery School
Mayfield School
Oldway Primary School
Paignton Community and Sports Academy
Preston Primary School
St Margaret’s Academy
All Saints Babbacombe Church of England Primary School
St Marychurch CofE Primary & Nursery School
Barton Primary School, Nursery and Speech & Language Unit
Stoodley Knowle School
The Abbey School
Sherwell Valley Primary School
Shiphay Learning Academy
St Cuthbert Mayne Joint Catholic and Church of England Comprehensive School
St Margaret Clitherow Catholic Primary SchoolDetailsPlease get in touch and il try to accommodate you.
Ofsted URN: 2500453
I am a registered childminder and also do nannying and babysitting, school pick ups and overnight care. I have been working with children for 14 years, 7 in a nursery and 2 years and a half self employed.
I am a registered childminder and also do nannying and babysitting, school pick ups and overnight care. I have been working with children for 14 years, 7 in a nursery and 2 years and a half self employed.
I take children out to various places such as the zoo, park, beach and provide exciting activities at home such as painting, messy play, craft and cooking.
I offer 2 year old funding and 3 year old 15 or 30 hour funding spaces. I am registered for tax free childcare.
I am flexible and try to accommodate the families I work for as much as possible with their needs.
Please see my childcare and facebook page for more information and references;
https://www.childcare.co.uk/profile/1126970
https://www.facebook.com/beccabellamychildcare
Contact Name : Rebecca Bellamy
Contact Position : Childminder
Telephone : 07825046180
E-mail : beccabellamy@hotmail.com
Website : https://www.childcare.co.uk/profile/1126970
Notes : Please message me with your requirements and I will message back/call when i am available.
Address : Torquay
Devon
Postcode : TQ2
Notes: I am located on Braeside road, by the 31 bus route. I aim to provide the children with fun and educational play. I have renovated the bottom floor of my house into a play area, toilet and changing facilities and the car port is a fenced off play area for sand, paint etc.
Table of costs
| Amount | Cost Type |
|---|---|
| £5.20 Childminding | per hour |
| £10 Nannying | per hour |
| £7.50-£8.50 babysitting | per hour |
| £45 overnight bed time until 6 am | special offer see ‘other info’ |
Details also charge £2 per meal but everything else is included. I don’t charge any extra to extend hours needed and will do them if i am able.
Age Ranges : From 0 years 3 months to 15 years 0 months
School pick up from Cockington mon, wed
Has Provision : No
Has Provision : Yes
Details : Introduction to autism level 2 course
Has Provision : Yes
Has Provision : Yes
Experience with : Yes
Ofsted URN: 2500453
Purpose built play room, small but well equipped garden area used to plant and maintain a variety of edible plants. House backs on to a large field which is used for the children to play football etc. Frequent trips to local areas of interest and further afield such as Crealy and Woodlands. Currently working towards the 2nd Interim of Bristol Standard quality assurance scheme. Offers a Babysitting service.
Purpose built play room, small but well equipped garden area used to plant and maintain a variety of edible plants. House backs on to a large field which is used for the children to play football etc. Frequent trips to local areas of interest and further afield such as Crealy and Woodlands. Currently working towards the 2nd Interim of Bristol Standard quality assurance scheme. Offers a Babysitting service.
Telephone : 01803 320798, 07977459574
E-mail : carolynelane321@hotmail.com
Address : TORQUAY
Postcode : TQ2
Notes : Close to number 30/31 bus route
Table of costs
| Amount | Cost Type |
|---|---|
| £4.00 | per hour |
| £20.00 | per session |
| £40.00 | per day |
Details : Unsociable hours premium
Age Ranges : From 0 years 3 months to 12 years
Has Provision : Yes
Has Provision : Yes
Experience with : Emotional needs
Asthma
Hearing Difficulties
Autistic Spectrum Disorder ASD
Language impairment
Challenging Behaviour
Learning difficulties
Medical NeedsDetailsCould cater for children with additional needs if correct training available.
Has Provision : No
Has Provision : No
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.00 | 18.00 |
| Tuesday | 07.00 | 18.00 |
| Wednesday | 07.00 | 18.00 |
| Thursday | 07.00 | 18.00 |
| Friday | 07.00 | 18.00 |
FacilitiesArts & Crafts
Visit & Outings
French
Ballet
Sleeping Area
Out-door Play
Both indoor and outdoor activities
Music Room
Quiet Room
Kitchen
Reading
Offers pickups : Yes
Schools: Ilsham C of E Academy
Details : Before School drop off to Ilsham Primary. After School collection Ilsham Primary. Also offers pick up from St Mathias Pre-School.
Ofsted URN: EY250496
Link to latest and historical ofsted inspection reports
I have attended extensive training over the last few years;
I ‘actively’ implement the knowledge I gain from this training and my setting is testament to this. We have numerous Makaton signs and pictures displayed, both on the resource baskets and on the walls, doors and other surfaces. The Thrive approach is an integral part of my practice with the children and an invaluable asset.
I haven’t had a huge amount of experience with supporting special or additional needs, but I have access to a range of agencies and support services if I should need them, due to the SENCO Forums.
I can link with Play Torbay, who offer funded play with staff and support for children with additional needs.
Registered childminder with over 15 years child care experience. I aim to provide a fun and educational environment for children to play and learn in, allowing them to grow into happy and confident individuals. We are located in a quiet part of Torquay (Barton/St Marychurch) away from busy roads but close to public transport.
Registered childminder with over 15 years child care experience. I aim to provide a fun and educational environment for children to play and learn in, allowing them to grow into happy and confident individuals. We are located in a quiet part of Torquay (Barton/St Marychurch) away from busy roads but close to public transport.
I will provide a good balance of trips to the zoo, park, beach, and time at home having fun playing and doing craft activities, puzzles, games and playing in the garden. I love seeing the children exploring the world around them. We do lots of messy play and free play.
I offer 2 year old funding and the universal 3 and 4 year old funding including the extended 30 hours funding. I’m also registered for the tax free childcare scheme.
If you have any questions or you’d like to arrange a visit please feel free to contact me and I will be happy to help.
Contact Name : Cathryn Stringer
Contact Position : Childminder
Telephone : 07769518662
E-mail : cathryn.stringer@hotmail.co.uk
Notes : Feel free to call, text or email if you require any additional information or if you have any questions or if you’d like to arrange a visit.
Address : Torquay
Postcode : TQ2
Notes : Parking isn’t a issue as we have a good sized driveway.
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 | per hour |
Details charge £4.50 per hour and only charge for the hours you need. Each session must be at least 5 hours
Other notes
I’m more than happy to provide term only spaces if needed. I do not charge a retainer for the school holidays if the child only does term time only.
Details : Please contact provider
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 7:00 | 17:30 |
| Tuesday | 7:00 | 17:30 |
| Wednesday | 7:00 | 17:30 |
| Thursday | 7:00 | 17:30 |
Facilities : Meals cooked on premises
Messy Play Area
Wendy House
ICT Facilities
Kitchen
Kitchen Facilities
Nature Exploration
Open Space
Multicultural Themed Play
Music time
Nappy changing facility
Pet Dogs
Out-door Play
Outdoor Playspace
Arts & Crafts
Baby Facilities
Baby toys
Push-alongs
Accessible Parking
Picnics
Playroom
Refreshments
Ride-ons
Role play dressing up
Childminding Group
PuzzlesJigsaws
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Car Parking
Reading
Sleeping Area
Schools
Construction toys
Cookery
Sensory Play
Toys
Small world toys
Songs, Rhymes and Music
Healthy Eating
Heuristic play
Visit & Outings
Home Corner
Walks to local park etc
Water play
House based activities
Games
Trampoline
Garden
Treasure baskets
Offers pickups : No
Schools : St Margaret’s Academy
Details : I’m available for before and after school care including a healthy breakfast. I do drop off and pick ups at St Margarets Academy.
Ofsted URN: EY480229
Care is based around the child's happiness in a fun environment. Meets up daily with at least 2 other POSY (Providing Outdoor Stimulation for Youngsters) childminders. Does not provide school pickups as out all day on trips to Crealy, Pennywell Farm, Powderham, Plymouth Aquarium and more, all inclusive in the price. May be able to provide a pick up and drop off to the child's home address.
Care is based around the child’s happiness in a fun environment. Meets up daily with at least 2 other POSY (Providing Outdoor Stimulation for Youngsters) childminders. Does not provide school pickups as out all day on trips to Crealy, Pennywell Farm, Powderham, Plymouth Aquarium and more, all inclusive in the price. May be able to provide a pick up and drop off to the child’s home address.
Qualifications and training: All relevant childcare qualifications are kept up to date. BTEC National Nursery Nurse.
Telephone : 07748 494073
E-mail : claireburns65@hotmail.co.uk
Address : Goodrington
PAIGNTON
Postcode : TQ4
Notes : Close to number 12 and 12 A bus route
Age Ranges : From 0 years 0 months to 10 years
Has Provision : Yes
Has Provision : Yes
Experience with : Loss or Bereavement
Details : Experience of children with ADHD. Training is kept up to date.
Details : Contact provider for vacancy details.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.30 | 18.30 |
| Tuesday | 07.30 | 18.30 |
| Wednesday | 07.30 | 18.30 |
| Thursday | 07.30 | 18.30 |
Offers pickups : Yes
Details : Does not offer school drop offs or pick ups. Can provide a pick up and drop off from the child’s home address.
Ofsted URN: 506170
Link to latest and historical ofsted inspection reports
I have 1st aid training. I currently look after a child with special needs and have worked with his parents and portage worker to maintain his care.
All children are welcome, I do have wheel chair access but the toilet is up stairs. I will access training and resources to support the child. I do have a waiting list.
I shall meet with the child’s parents and health workers. I will follow guidance as set out in the SEND code of practice 2001. Continued assessment and observations will be maintained. Though continued observations if any concerns arise I shall endeavour to support the child and parents.
Parents and carers are welcomed in to my home and can assess whether it is suitable. The child will be offered a free settling in period; parents are requested to write down the child’s routine, likes/dislikes. A daily record & diary is sent home with the child. Regular meetings with the parents and carers to ensure the child is happy occur. Cards/ photos are used as a communication tool with the child.
Children are all treated equally. Equal opportunities/inclusion policy is given to parents when the child starts at my setting. I would work with professionals and follow their advice with regard to individual learning.
I would follow the child’s Individual Learning Development Plan and adapt it for children with special needs. I take the children on outings which would include Cockington park, Torquay, and Kings Park Exeter which have special needs swings etc.
It may not always be possible but I shall endeavour to seek support from Torbay Early Years and other services in Torbay.
I am a Self Employed childminder. I am registered to provide the N E Grant & Special Needs funding for children.
Portage, Early Years Advisory Support, Support Groups for families, Speech & Language specialists, Health visitors, my colleagues.
All the children are treated and loved equally regardless of their ability. Parental contribution is vital.
I will complete a transition document for the next provider. I shall provide all documentation relating to the child to the next professional. I will communicate with the next setting.
I shall promote any services and recommend Torbay Directory for ideas on support and services.
I can offer additional hours if required by parents. I offer a variety of daily outings which include: Powderham Castle, Bicton, Crealy, Plymouth Aquarium, Steam Trains, The Zoo, Living Coasts, Brixham, Exeter & Torquay Museums, Parks, Library Singing Sessions (etc)
Progress is reviewed with parents daily through the diary and also verbal communication and goals reached on the child’s IDLP
Training and gathering feedback, I work very closely with 3 other ‘outstanding’ childminders. I inform parents to please let me know if they think I can improve my service.
My first aid is up to date.
Daily diaries, Learning diaries and communicating with parents. Concerns would be discussed with parents if I thought the child was under achieving.
The Ofsted poster is displayed with details of how to complain, also parents are given details of this when the child starts at the setting (included in the pages of policies).
Clare Goodwin
| I offer a warm home away from home setting where the children feel part of our extended family. I am passionate about offering high level care for each child as an individual and follow the EYFS statutory frame work of learning the same as a nursery. I share photos daily with parents through WhatsApp to show what your child has been doing and the experiences they get to enjoy with the varied outings to the beach, zoo, park, forest school etc as well as meeting up with other professionals to extend their social interactions in larger groups and can access additional learning support . I have been an Ofsted registered minder for 28 years and also worked as a nanny. |
Clare Goodwin
Tel no. 07800856344
Email cgoodwin976@gmail.com
Price on application
NNEB nursery nursing
Paediatric first aid
Food hygiene
Child protection
channel
Offers Pickups : No
I have several full time spaces for children aged 0-5
I have disabled access and have had additional SEND training as well as working in SEND settings previously
Ofsted URN: EY104608
Last inspection 2022 Good
Torquay based childminder working to offer a home from home for children to learn and develop in. We have a large play room with patio doors, allowing free flow play into our large enclosed child friendly garden. Daily trips to places such as the zoo, local parks, beaches, local playgroups and much more. I have a close network of childminding friends so lots of opportunities for the children to mix with others children, have fun whilst developing their social skills.
Torquay based childminder working to offer a home from home for children to learn and develop in. We have a large play room with patio doors, allowing free flow play into our large enclosed child friendly garden. Daily trips to places such as the zoo, local parks, beaches, local playgroups and much more. I have a close network of childminding friends so lots of opportunities for the children to mix with others children, have fun whilst developing their social skills.
I have been working in childcare for 13 years now in various settings including a nursery and as a nanny, and I have experience with children with allergies, children with English as an additional language and with twins.
Qualification and Training: NVQ Level 3 in Childcare Early Years and Education, Paediatric first aid, Child protection, Safe food handling, Food allergens, Full Clean UK driving license
Contact Name : Falicity Gartside
Contact Position : Childminder
Telephone : 07881 020378
E-mail : Flitty18@icloud.com
Address : Torquay
Postcode : TQ1
Notes : Near 34 Bus route
Table of costs
| Amount | Cost Type |
|---|---|
| £38.00 | per day |
Age Ranges : New born to 8 years 0 months
Other notes: offers Short Term/ Emergency Care, time are Flexible, Pick Up (by negotiation), overnight sleepovers, and Babysitting
Has Provision : No
Has Provision : No
Has Provision : Yes
Experience with : Yes
Details : Nannied for a child with multiple allergies
Has Provision : Yes
Experience with ; Yes
Details : Nannied for two families who have English as an additional language
Details : please contact provider for information
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 17.30 |
| Tuesday | 08.00 | 17.30 |
| Wednesday | 08.00 | 17.30 |
| Thursday | 08.00 | 17.30 |
| Friday | 08.00 | 17.30 |
Offers pickups : Yes
Schools : Local Nurseries – Contact provider for details
Local schools – contact provider for more details
Ofsted URN: EY497270
Registered, fully qualified childminder in Ellacombe, Torquay. I am a mum of three boys and I offer flexible childcare in a warm and welcoming home environment, for children aged 0-12 from 7:30am to 6pm. We have a large bright play room that leads into a secure garden complete with sturdy climbing frame and slide as well as a sandpits and water areas and lots more! I have a full clean driving licence and an 8 seater vehicle that we find very useful! We have regular trips to the zoo, beach, parks and woods, learning as we play, usually alongside other childminders to allow the children to get used to socialising in larger groups ans make new friends. We also regularly take part in local projects like music workshops, stay and plays and even forest schools, giving the children as many opportunities as possible to develop in all areas of learning.
Registered, fully qualified childminder in Ellacombe, Torquay. I am a mum of three boys and I offer flexible childcare in a warm and welcoming home environment, for children aged 0-12 from 7:30am to 6pm. We have a large bright play room that leads into a secure garden complete with sturdy climbing frame and slide as well as a sandpits and water areas and lots more! I have a full clean driving licence and an 8 seater vehicle that we find very useful! We have regular trips to the zoo, beach, parks and woods, learning as we play, usually alongside other childminders to allow the children to get used to socialising in larger groups ans make new friends. We also regularly take part in local projects like music workshops, stay and plays and even forest schools, giving the children as many opportunities as possible to develop in all areas of learning.
Contact Name : Felicity Small
Contact Position : Childminder
Telephone : 07811 261577
01803 901441
E-mail : fliss@smallchildminding.co.uk
Website : https://www.smallchildminding.co.uk/
Name : Small Childminding
Address : Torquay
Postcode : TQ1
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 per hour | per hour |
| £40 | per day |
DetailsIn term time, meals, snacks and outings are included in the hourly rate but I do ask for a packed lunch to be provided during school holidays. I also accept funded children and care in school holidays for children over 5 is offered at a discounted rate.
Details : Please contact provider for vacancy information.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.30 | 18.00 |
| Tuesday | 07.30 | 18.00 |
| Wednesday | 07.30 | 18.00 |
| Friday | 07.30 | 18.00 |
FacilitiesLaptop
Ride-ons
Meals cooked on premises
Role play dressing up
Childminding Group
Sandpitsand play
Climbing Frame
Messy Play Area
Wendy House
Internet Connection
Car Parking
Kitchen
Kitchen Facilities
Open Space
Sleeping Area
Computer
Construction toys
Cookery
Music time
Nappy changing facility
Pet Cats
Pet Fish
Full cooked lunch
Small world toys
Songs, Rhymes and Music
Healthy Eating
Arts & Crafts
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
House based activities
Water play
Pet Small Mammals
Accessible Parking
Garden
Treasure baskets
Pets
Picnics
Playroom
Offers pickups : Yes
Schools : All Saints Babbacombe Church of England Primary School
Ellacombe Academy (Learning Academy Partnership South West)
Warberry Church of England Foundation Primary School
Ofsted URN: EY556965
Hello, Thank you for dropping by.
Hello, Thank you for dropping by.
I have been a full time childminder for 11 years, and have moved to Paignton from Northamptonshire, with my husband, 3 children (born 2019, 2015 and 2012) 2 pugs and 2 very friendly outdoor cats. It is a busy, happy home and we would welcome your child (and yourselves) with open arms.
Indoors and out my home is fully child friendly, and equipped with age relevant toys, we enjoy indoor play activities such as messy play, singing, interactive music sessions, cooking, crafting, role play, mini world and outdoor play in my garden too.
We regularly visit wildlife parks, sensory groups, soft play areas, and of course the beach during our off site exploring. I have a 7 seater car with Isofix seats for all ages. The car is insured for business use, and I hold a clean driving license.
Every day is a learning day for as all. I structure our play on the early years foundation stage and utilise all 7 areas of learning to ensure each child individual learning needs are met. I utilise the “baby’s days” software package to store the children updates, details, achievements and goals. The system is only accessible to parents (with a password) and myself this makes it a confidential document and a great two way communication platform between my setting and your home.
I’m a quality assured childminder this enables me to offer 15 and 30 hours a week funded childcare places for 3-4 year old. I can also offer 2 year old funded places for children that fit this criteria.
If you have any questions please do not hesitate to contact me, or alternatively arrange to come and visit us.
Contact Name : Hayley
Contact Position : Childminder
Telephone : 7508 031380
E-mail : hayleytaor@gmail.com
Address : Paignton
Devon
Postcode : TQ3
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 | per hour |
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.30 | 17.00 |
| Tuesday | 07.30 | 17.00 |
| Wednesday | 07.30 | 17.00 |
| Thursday | 07.30 | 17.00 |
| Friday | 07.30 | 17.00 |
FacilitiesPet Cats
Ride-ons
Childminding Group
Role play dressing up
Toys
Books & Storytelling
PuzzlesJigsaws
Soft Play area
Both indoor and outdoor activities
Car Parking
Reading
Baby toys
Accessible Parking
Offers pickups : Yes
Schools : Hayes School
Ofsted URN: EY376616
A warm home from home experience in BRIXHAM where all children are a part of our extended family. I have 3 children of my own and We love to just be crazy and have fun all whilst learning. We live a very open and honest life and always strive to do our very best.
A warm home from home experience in BRIXHAM where all children are a part of our extended family. I have 3 children of my own and We love to just be crazy and have fun all whilst learning. We live a very open and honest life and always strive to do our very best.
We go on lots of outings like feeding the ducks, walks around haldon forest or sometimes a treat to soft play. I meet up with lots of different childminders so the children get to play with lots of other children.
OFSTED rating GOOD
Contact Name : Jane Brounger
Contact Position : Childminder
Telephone : 07950200329
E-mail : jane@brounger.co.uk
Address : Brixham
Devon
Postcode : TQ5
Table of costs
| Amount | Cost Type |
|---|---|
| 45.00 | per day |
Details : Please contact for before and after school rates
Other notes
Makaton level 1 & 2
Understanding autism level 1
Adverse childhood experiences course
safeguarding and prevent
Details : Please contact provider
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.30 | 18.00 |
| Tuesday | 07.30 | 18.00 |
| Wednesday | 07.30 | 18.00 |
| Thursday | 07.30 | 18.00 |
| Friday | 07.30 | 15.30 |
Offers pickups : Yes
Schools : Eden Park Primary School Academy
Ofsted URN: EY541157
We are Sarah and Sophie, otherwise known as Jellietots Childminding, we offer childcare to families with children aged from birth to 4 years. The property is a semi detached house set in a great location with easy access to the local beach, park, zoo, woods and library. The garden is fully enclosed which is excellent for children to burn off their energy and enjoy the great outdoors. We have a selection of toys to encourage growth and development. Indoors we have two well equipped playrooms as well as a large hall area downstairs, which is all open plan. We have a creative space for children to explore and engage in messy activities and another separate space where the children can engage in role play and freely have access to a range of toys. As well as a homely environment, we also like to explore the great outdoors to give children a greater depth and understanding of the world around them.
We are Sarah and Sophie, otherwise known as Jellietots Childminding, we offer childcare to families with children aged from birth to 4 years. The property is a semi detached house set in a great location with easy access to the local beach, park, zoo, woods and library. The garden is fully enclosed which is excellent for children to burn off their energy and enjoy the great outdoors. We have a selection of toys to encourage growth and development. Indoors we have two well equipped playrooms as well as a large hall area downstairs, which is all open plan. We have a creative space for children to explore and engage in messy activities and another separate space where the children can engage in role play and freely have access to a range of toys. As well as a homely environment, we also like to explore the great outdoors to give children a greater depth and understanding of the world around them.
Contact Name : Sarah English
Contact Position : Childminder
Telephone : 07932565173, 07757593864
E-mail : jellietots@yahoo.co.uk
Website : Facebook page
Name : Jellietots Childminding
Address : Paignton
Devon
Postcode : TQ3
Details : We charge £47.50 for the day, we are open 8:00am till 5:30pm and this includes breakfast, snacks, dinner and all outings.
Other notes
Hi my name is Sophie, I have a Level 3 Diploma in Childcare. I have worked in a Primary School since 2011 as a Teaching Assistant within the Foundation Stage. Hi my name is Sarah, I have a BA (Hons) Degree in Children’s Development and Education. I have over 15 years experience of working with families and children within a variety of settings and my last role was in a Primary School since 2012 as a Teaching Assistant within the Foundation Stage. We are both very passionate about working with children and enabling them to reach their full potential. Our setting offers fun, challenging, stimulating activities covering all areas of development as set out in the Early Years Foundation Stage profile. Just like children we each have our own individual personalities, Sophie enjoys being creative and getting stuck in with messy activities and the mothering instinct in Sarah provides a nurturing environment for the children.
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 17.30 |
| Tuesday | 08.00 | 17.30 |
| Wednesday | 08.00 | 17.30 |
| Thursday | 08.00 | 17.30 |
Offers pickups : No
Ofsted URN: EY562199
I am an Ofsted Registered Childminder, Level 3 qualified, located in Torquay.
I am an Ofsted Registered Childminder, Level 3 qualified, located in Torquay.
Like other Nurseries and Pre-Schools, I adhere to the Early Years Foundation Stage Curriculum. I monitor the children’s learning and development by progressing them through play, sensory play, planned activities and Early Years topics/themes, as well as outdoor play and outings.
I am an active Childminder and I like to embrace our wonderful surroundings. We visit places daily, such as: beaches, parks, woods, Soft Play, Playgroups, Childminding groups, Zoo and Woodlands Theme Park.
When out and about, we meet up with other Ofsted Registered Childminders to enable the children to socialise in small, medium and large groups. Collectively we organise fun events for the children, such as: pancake races, Easter hunts, Sports Day and Christmas parties.
When in my setting, the children benefit from their own dedicated playroom and a spacious garden to explore.
I provide an environment that is equal, happy, safe and stimulating with freedom for expression.
Please contact me for any further information.
Contact Name : Jessica Hughes
Contact Position : Childminder
Telephone : 07450231826
E-mail : jess.childminder@gmail.com
Name : Jessica Hughes
Address : Torquay
Devon : PostcodeTQ1
Table of costs
| Amount | Cost Type |
|---|---|
| £45 | per day |
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 8:00 | 17:00 |
| Tuesday | 8:00 | 17:00 |
| Wednesday | 8:00 | 17:00 |
| Thursday | 8:00 | 17:00 |
Offers pickups : Yes
Schools : St Marychurch CofE Primary & Nursery School
Ofsted URN: EY498400
I am a registered childminder and have been minding since 2009. I live in St Marychurch with my husband and our 3 children. I have a BA degree in Childcare and Education, as well as relevant qualifications in Paediatric First Aid, Food Hygiene and Child Protection training. I've achieved qualifications in Makaton and Level 1 in Forest school.
I am a registered childminder and have been minding since 2009. I live in St Marychurch with my husband and our 3 children. I have a BA degree in Childcare and Education, as well as relevant qualifications in Paediatric First Aid, Food Hygiene and Child Protection training. I’ve achieved qualifications in Makaton and Level 1 in Forest school.
I have previous experience in nursery management and have worked with children from birth – late primary school. I have experience with SEND including various needs such as Autistic Spectrum Disorder, Hearing and Visual impairments and speech and language delays. If you are looking for a minder to support a child with SEND please contact me to discuss.
I accept children using their Early Years Entitlement for 2, 3 and 4 year old (15 and 30 hours).
I live in a cottage style home with an outdoor area for Early Years children. We attend a variety or local groups and work in close partnership with other local childminders. We make the best use of the lovely beaches and outdoor play areas we are so lucky to have nearby. I prioritise outdoor play and adventures, along with lots of messy play, art and stories.
Nurturing daily routines are at the heart of my provision and lots of time for free play.
Contact Name : Leah Jackson
Contact Position : registered childminder
Telephone : 01803 267670, 07771395535
E-mail : leah_winstone@sky.com
Address : St Marychurch
TORQUAY
Postcode : TQ1
Notes : Number 35 bus route
Table of costs
| Amount | Cost Type |
|---|---|
| 47.50 | per day |
Details : Childcare is charged at a daily rate. I also offer before and after school sessions. Children using their 30 hours may attend for 3 days (I am open for 10 hours a day). Children using their 15 hours may do so for 2 days per week, 8:00 – 15:30.
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Tuesday | 07.30 | 17:30 |
| Wednesday | 07.30 | 17:30 |
| Thursday | ||
| Friday | 07.30 | 17:30 |
Offers pickups : Yes
Schools : Homelands Primary School
Details : Breakfast session available from 7:30, to include a healthy a breakfast and walk to school. School pick up available, with care until 17:30. Please note this does not include an evening meal.
Ofsted URN: EY388102
I am an Ofsted registered Childminder living in Brixham. I have 3 children 2 of which attend Eden Park primary school. I offer a busy, loving home where I strive to promote happiness and independence.
I am an Ofsted registered Childminder living in Brixham. I have 3 children 2 of which attend Eden Park primary school. I offer a busy, loving home where I strive to promote happiness and independence.
I like to take the children on regular outings around Brixham and like to meet with other childminders on a regular basis to expand the children’s social interactions. On my last inspection with Ofsted I received a GOOD grading from them.
I accept 2 and 3 year funding.
Contact Name : Leanne Patton
Contact Position : Childminder
Telephone : 07885728149
E-mail : leannewymark1@gmail.com
Table of costs
| Amount | Cost Type |
|---|---|
| £42.50 | per day |
Age Ranges : From 0 years to 12 years
Has Provision : No
Has Provision : Yes
Details : I have my levels 1 and 2 in Makaton.
Has Provision : Yes
Details : I ask for parents to provide lunches and am mindful of any allergies
Has Provision : Yes
Ofsted URN: 2536579
Provides a safe, happy and fun environment for children to learn and develop. Daily outings and trips to various places such as the library, Zoo, parks and beaches.
Provides a safe, happy and fun environment for children to learn and develop. Daily outings and trips to various places such as the library, Zoo, parks and beaches.
Qualifications and Training: Qualified Nursery Nurse with many years of experience. Attends on going training.
Ofsted grade: Good
Telephone : 01803 663286, 07814011073
E-mail : ljc73@hotmail.co.uk
Address : Paignton
Postcode : TQ3
Notes : Near to Paignton train and bus station
Age Ranges : From 0 years 0 months to 8 years 11 months
Has Provision : No
Has Provision : Yes
Details : Portage training Behaviour management training
Details : Contact provider for vacancy details.
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Tuesday | 07.30 | 18.00 |
| Wednesday | 07.30 | 18.00 |
| Thursday | 07.30 | 18.00 |
Offers pickups : Yes
Schools : Galmpton CofE Primary School
Details : Pick up only from Galmpton CofE Primary School
Ofsted URN: EY395804
Link to latest and historical ofsted inspection reports
I will discuss with parents how I canbest support their child and will access any additional training needed. I have also attended Portage training and continue to attend ongoing childcare courses, enabling me to support the children in my care.
I follow the guidance as laid out in the equalities act 2010 and provide a childcare service for all children aged 0 to 11years. Parents are welcomed into my setting to discuss their Childs individual needs and how I can best support them. Once we have established the Childs needs I will then discuss with the parents any relevant training or resources I my need to access.
I will follow the guidance set out in the SEND code of practice and I will discuss with the parents how I can best support their Childs special educational needs. If the child attends other setting or receives professional support from other agencies, I will ask the parents permission to contact all others and aim to work together in supporting their Childs special educational needs. The information that I gather from parents/ cares and other professionals before the child starts will enable me to offer the correct support the child needs and access any additional training or resources’.
I welcome all families into my setting to meet and have a look around. I offer a settling in period where parents and child can visit a few times before they are due to start. This enables us all to become more familiar with each other and helps the transition process for the children. I will share information with the parents and encourage them to do also e.g. daily diary, verbal exchange, Learning diary, Learning and development book and termly reports and observations.
I have an equal Opportunities/ inclusion policy and procedure for all parents to access. I ensure all children are treated equally. A child with special educational needs will be supported and treated as an equal. Once the Childs addition need have been confirmed I will provide the appropriate resources, support and care for the child.
I will discuss with parents and other agencies how we can best support the child. I implement and adapt the EYFS curriculum accordingly to the Childs individual needs.
I can call on supportof Torbay’s early years Advisory Teacher and other professionals throughout Torbay, for guidance and specialist equipment. Unfortunately having made every possible effort to meet the Childs individuals need their may be an occasion when I am unable to do so.
I am a self employed Ofsted registered childminder and parents /carers pay for there child to attended my setting. I am able to accept government funding, which entitles parents to 15 hours a week funding in term time only and Local Authority additional funding.
If additional support was needed I would look for other support from e.g.
I have a positive approach to behaviour management and feel it is very important to work with parents to best support their child. I have completed training on e.g.
If a child is e.g. Starting school Moving to another settingStarting pre-school or leaving my setting With the
With the parents permission I will share my transition procedure with all other providers ensuring the child has a smooth transition into there new setting. I will share all knowledge and written information regarding the Childs development with parents and new provider.
I will research and share information with parents regarding any other services they may require. I also provide leaflets and promote events and services within my community.
I would discuss with the parents any additional places I could visit that would support their Childs development.
Iweeklyassess and review the progress of the child,sharing all information with the parents and other professionals. This enables me to discuss and highlight any need for change or additional support for the child.
I share information with parents regarding theirChilds development and encourage them to respond and provide feedback, so we can review and move forward with supporting the Childs needs.I also link weekly with other childminders for support and I keepup to date on any new legislation.
I attend and keep up to date on any relevant training.This will benefit the children and provide a better service.
I keep my parents informed about their child’s development bye e.g.
I would always encourage the parent to discuss any worries or concerns they may have with me in person or if preferred over the phone.I do have a written complaints procedure and the Ofsted details are clearly on display for parents whom wish to contact them.
I advertise my business on the Torbay family information website and it gives parents a brief description of the service and opening times I offer.
I'm a qualified primary and early years teacher, having led the EYFS and Key Stage 1 teams in a schoollocally as a Deputy Headteacher. My aim is to offer a 'home from home' for your children, peppered withauthentic educational experiences that help them to develop within the early years foundation stageframework.I live at home with my 3 children and my husband (who is also a teacher). We have a variety of friendlypets who also help us out with childminding including 2 dogs, cats and guinea pigs. I encourage thechildren to help with the animals to gain confidence and to explore the world around them.I am Ofsted registered, DBS checked, have a first aid qualification, am trained as a designatedsafeguarding lead and hold a postgraduate degree in education from the University of Plymouth.
I’m a qualified primary and early years teacher, having led the EYFS and Key Stage 1 teams in a school
locally as a Deputy Headteacher. My aim is to offer a ‘home from home’ for your children, peppered with
authentic educational experiences that help them to develop within the early years foundation stage
framework.
I live at home with my 3 children and my husband (who is also a teacher). We have a variety of friendly
pets who also help us out with childminding including 2 dogs, cats and guinea pigs. I encourage the
children to help with the animals to gain confidence and to explore the world around them.
I am Ofsted registered, DBS checked, have a first aid qualification, am trained as a designated
safeguarding lead and hold a postgraduate degree in education from the University of Plymouth.
PGCE Primary and Early Years
Level 3 Safeguarding
Paediatric First Aid
£5.50 per hour.
Role Play dressing up
sandpit and sand play
Messy play
Outdoor play and play space
Indoor and outdoor activities
Reading
Baby facilities
Visits and outings
Water play
Garden
I offer school pick up from Oldway Primary School.
I can cater up to 4 children a day.
SEN: Every child has equal opportunities and learning and the environment is adapted to each individual’s
needs.
Childminder: Aimee Matthews
Location: Paignton
Telephone Number: 07701083399
Email Address: littleheroespaignton@gmail.com
I am an Ofsted Registered Childminder located in the Goodrington, Paignton area. The house is situated 10 minutes walk from Roselands Primary School (3 min drive) and a 15 minute walk from White Rock Primary School (6 min drive).
| Name of setting | Little Sandy Footprints Childcare |
| Name of person registered to provide childcare if different to name of setting | Katie Scully |
| Contact Position | Childminder |
| Full address of setting | Roselands Drive |
| Postcode of setting | TQ4 7RN |
| Tel no. | 07757952808 |
| littlesandyfootprints@gmail.com | |
| Website | https://www.facebook.com/profile.php?id=100094013754908 |
I am an Ofsted Registered Childminder located in the Goodrington, Paignton area. The house is situated 10 minutes walk from Roselands Primary School (3 min drive) and a 15 minute walk from White Rock Primary School (6 min drive).
I live with my husband and my daughter who will be 2 in October 2023.
I provide a home from home experience for your baby/ child in the sense of an extension of your parental care, by providing a happy, nurturing, clean and secure environment. I have been a busy Childminder in Solihull for 4 years and I received my first Ofsted graded inspection of GOOD in July 2022.
I have now moved back to my hometown Paignton, Devon and I am setting up my Childminding setting ready to take on new children in October 2023.
I hold Ofsted recognised qualifications for childminding and ensure that the children engage in a wide range of activities over the course of their week following the Early Years Foundation Stage (EYFS) guidelines. I do craft activities, sensory play, baking, play in the garden and I also have lots of age-related toys which are safety checked and cleaned on a regular basis. Other activities include: jigsaw puzzles, copying words/ writing practice, nursery rhyme singing and story time. I ensure I update toys and activities to suit the childrens’ interests, learning and development. The enclosed garden includes numerous outside equipment such as a playhouse, slides, tricycles, little tike cars, water tray and sandpit. I take the children for walks and have outings to the park, play areas, library and play groups.
My home consists of a open plan lounge-kitchen- conservatory which is used as a fully equipped playroom. I also have a downstairs toilet and a secure garden which includes a garden room which is set up as another playroom.
I ensure I keep up to date with my safeguarding and paediatric first aid training. I have childcare insurance with PACEY which is an organisation that ensures quality assurance.
I provide all meals and I have experience catering for milk, gluten, and nut allergies including other dietary requirements such as vegan, vegetarian and halal.
Meals include breakfast, snack, a home cooked meal for lunch, dessert and tea.
I am happy to discuss any aspect of your child’s care with you, as you know your child best.
Thank you for reading my profile and if you have any questions, please feel free to contact me. I am always happy to discuss 🙂
| Opening time | Closing time | |
|---|---|---|
| Monday | 07.00 | 18.00 |
| Tuesday | 07.00 | 18.00 |
| Wednesday | 07.00 | 18.00 |
| Thursday | 07.00 | 18.00 |
| Friday | 07.00 | 18.00 |
| Saturday | Closed | Closed |
| Sunday | Closed | Closed |
I have worked as a Childminder for 4 years now. I also have a variety of experience of working with both children and adults, including those with mental health difficulties, physical and learning disabilities. I have enjoyed all of my roles which included being an Assistant Psychologist, an Assistant Childminder, a Teacher Assistant, Specialist Carer Worker, Youth Worker, Children support worker at a domestic violence refuge, a Carer/ Support Worker for children and adults with physical and learning disabilities. I am more than happy to discuss more about my experience with you.
£5 per hour
I have vacancies
2 year old funding
3 & 4 year old funding
3 & 4 year old 30 hour funding
3
No
Ofsted URNEY: 2526297
I welcome all children to my setting and I discuss all the children’s needs with parents/ carers at initial meeting to get to know the child and understand how I can meet their needs. A baseline assessment is completed alongside parents/ carers and this is reviewed by completing observations and using developmental tools. These are shared with parents/ carers, taking into consideration their views and observations. I also have experience referring and working alongside other professionals to support children’s needs.
My name is Melanie Smith. I have been a childminder for 6 years. I have 2 children Chloe who is 19 years old and Matthew who is 11 years old. My dad Tom also lives with us in the property. We have 2 cats Woody and Jess.
My name is Melanie Smith. I have been a childminder for 6 years. I have 2 children Chloe who is 19 years old and Matthew who is 11 years old. My dad Tom also lives with us in the property. We have 2 cats Woody and Jess.
I provide a home from home quality childcare service. My aim to to make children feel safe and secure in my care while providing varied learning opportunities.
I have a dedicated playroom in my home as well as a big living area for extra space. I also have a large kitchen diner for meals and baking and indoor messy play activities as well as arts and crafts activities. I also have a spacious garden with tuff tray activities sand and water play.
We also do lots of trips out and about. I have membership at Paignton zoo, dinosaur world we are also national trust members and also like to visit places like occombe farm, parks, soft play, Haldon forest and beaches.
I use an online system to record progress and do daily diaries you can access this on desktop and through a phone app so you can always see your child’s progress.
Contact Name : Melanie Smith
Contact Position : Childminder
Telephone : 07398 935854
E-mail : preciousstepschildcare@yahoo.com
Notes : Check out my Facebook page Precious steps childcare for more details about my setting.
Name : Precious Steps Childcare
Address : Roselands
PAIGNTON
Devon
Postcode : TQ4
Table of costs
| Amount | Cost Type |
|---|---|
| 4.50 | per hour |
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.30 | 17.00 |
| Tuesday | 07.30 | 17.00 |
| Wednesday | 07.30 | 17.00 |
| Thursday | 07.30 | 17.00 |
| Friday | 07.30 | 17.00 |
FacilitiesRefreshments
Ride-ons
Role play dressing up
Sandpitsand play
Messy Play Area
Wendy House
PuzzlesJigsaws
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Kitchen
Kitchen Facilities
Reading
Nature Exploration
Open Space
Sleeping Area
Multicultural Themed Play
Construction toys
Music Room
Cookery
Music time
Sensory Play
Nappy changing facility
Pet Cats
Toys
Small world toys
Out-door Play
Outdoor Playspace
Songs, Rhymes and Music
Events parties
Arts & Crafts
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
House based activities
Water play
Games
Accessible Parking
Garden
Treasure baskets
Pets
Picnics
Playroom
Offers pickups : No
Schools : Curledge Street Primary & Nursery School
Details : Pick ups and drop offs
Ofsted URN: EY473477
My name is Michelle and I am an Ofsted registered childminder in Paignton. I am 35, married and have 3 children aged 5, 10 and 12. I offer a relaxing, caring, inclusive home from home setting. I will provide all children with fun learning activities indoors and outside. I visit many local places including the zoo, libraries, music groups, play groups, farms, beaches, museums, soft play areas, national parks and local play parks. At home, I have a wide range of resources for all areas of learning and all ages. I love setting up messy play days and garden play.
My name is Michelle and I am an Ofsted registered childminder in Paignton. I am 35, married and have 3 children aged 5, 10 and 12. I offer a relaxing, caring, inclusive home from home setting. I will provide all children with fun learning activities indoors and outside. I visit many local places including the zoo, libraries, music groups, play groups, farms, beaches, museums, soft play areas, national parks and local play parks. At home, I have a wide range of resources for all areas of learning and all ages. I love setting up messy play days and garden play.
Qualifications and training: Ofsted registered, DBS checked, paedatric frist aid, childminding course, child protection, safeguarding, medication administration, epilsepsy and administration of rescue medication, autism, health and safety, food hygiene, behaviour management, PREVENT and fire safety.
Contact Name : Michelle Davis
Contact Position : Childminder
Telephone : 07756560551
E-mail : michelledavis1982@gmail.com
Address : Paignton
Postcode : TQ3
Details : £4 per hour, price increase for before 8am, £1 for lunch/dinner per meal.
Has Provision : Yes
Has Provision : Yes
Has Provision : Yes
Details : Please contact provider for vacancy information.
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Tuesday | 07.00 | 18.00 |
| Wednesday | 07.00 | 18.00 |
| Thursday | 07.00 | 18.00 |
| Friday | 07.00 | 16.00 |
Offers pickups : Yes
Schools : Kings Ash Primary School & Nursery
Ofsted URN: EY552807
One of my main aims is to give the children a variety of interesting, physically active based outings. We go to many fun attractions such as Teignmouth Park, Cockington, Paignton Zoo, local beaches, afternoon activities consist of messy play i.e. playdoh, painting, water fun. Also visits to Torquay Library, doing puzzles, and storytime. Fun is a key word and happy children is my goal.
One of my main aims is to give the children a variety of interesting, physically active based outings. We go to many fun attractions such as Teignmouth Park, Cockington, Paignton Zoo, local beaches, afternoon activities consist of messy play i.e. playdoh, painting, water fun. Also visits to Torquay Library, doing puzzles, and storytime. Fun is a key word and happy children is my goal.
Qualifications and Training: NVQ 3, Paediatric First Aid, EAL, THRIVE.
Telephone : 07799 314699
E-mail : michellechris@hotmail.co.uk
Address : TORQUAY
Postcode : TQ1
Notes : Near to Torquay Town Centre.
Details : £4.50 Per hour
Age RangesFrom 0 years 0 months to 13 years 0 months
Has Provision : No
Has Provision : Yes
Details : currently working with 2 EAL children
Immediate vacancies : Yes
Details : Please contact for details
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.00 | 18.00 |
| Tuesday | 07.00 | 18.00 |
| Wednesday | 07.00 | 16.00 |
| Thursday | 07.00 | 18.00 |
| Friday | 07.00 | 16.00 |
Offers pickups : Yes
Schools : All Saints Babbacombe Church of England Primary School
Ilsham C of E Academy
Warberry Church of England Foundation Primary School
Details : Drops off and picks up from All Saints Babbacombe, Warberry CofE and Ellacombe Primary School breakfast club ilsham.
Ofsted URN: EY406114
Link to latest and historical ofsted inspection reports
I attended Thrive training session in 2012. I have recently attended a training session to refresh my thrive knowledge.
April 2013 I attended Makaton Foundation training course run by SENCO Judith Thomas.
I attended an E.A.L training day to provide me with the necessary skilss and confidence needed to provide extended support to assist e.a.l children attending my setting.
I attend regular ‘sen and suporting vulnerable children forums’ and ‘designated person forums’ to provide me with necessary knowledge and keep me upto date with all current legislation.
I am currently working with a SEN child. I have experience of writing referrals to agencies and have worked closely with speech and language therapist, senco at Torbay early years.
I work with Childrens Services, I have supported Social workers in the bay to provide emergency care for vulnerable children.
I am on the Childminders Enhanced Support Package enabling me to access extra support and advice as required. The enhanced package also provides me with additional training sessions whereby I am able to update, refresh, and improve my knowledge relating to all areas of working with children and their families.
I welcome all children and their families to my setting and will work with the relevant agencies and seek the support and guidance necessary in order to provide the best possible outcome for your child.
I am an inclusive provider and welcome all children and their families into my setting. I endeavour to meet the needs of families wishing to access my provision.
I follow guidance laid out in The Equality Act 2010 and do not discriminate in any way at all. I work in partnership with families to provide the care required to ensure the best possible outcome for their children.
Children are welcome regardless of SEN and I access training and support that I require in order to meet the childs needs. I have spaces available from August 2014.
I have an Equal Opportunities/Inclusion Policy and Procedure.
If it is identified that extra additional support is required beyond what I can provide as part of my normal ratios, then I can apply to the Local Authority for additional funding, for example if the child needs 1:1 support.
And I will signpost, encourage and support parent(s)/carer(s) to engage with these services.
I follow the Thrive approach to guiding babies and children through emotional development, supporting the child to build strong emotional attachments and a secure feeling of belonging and wellbeing,
The personal social emotional development of the chld is a prime area in the early years foundation stage and every effort is taken to ensure each child develops positively in this essential area.
Each child is valued as an important individual and respected as such in their own right.
Working with parents/carers is of paramount importance and as a practitioner, I welcome the total involvement of families as the parent/carer knows their child best and I will gain the necessary information required so that I may provide the best possible care and support to the child.
I have a positive approach to behaviour management and have a relevant policy in place.
I work in partnership with families so that the best outcome for the child and their behaviour is ensured.
I have experience of writing an informative transitional document to accompany child to school.
I used photographs alongside the annotation and I have received positive feedback about the document from early years team, childs paediatrician and the school reception teacher.
I support the family during transition and make myself available to attend senco meetings and transition meetings between school and child and parents.
I work in partnership with the early years team, am happy to fill in referral forms and signpost accordingly to meet the requirements of each child in my setting.
I strive to reach the best possible outcome for the children and their families, andwill liase with relevant agencies to ensure this is possible.
All the children in my setting are given every opportunity to experience a wide range of activities, resources, open ended play, messy play, out door opportunities.
I put great emphasis on enabling and encouraging each and every child to reach his or her full potential.
The 3 prime areas of learning; personal, social, emotional development, and speech&language and physical development are focused on greatly.
I encourage the children to explore as they wish and encourage a child led environment.
I use the My learning and development document as a guide to track child development. BUT: each child does develop at different rates. I observe the children through their play and activities I arrange.
I speak with parents and offer parent meetings whereby we are able to discuss in depth the development of the child. I always value parental involvement and want to hear about the parents view and how they feel progress is being made.
I work with outside agencies when a child requires added input or indeed if I require support or added training to work better with a family.
Agencies that work with myself and families are invited to my setting.
By doing this, I am showing the agencies how I work, and the opportunity is there for suggestion of alternative ideas if it is deemed necessary.
I provide families with Feedback forms so I can ensure I am providing the service that is beneficial. Parents are also invited to meetings with myself and i feel this provides a good opportunity for any new ideas, or concerns to be discussed.
I access training throughout the year to continue my professional development to enable me to be the best that I can be and this will help me support families to the highest standard.
I work with colleagues and share good practise because I believe that we are all always learning and I strive to constantly improve myself and my knowledge whichI then use accordingly in my setting.
I attend senco and vulnerable children, designated person, safeguarding, paediatric 1st aid training sessions and others that are available to constantly be upto date with all new legislation and new training ideas.
I attended Nancy Stewart charecteristics of effective learning seminar this year I have attended Makaton workshops last year.
I have attended English as Additional language course.
My training and development is ongoing and I strive to access extra training when required.
I always make time for parents , we chat briefly about the childs day when the child is collected. Parent meetings are offered periodically.
Telephone exchange or email is readily available.
I encourage parents to be honest and opern with me, I enjoy working closely with families. My priority is always to try to reach the best possible outcome for the child and this, in my opinion ia done by having a positive working relationship with the family.
By having a good working relationship with the childs Parents/carers, I believe issue can be resolved very swiftly.
I would always request parents speak to me about any issue or problem.
I have a complaint policy which offers advice to families wishing to make a complaint. Ofsted phone number is available on my notice board if required.
Please phone or email to make an appointment to come and see me.
My details are available on Family Information Service’s directory, www.torbaydirectory.com/family I am happy to discuss your requirements and what I can offer you and your children.
Ofsted website will have my last inspection report for you to read.
I offer a warm inviting home with a wide variety of activities including tuff trays..messy play..games.. puzzles..loose part play.. books.. nursery rhymes and more.We go out to local toddler/childminder groups,the library,the zoo,occumbe farm,nature hunts etc.
I offer a warm inviting home with a wide variety of activities including tuff trays..messy play..games.. puzzles..loose part play.. books.. nursery rhymes and more.We go out to local toddler/childminder groups,the library,the zoo,occumbe farm,nature hunts etc.
I live with my 3 children aged 11,14&16 and cats and guinea pigs.We have a nice enclosed rear garden and plenty of room inside to play.
It is a non smoking house.
I have paediatric first aid,safe guarding training, NVQ3 in early years childcare and have previously worked in a local primary school in preschool and reception.
Contact Name : Michele Rundle
Contact Position : Childminder
Telephone : 07929855076
E-mail : michelerundle@btinternet.com
Name : Brixham
Address : 4 may
flower drive
Brixham
Devon
Postcode : TQ5 9LU
Table of costs
| Amount | Cost Type |
|---|---|
| £4..75 | per hour |
Age Ranges : From 0 months to 10 years
Other notes : Able to pick up/collect from
Has Provision : No
Has Provision : Yes
Details : Experience with autism Experience with speech and language
Has Provision : Yes
Has Provision : Yes
Ofsted URN: 2570113
I am DBS checked and have completed recognised Safeguarding, Paediatric First Aid and Food Safety courses. (Certificates obtained)I have recently had my Ofsted Inspection and have been graded 'Good' (I was two recommendations off outstanding)
I am DBS checked and have completed recognised Safeguarding, Paediatric First Aid and Food Safety courses. (Certificates obtained)
I have recently had my Ofsted Inspection and have been graded ‘Good’ (I was two recommendations off outstanding)
I have a lovely setting, where there are lots of educational toys, books and games that will encourage the children to develop and learn in line with the EYFS and through play. I provide lot’s of fun, enjoyable and educational activities for the children including trips to local parks, regular trips to zoo’s and local country parks including Decoy and Cockington, local beaches, nature walks and various playgroups, which will give the children the opportunity to build their confidence and meet & play with other children.
I aim to provide healthy and balanced meals and snacks and will encourage children to help in preparing their meals which will inspire them to try new foods. I provide childcare spaces from newborn up school age and have limited spaces for after school and school holiday cover.
I have full and part time spaces available and I can provide flexible hours to suit your needs. I also provide childcare for school holidays at very competitive and affordable rates. Please feel free to message for further information.
2 / 3 / 4 year old Government 15 / 30 hours funding accepted
Funded spaces available
Paediatric First Aid trained & certified
DBS Checked
GDPR compliant
Safeguarding & Child Protection Level 2 certified
Food Safety Level 2 certified
Working towards Level 3 in Childcare
Please feel free to message or call me for more information on I what I offer, I would be more than happy to help.
Contact Name : Natasha Stimpson
Contact Position : Childminder
Telephone : 07834 956921, 01803 475291
E-mail : nstimpson444@gmail.com
Name : Natasha Childminder
Address : Torquay
Devon
Postcode : TQ2
Notes : Bus Route 32
Close to Torbay Hospital
Details : Affordable and Flexible Childcare provided
Details : Please contact provider for vacancy information.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 8am | 6pm |
| Tuesday | 8am | 6pm |
| Wednesday | 8am | 6pm |
| Thursday | 8am | 6pm |
| Friday | 8am | 6pm |
FacilitiesRefreshments
Ride-ons
Meals cooked on premises
Role play dressing up
Childminding Group
Messy Play Area
Wendy House
PuzzlesJigsaws
Books & Storytelling
Quiet Area
Internet Connection
Both indoor and outdoor activities
Car Parking
Kitchen
Reading
Nature Exploration
Sleeping Area
Construction toys
Cookery
Music time
Sensory Play
Nappy changing facility
Themed Sessions
Toys
Small world toys
Out-door Play
Songs, Rhymes and Music
Sports
Healthy Eating
Arts & Crafts
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
House based activities
Push-alongs
Water play
Games
Accessible Parking
Treasure baskets
Picnics
Playroom
Offers pickups : Yes
Details : After school Care offered from Our Lady of The Angels Primary School
Ofsted URN: EY538677
Willoughbee Childminding.
Willoughbee Childminding.
I’m a Torquay based childminder providing quality childcare by offering a child centred approach in a home setting that enables the child to feel happy, comfortable and secure whilst fulfilling their potential. Warm, safe, friendly home environment with a family atmosphere in which children feel valued, can play, learn and develop. Each child will be treated as an individual, taking into account specific characteristics, abilities and needs. Children will receive a lot of individual attention whilst enjoying interaction with others both in and outside of the setting.
Qualifications and Training: Degree in Primary Teaching, Paediatric First Aid, Food Hygiene. Child Protection, Diploma in Home Based Childcare, Speech and language development, Special needs training, Special development, 2 year old development, Prevent Covid training, Covid risk assessment training, The Leuven scales andCertificate in Understanding Autism. Nursery World Award winner 2021.
Contact Name : Paula Button
Contact Position : Childminder
Telephone : 07843 309704
E-mail : paula@willoughbee.com
Website : www.willoughbee.com
Notes : www.willoughbee.com
FB: Willoughbee Childminding
paula@willoughbee.com
Address : Shiphay
Torquay
Devon
Postcode : TQ2
Details : Please contact me to discuss daily fee.
Details : Please contact provider for vacancy information.
We accept the 9 month and 2 year old funding.
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:30 | 17:30 |
| Tuesday | 07:30 | 17:30 |
| Wednesday | 07:30 | 17:30 |
| Thursday | 07:30 | 17:30 |
FacilitiesLaptop
Meals cooked on premises
Messy Play Area
ICT Facilities
Internet Connection
Kitchen
Nature Exploration
Open Space
Multicultural Themed Play
Music time
Nappy changing facility
Pet Cats
Pet Dogs
Pet Reptile
Out-door Play
Arts & Crafts
Baby Facilities
Baby toys
Push-alongs
Accessible Parking
Pets
Picnics
Playroom
CCTV security cameras
Refreshments
Ride-ons
Role play dressing up
Childminding Group
Sandpitsand play
Climbing Frame
PuzzlesJigsaws
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Reading
DanceDrama
Sleeping Area
Computer
Construction toys
Cookery
Secure Access
Sensory Play
Themed Sessions
Full cooked lunch
Toys
Small world toys
Songs, Rhymes and Music
Healthy Eating
Heuristic play
Visit & Outings
Home Corner
Walks to local park etc
Water play
House based activities
Games
Garden
Treasure baskets
Offers pickups: Yes
Schools: Shiphay Learning AcademyDetailsDrop off and pick up from: Shiphay Learning Academy, Orchard Nursery, Peek-a-boo childcare.Others are negotiable.
Ofsted URN: EY366217
Link to latest and historical ofsted inspection reports
Links : http://www.willoughbee.com
Anna HorwellSmallcombe Road,Paignton.
Anna Horwell
Smallcombe Road,
Paignton.
Contact Details
Phone: 07810484901
Email: annaisalso@gmail.com
Training
Home from home. I work with an assistant. We work Monday to Thursday.
Cost per hour £6
I currently have vacancies on Monday, Wednesday and Thursday
2 – 4 year old funding
We only have a maximum of 6 – 7 children a day
Ofsted URN: EY438253
Ofsted Registered Childminder, Brixham
Ofsted Registered Childminder, Brixham
I am an Ofsted registered childminder and live with my Husband, and our two daughters. We are a non smoking household and I am able to do school runs to Galmpton C of E Primary School, Galmpton Pre-School.
I have a dedicated playroom within my setting with direct access to the secure outside garden area. The children also have access to the dining room next door and hallway for extended play area.
I provide high quality childcare in a comfortable, safe, homely setting, where each child is treated as an individual. Children have access to fun, stimulating indoor and outdoor activities providing opportunities for learning and development through play and creativity. I aim to provide a fun filled day both at home and out at local attractions such as the Zoo, Occombe Farm, Berry head, Museums, Library (Music Rhythm Rhyme), National Trust places, etc. We meet up with other local childminders providing all children with opportunities to develop their social skills.
You are welcome to visit my setting to find out more about what we do, by appointment or visit my Facebook page @rebeccawalkerchildcare.
Qualifications and training:
Torbay childminding course, safeguarding, Characteristics of Effective Learning, DBS checks including registering with the update service, 12 hour paediatric course, food hygiene, prevent/Channel. Equality and diversity, manual handling, fire safety, data protection, child & adult safeguarding, information governance, infect control, conflict resolution, health and safety. Makaton level 1 and 2
Contact Name : Rebecca Walker
Contact Position : Childminder
Telephone : 07795 063704
E-mail : rebecca.vernalwalker@gmail.com
Address : Brixham
Devon
Postcode : TQ5
Notes : Dedicated play room where the resources are easily accessible and the children can choose what they wish to play with.
Details : Please enquire for childcare fees. All fees are fully inclusive of drinks, snacks, lunch, crafts, resources and outings/day trips.
Details : Please contact provider for vacancy information.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 17.30 |
| Tuesday | 08.00 | 17.30 |
| Wednesday | 08.00 | 17.30 |
| Thursday | 08:00 | 17:30 |
| Friday | 08:00 | 17:30 |
FacilitiesRide-ons
Role play dressing up
Sandpitsand play
Books & Storytelling
Both indoor and outdoor activities
Reading
Sleeping Area
Construction toys
Music time
Nappy changing facility
Pet Dogs
Toys
Small world toys
DVD
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Arts & Crafts
Visit & Outings
Baby Facilities
Home Corner
Baby toys
Walks to local park etc
House based activities
Water play
Games
Garden
Treasure baskets
Picnics
Playroom
Offers pickups : Yes
Schools : Galmpton CofE Primary School
Ofsted URN: EY554060
My name is Rebecca and I live in Preston, Paignton. I am a qualified primary school teacher and a trained nursery nurse. After the birth of my second child I decided to leave teaching and become an Ofsted registered childminder. I opened Preston Childminding in September 2018.
My name is Rebecca and I live in Preston, Paignton. I am a qualified primary school teacher and a trained nursery nurse. After the birth of my second child I decided to leave teaching and become an Ofsted registered childminder. I opened Preston Childminding in September 2018.
I am conveniently located in lower Preston, just off the main Torquay Road and a 5 minute walk from the seafront. I feel my home is a warm, friendly and welcoming setting. I have two young children myself and my setting is very much a home, rather than a nursery. I am a small setting and hope this allows children’s individual needs to be met within a small group. I follow the EYFS statutory framework, the same as nurseries and pre-schools. I support all areas of the children’s development through a range of play based activities at home. I share photos and observations of the children’s learning development with parents regularly. To ensure a variety of experiences I also take the children out most days. We go for walks to places such as, the beach, Oldway and Decoy. We also visit places such as the library, parks, toddler groups and the zoo.
Experience:
I worked as a primary school teacher for 16 years, specialising in early years. I taught nursery, reception, year 1 & year 2. I also worked as the special educational needs coordinator (SENCo) for 6 years. I am a qualified nursery nurse. Prior to becoming a teacher I have worked in nurseries with children 0-5 years, been a nanny and worked in playschemes for children with special needs. Most importantly I am a mum to a beautiful 8 year old and a gorgeous 4 year old.
Availability:
Please contact me for availability
Qualifications:
• 4yr degree – BA (Hons) Early Years Education with Qualified Teaching Status
• 2yr training – BTEC National Diploma in Nursery Nursing
I have kept up to date with my CPD and have attended numerous courses related to early years education and to special educational needs.
I have completed the Access to Childminding in Torbay course. This included training in
I have completed a 12 hour Paediatric First Aid course.
Recently I have completed training in Makaton signing and a Portage course to help me support children with SEND.
Contact Name : Rebecca Woodger
Contact Position : Childminder
Telephone : 01803390565
E-mail : rebeccasmith23@hotmail.com
https://www.facebook.com/profile.php?id=100057483997777
Name : Preston Childminding
Address : Preston
Paignton
Devon
Postcode : TQ3
Table of costs
| Amount | Cost Type |
|---|---|
| £5 | per hour |
Details : I accept 2 year old childcare funding for eligible families, 3-4 year old early years funding or private fees. I am also registered to accept tax free childcare. Please enquire about fees.
3 & 4 year old funding : Yes
2 year old funding : Yes
Ofsted URN: EY561917
Provides a varied service, including outings, play groups and activities at the setting which includes an outside area.
Provides a varied service, including outings, play groups and activities at the setting which includes an outside area.
Qualifications and Training: Level 3 Diploma children and Young Peoples Workforce, Paediatric first aid, Makaton, Safeguarding BA(Hon) Sociology.
Telephon : 07703023501
E-mail : samsnookchildminder@gmail.com
Address : PAIGNTON
Postcode : TQ3
Age Ranges : 0 – 8 years
Has Provision : No
Has Provision : Yes
Details : Experience of working with children with Down Syndrome
Has Provision : Yes
Details : What ever is needed
Has Provision : Yes
Details : what ever is needed
Immediate vacancies : Yes
Details : 0 – 5 years full and part time vacancies
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 17.00 |
| Tuesday | 08.00 | 17.00 |
| Wednesday | 08.00 | 17.00 |
| Thursday | 08.00 | 17.00 |
Offers pickups : Yes
Schools : Curledge Street Primary & Nursery School
Sacred Heart Catholic Primary and Nursery School
Hayes School
Details : At present I do not do drop off/pick ups but may be willing to from the listed schools.
Ofsted URN: EY461801
Link to latest and historical ofsted inspection reports
I aim to meet the needs of all children in my care and will endeavour to make changes where possible to reach these needs.
I have had training in Makaton and feel this is a wonderful resource in building communication in every child’s life. I have had experience in taking care of children with educational needs and Makaton was key in communicating with these children. Through colleagues I have touched upon thrive and its benefits in helping children to manager their emotions.
By continuous communication with parents/guardians we can work together to provide the care needed for each individual child.
I am an inclusive provider and will regard placements for any child aged 0 to 5 years who’s parent/guardian wish for them to come into my care.
I endeavour to follow the guidelines set out in the Equalities Act 2010. All children are welcome in my setting regardless of any special educational needs.
I will discuss with parents/guardians the individual needs of their child and we can work together to fulfil these needs. I will when possible gain any training or resources needed before a child starts at my provision.
I will follow the guidance outlined in the SEND Code of Practice 2001.
Through discussions with parents/guardians we can distinguish special educational needs and any information from other settings or agencies if available. At the setting I will use observations and behaviour journals to determine special educational needs and were appropriate I will refer children for professional advice with the approval of parents/guardians.
Parents are invited to come and meet me at my home along with their child/children to discuss what kind of childcare they need. If parents wish to continue childcare with me we will start a settling period, depending on each child’s individual needs the settling period can vary. Parents/guardians will fill in appropriate forms to gain information on the child’s needs, this will involve any information of other professionals involved in supporting the child.
Once in my care the child’s development will be tracked and documented in a learning journey which will be filled with photo’s, observations and creative work done by the child. This will be done in a scrapbook style which will be nice for parents/guardians and children to look through together.
Communication between all parties is the key to gaining the best care possible. I strive to have an open and honest relationship with parents/guardians and hope that they can have the same with me.
I will treat children and young people with special educational needs the same way I treat all children in my care, as individuals. My approach to teaching all children in my care is based on their individual next steps, interests and achievements and I will change and adapt activities to suit all children’s needs and educational levels. Where special educational needs have been identify I will ensure that I provide appropriate resources to meet these needs.
I will work along side other professionals and follow their advice in creating an individual Learning and Development Plan for children with additional needs.
As above I will use each child’s individual interests and next steps to achieve the curriculum. This is all purely based on individual needs. And were possible I will get resources to help children achieve these goals. I will also work along side other professionals to help children reach their full potential, eg speech and language therapists. I will follow the child’s ILDP which would differentiate and adapt the EYFS curriculum for a child with special educational needs.
Through discussions with the parents/guardians and professionals involved with the child I will find out what services, provisions and equipment is needed before the child starts at the setting and ensure that I can meet these needs and gain the equipment needed.
However on some occasions I may not be able to gain the resources or have the facilities to meet specific needs of an individual child. Although I will make every reasonable effort to make my setting accessible there may be occasions when it is not possible and I cannot meet the child’s needs.
As an Ofsted Registered Childminder I am self employed and the provision is paid for by myself.
I will work along side other professionals and groups to access additional learning support, and will go by the guidance of these professionals and the child’s parents/guardians advice. I will also guide, encourage and support parents/guardians to use these services;
I have a positive approach to behaviour management and working along side parents/guardians we can support child’s emotional and social development. I believe that every child needs to feel like they belong, that their individual ideas and beliefs are valued. Working with parents/guardians is paramount in emotional and social development of children, and parental contributions are welcomed and valued.
During periods of change I would put in place a transition procedure. The basis of helping children to move from one setting to another is in communication between the new and old setting and of course parents/guardians. For children who may find change particularly hard a transition period would need to be longer and more time given to the change. E.g visit with myself to the new setting allowing the child to meet new people with the person they already trust. Documentation will be produced through out this mapping the child’s progress. A transition form will be filled in to pass to the new setting and any learning journeys or documentation of the child’s development will also be passed on.
Where possible I will provide parents/guardians with other information on support available for them and their child. I will display events and services available on my notice board and signpost parents to these that may be of use to them.
All the activities I do are suited for all children in my care and risk assessments will be made to ensure that the safety of all children is paramount. I try to go out somewhere everyday and do trips to zoo’s, farms, play groups, soft play areas etc. When at home I like to engage the children in activities linked to their interests and that will help in their development.
All children in my care have a learning journey which maps their development through photo’s, observations and any creative work. These are given to parents to take home fortnightly and parents can share events, activities or celebrations they have had with child in this scrapbook. I use each child’s next steps to determine the activities and use their own interests to engage them.
If a child has an Individual Learning and Development Plan (ILDP) myself and the child’s parents/guardians and other professional involved would come together to review it and set the outcomes for the child.
In order to be an effective provider it is important to self evaluate and this is done via Ofsted SEF.
Parents/guardians and children’s input is vital in improving practice and this can be done through discussions, questionnaires and suggestion boxes.
As a member of Pacey and a subscriber to Nursery World I am able to keep up to date with changes in legislation, research and new developments.
Myself and a small group of childminders have joined together to form a group to help share ideas, support and to do group activities. We also help to cover care of children through times of sickness and holidays.
I have a Level 3 in childcare and also have a degree in sociology with my dissertation focusing on educational attainment. I have had the appropriate safeguarding training and have undergone training to cover the needs of individual children, this being Makaton to help aid a key child that needed extra support with speech and language. I believe that training is of the upmost importance and where possible will gain training when needed or in new areas.
All children in my care have a learning journey which maps their development through photo’s, observations and any creative work. These are given to parents to take home fortnightly and parents can share events, activities or celebrations they have had with child in this scrapbook. I use each child’s next steps to determine the activities and use their own interests to engage them. Along with the learning journey I fill in My Learning and Development document which maps out a child’s progress according to the EYFS.
When a concern arises with a child’s development a discussion with parents/guardians will be arranged and together we can work through and set goals/outcomes to help the child reach these developmental levels. If needed we would gain the advice and services of outside professionals/agencies.
I would always seek to resolve any issues before it gets to the stage of complaint and would hope that I would have an open relationship with parents/guardians so that they feel they can come to me first with any problems. I do offer a complaints book for parents/guardians to write in with any concerns and then I will endeavour to rectify any problems. Again gaining feedback from parents can help to prevent complaints in the form of questionnaires and suggestion boxes. Parents/guardians can access my complaints policy and procedure. Displayed at all times is the Ofsted Parent poster with Ofsted’s telephone number for parents/guardians to use.
I am the only Ofsted registered Childminder based at The Willows. I offer a 'Home from Home' service, where your child can thrive, in a warm, safe and stimulating environment.
I am the only Ofsted registered Childminder based at The Willows. I offer a ‘Home from Home’ service, where your child can thrive, in a warm, safe and stimulating environment.
I have 30 Years experience of caring and working with children of all ages. I have enjoyed working with children in school settings, (both mainstream and special needs), in private and local authority nurseries, family centres and hospitals. I am happy to provide care for children with additional needs,
I live with my 12 Year old son, who attends St Cuthbert Mayne School. I like to provide care to no more than 3 children at any one time (including my son when he is not at school), so some of the care offered will be on a one-one basis.
Fees are set to include everything your child will need whilst in my care, all meals, trips, toiletries and activities etc.
I can offer occasional overnight care.
I have all appropriate training, insurances and references in place for your peace of mind and am registered with all the appropriate authorities, such as Ofsted and Environmental Health.
Please contact me, by email initially, for further information and arrange a visit to discuss your needs.
Qualifications and Training: Qualified N.N.E.B Nursery Nurse, Level 3 in Childcare. Paediatric First Aid Certificate, Access to Childminding in Torbay, Food Hygiene, Food Safety, Child Protection, Portage, Supporting young children with S.E.N, Early Years Foundation Stage in Practice, Makaton.
Contact Name : Sarah Gehringer
E-mail : Childmindinghomefromhome@aol.com
Name : Home from Home Childminding
Address : The Willows
Torquay
Devon
Postcode : TQ2
Notes : Near to ‘The Willows Retail Park’ and ‘Villiage’ Shops. 2 minute walk from ‘The Willow Tree Pub’.
I am ofsted graded OUTSTANDING and have a wealth of experience in caring for children of all ages and ability, with a good knowledge of S.E.N and am happy to provide care for children with additional needs.
I have all appropriate training, insurances and references in place for your peace of mind and am registered with all the appropriate authorities.
My training and qualifications include: Level 3 in Childcare, Paediatric First Aid Certificate, Access to Childminding in Torbay, Food Hygiene, Food Safety, Child Protection, Portage, Supporting young children with S.E.N, Early Years Foundation Stage in Practice, Makaton.
Please contact me, by email initially, for further information and to arrange a visit to discuss your needs.
Details : Please contact provider for vacancy information.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 18.00 |
| Tuesday | 08.00 | 18.00 |
| Wednesday | 08.00 | 18.00 |
| Thursday | 08.00 | 18.00 |
| Friday | 08.00 | 18.00 |
Ofsted URN: EY495832
Stacey's child minding is a home based child minding service; situated in a quiet cul-de-sac in Paignton close to parks, the beach, town centre, attractions, schools and bus routes.
Stacey’s child minding is a home based child minding service; situated in a quiet cul-de-sac in Paignton close to parks, the beach, town centre, attractions, schools and bus routes.
I accept universal 2 year old funding and universal/extended 3/4 year old funding. I am also registered for the tax free childcare scheme.
Price includes outings. Activities include messy and creative play, story time, singing, dancing and many more to encourage learning and development. Outings include trips to the beach, zoo, park, woods, museums, soft play and other outdoor environments and indoor attractions. It is an all inclusive environment where all children can play, explore, learn, develop, have fun and achieve their full potential.
Training and qualifications: Ofsted registered, access to childminding course (local authority approved course). Paediatric first aid certificate. Plus part of Bristol Standards Quality Assurance Scheme.
Contact Name : Stacey Adams
Contact Position : Manager
Telephone : 01803 459117, 07739 385438
E-mail : staceyschildminding@hotmail.co.uk
Name : Stacey’s Childminding
Address : Paignton
Devon
Postcode : TQ3
Table of costs
| Amount | Cost Type |
|---|---|
| £4.00 | per hour |
Details : £4.00 per hour per child. All funding accepted. Tax free childcare accepted.
Details : Please contact for vacancy information.
3 & 4 year old funding : Yes
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07.00 | 19.00 |
| Tuesday | 07.00 | 19.00 |
| Wednesday | 07.00 | 19.00 |
| Thursday | 07.00 | 19.00 |
| Friday | 07.00 | 19.00 |
FacilitiesRole play dressing up
Sandpitsand play
Messy Play Area
PuzzlesJigsaws
Books & Storytelling
Both indoor and outdoor activities
Construction toys
Cookery
Sensory Play
Nappy changing facility
Pet Cats
Pet Fish
Toys
Small world toys
Out-door Play
Outdoor Playspace
Songs, Rhymes and Music
Arts & Crafts
Heuristic play
Baby Facilities
Baby toys
Walks to local park etc
Water play
Treasure baskets
Garden86
Playroom
Offers pickups : Yes
Schools : Curledge Street Primary & Nursery School
Ofsted URN: EY441605
Link to latest and historical ofsted inspection reports
As part of the Enhanced Package, I have access to help and support with regards to special educational need. Such as; seeking specialist training, advice and up to date information.
If additional support is needed, I will look for support from other professionals such as:
I signpost, encourage and support parents/carers to engage with these services.
I signpost, encourage and support parents/carers to engage with other support by;
We take regular trips out and about to places such as; the zoo, soft play areas, parks, the beach, woods, farms, museums etc.
Continual assessment of my practise allows me to reflect upon the skills that I have and highlights and training needs that I have, in order to support children and young people with special educational needs.
Lovely location with a large garden that has a patio area and free range chickens. There are outings daily to the Zoo, Decoy Park, Cockington and the local parks where there are lots of outdoor play activities. Lots of indoor activities like arts, crafts and baking.
Lovely location with a large garden that has a patio area and free range chickens. There are outings daily to the Zoo, Decoy Park, Cockington and the local parks where there are lots of outdoor play activities. Lots of indoor activities like arts, crafts and baking.
Qualification and Training: ACT, Paediatric first Aid. (12 hour course) and Level 3 Diploma in Childcare.
Telephone : 01803 606677, 07522 810346
E-mail : vickie_clark81@hotmail.com
Address : TORQUAY
Postcode : TQ2
Notes : Near No 32 Bus.
Details : Please contact provider for details
Age Ranges : From 0 years 1 month to 15 years 0 months
Has Provision : No
Has Provision : Yes
Details : Please contact provider for details
2 year old funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Wednesday | 08.00 | 18.00 |
| Thursday | 08.00 | 18.00 |
| Friday | 08.00 | 18.00 |
| Saturday | 08.00 | 18.00 |
Offers pickups : Yes
Schools : Sherwell Valley Primary School
Details : Pick up and Drop off to Sherwell Valley Primary School and Southernwooed Nursery.
Ofsted URN: EY450571
Childminder based in Torquay, ofsted registered, peadatric first aid trained, public liability insurance and ico insurance, food hygiene certificate and childminder development certificate
Childminder based in Torquay, ofsted registered, peadatric first aid trained, public liability insurance and ico insurance, food hygiene certificate and childminder development certificate
Contact Name : Vicky
Contact Position : Childminder
Telephone : 07800 804034
E-mail : vkenneford90@aol.com
Notes : Any information feel free to call/text/email
Address : Torquay
Postcode : TQ2
Age Ranges : From 0 years 0 months to 10 years 0 months
Referral required : No
Has Provision : No
Has Provision : Yes
Has Provision : Yes
Has Provision : Yes
Ofsted URN: 2602637
I’m an Ofsted registered Childminder based in Paignton, offering care for 0-11yrs term time and in the school holidays.
I’m an Ofsted registered Childminder based in Paignton, offering care for 0-11yrs term time and in the school holidays.
My setting is a fun, nurturing home from home setting. I have lots of resources for all ages, including real life objects to help children with their independence and life skills.
We have a vegetable patch which the children enjoying taking care of, especially when they get to eat the fruits of their labour.
I regularly take the children on outings to the farm, forest school, beach, library, playgroups, parks and much more.
In February 2021 we were proud to receive The Nursery World Inclusive Practice Award for our involvement in intergenerational learning.
My most recent Ofsted inspection was in January 2018 for which I was graded ‘Good’.
I offer 2, 3 and 4 year old funding (15 and 30 hours), I accept childcare vouchers and the Tax Free Childcare Scheme. I also accept funding from South Devon College and University Childcare Grants.
School pick up and drop offs to Stoke Gabriel Primary School.
Contact Name : Victoria Waite
Contact Position : Childminder
Telephone : 07590 921186
E-mail : victoriawaitecm@gmail.com
Name : Victoria Waite Childminder- Sticky Kidz
Address : Paignton
Postcode : TQ4
Table of costs
| Amount | Cost Type |
|---|---|
| 4.20 | per hour |
Details : Snacks and outings included. Packed lunch to be provided
Details : please contact provider
Facilities : Ride-ons
Role play dressing up
Sandpitsand play
Messy Play Area
Wendy House
PuzzlesJigsaws
ICT Facilities
Books & Storytelling
Quiet Area
Both indoor and outdoor activities
Reading
Sleeping Area
Music time
Sensory Play
Nappy changing facility
Themed Sessions
Toys
Small world toys
Out-door Play
Outdoor Playspace
Songs, Rhymes and Music
Healthy Eating
Visit & Outings
Private Changing Area
Home Corner
Baby toys
Walks to local park etc
Push-alongs
Water play
Accessible Parking
Treasure baskets
Pets
Offers pickups : Yes
Details : Stoke Gabriel Primary School
Ofsted URN: EY4942404
Home from home experience with many outings and activities including cooking, social events such as playgroups, trips to rare breeds farm etc. Lots of fresh air and variety.
Home from home experience with many outings and activities including cooking, social events such as playgroups, trips to rare breeds farm etc. Lots of fresh air and variety.
Qualifications and Training: Diploma in Home Based Childminding, Safeguarding, Speech and Language.
Telephone : 01803 906371, 07773971500
E-mail : ray.waggy.wagg@googlemail.com
Address : Brixham
Postcode : TQ5
Notes : Bus route 12/12a
Table of costs
| Amount | Cost Type |
|---|---|
| £36.00 | per day |
Details : costs if picking up and dropping home
Age Ranges : From 0 years 0 months to 10 years 0 months
Has Provision : Yes
Has Provision : Yes
Experience with : Autistic Spectrum Disorder ASD
Spinabifida
Details : Has attended special needs training
Has Provision : No
Details : Please contact provider for vacancy information.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08.00 | 18.00 |
| Tuesday | 08.00 | 18.00 |
| Wednesday | 08.00 | 18.00 |
| Thursday | 08.00 | 18.00 |
| Friday | 08.00 | 18.00 |
Offers pickups : Yes
Schools : Eden Park Primary School Academy
St Margaret Clitherow Catholic Primary School
Details : Drop off and pick up from Eden Park and St Margaret Clitherow schools
Ofsted URN: 151395
Our primary school years lay the foundation for a life time of learning. We recognise the importance of knowing every child and work hard to foster the vital partnership between home and school.
Our primary school years lay the foundation for a life time of learning. We recognise the importance of knowing every child and work hard to foster the vital partnership between home and school.
We aim for every child to have a happy and active primary education in an environment that is caring and supporting. We aim to provide a stimulating and structured environment in which every child will be encouraged to reach their full potential.
We treat all pupils individually, developing their sense of worth and confidence and encourage unique talents to flourish in every child.
Barton Hill Academy is part of Lift Schools.
DFE: 2001
Telephone : 01803 327161
E-mail : contactus@bartonhillacademy.org
Website : www.bartonhillacademy.org/
Parent Organisation : Lift Schools
Name : Barton Hill Academy
Address : Barton Hill Road
TORQUAY
DEVON
Postcode : TQ2 8JA
Age Ranges : From 4 years to 11 years
Related links : Barton Hill Academy Breakfast Club
Barton Hill Academy – Enhanced Speech & Language Provision
3 & 4 year old 30 Hour funding : Yes
Ofsted URN: 138369
Link to latest and historical ofsted inspection reports
For specific information about what Barton Hill Academy offers in relation to SEN, please see:
Brixham Church of England Primary School, is a small school that prides itself on its Christian values and its community feel. We believe that your children come first and in a working partnership with families, we aim to inspire working, playing and learning together. We strive to create an atmosphere where all pupils feel happy, secure and valued, enabling them to be successful learners and make a positive contribution as young people within their community.
Brixham Church of England Primary School, is a small school that prides itself on its Christian values and its community feel. We believe that your children come first and in a working partnership with families, we aim to inspire working, playing and learning together. We strive to create an atmosphere where all pupils feel happy, secure and valued, enabling them to be successful learners and make a positive contribution as young people within their community.
Brixham Church of England Primary School is a part of the Academy for Character and Excellence (ACE) multi-academy trust (MAT)
Headteacher: Mr Ben Nelson-Smith
Nursery: Yes (Neighbourhood)
DfEE No: 3103
Type of School: Voluntary Controlled
Contact Name : Mr Ben Nelson-Smith
Contact Position : Headteacher
Telephone : 01803 882575
E-mail : admin.brixham@acexcellence.co.uk
Website : www.brixhamcofe.org/website
Parent Organisation: Academy for Character and Excellence (ACE) multi-academy trust (MAT)
Name : Brixham C of E Primary School
Address : Higher Ranscombe Road
BRIXHAM
DEVON
Postcode : TQ5 9HF
SEND | ACE | Brixham Church of England Primary School | Brixham (brixhamcofe.org)
At Brixham Church of England Primary School we ensure all children have access to ‘quality first teaching’ and emphasise the importance of all staff members delivering this to all pupils.
If a child is identified as having additional needs above and beyond those able to be met by a differentiated creative curriculum, then staff (SENDCO, teachers and LSAs) will work with the child to understand what their barriers to learning are and why this may be and then discuss the best way to ensure support and progression for the child, dependant on their needs. During discussion, along with relevant data, staff decide if these needs can be best met within class (through extra support, resources, more specific/adapted work or in class interventions), out of class (in small group or individual sessions) or from outside agencies (e.g. Speech and Language Outreach, Educational Psychologist, School Nurse). Then staff will plan the appropriate interventions into the child’s timetable to ensure the least disruption to the child’s learning and continued access to a balanced and differentiated creative curriculum.
We believe each child is special and has the right to have their own specific needs met, so an ISP (Individual Support Plan) will be created for children who are identified on the SEN Register, and/or for any child needing support and intervention above and beyond in class support, to best meet their needs, using the interventions, resources and support available. The ISPs set SMART targets (Specific, Measurable, Attainable, Realistic, and Time-Sensitive) which are assessed, reviewed and changed termly (or as and when appropriate) and are a working document which can be adapted when appropriate. Levels and frequency of support are dependent on the child’s needs and are regularly discussed and adapted as and when needed.
Within our classrooms and in our designated one-to-one and small group areas our trained and specialised staff are able to offer access to:
We also work closely with outside agencies, who can give guidance and do observations and assessments to support pupils and staff when appropriate, including:
Brixham Church of England Primary School is a single form entry for children aged 3 to 11. We are an inclusive Christian school that believes each child is special and has unique qualities that make each of them an important member of our loving ‘family’, which aims for all our children to reach their learning potential in a supportive atmosphere, whilst also becoming good citizens of the future. All children are valued and their individual skills are encouraged and praised both in class and during assemblies, where we encourage the children to appreciate and support each other’s uniqueness.
No matter what a child’s Special Educational Need or Disability is, we embrace, encourage and treat children equally, following the 2010 Equalities Act guidance and other relevant documentation. We make appropriate provision for their specific needs to be met to ensure they meet their full potential, academically, emotionally and socially, whilst having access to a broad and balanced creative curriculum, using the resources, support and expertise we have within school or working with our outside agencies if needed.
We encourage open communication between staff, parents, children and outside agencies to ensure the best provision for all children, especially those with Special Educational Needs or Disabilities, often holding formal and informal meetings with parents and staff to ensure the child is receiving the needed and appropriate care and is achieving their best.
Children may need to access the school’s SEND support at some point in their school career, whether for a short or prolonged period of time, and therefore staff and appropriate outside agencies will monitor, review and adapt this for individuals or groups as appropriate (through ISPs and other assessments), until it is felt they are able to succeed without it and no longer need the extra provision. This provision may be in the form of individual or small group extra support within lessons, more specific/adapted work, use of relevant resources and on occasions interventions in or outside of the classroom. As having access to a broad and balanced differentiated creative curriculum is so important, both educationally and socially, we try to ensure interventions are out of these designated times, as much as possible and have least disruption for the child.
When a child is not making the expected progress and/or has barriers to learning, we believe it is important to gather as much information and evidence about the child and their needs to ensure we provide the correct, specific provision through their ISP or through the expertise and guidance given by the relevant outside agencies. Parents will be consulted and informed at all stages.
Usual steps to identification of children’s SEND needs can include:
If deemed appropriate formal observations or assessments by specialised outside agencies. If the child’s needs are not able to be successfully met through school interventions and support alone, then it could be deemed possible to Request a Statutory Assessment (EHC Plan).
All children have two parents meetings a year, in the Autumn term and the Spring term, to discuss their child’s attainment, achievement and needs. As well as these, we encourage open communication with parents, staff and the child throughout the year to ensure the best support, especially during times of stress or upset for the child to ensure we are working as a ‘team’ and showing consistency through the home/school communication.
If a child has been identified with a Special Educational Need and/or Disability, who needs support and/or intervention beyond in class support, their name is firstly added to the class intervention list and, through discussions with staff, parents/carers and the child, the most appropriate form of provision or intervention is put in place. The child’s progress is reviewed regularly by relevant staff (through assessments, data and observations)and the need for continuing, adapting or withdrawing the provision/intervention is decided, depending on whether the educational gap has decreased and/or barriers to learning have been overcome and the child is able to succeed without support. At this point, it may be decided to change or adapt the appropriate provision/intervention, or the length of time or frequency of support may be decreased and again reviewed at a later point.
If the gap does not decrease and the child’s barriers continue with little progression being made over a prolonged period of time, despite our best endeavours, then the school (in conjunction with the child and their parents/carers) may involve an outside agency for guidance, observations and/or assessment and the child’s name will be added onto the SEN Register. At this point the child will also have an ISP or Care Plan, which is discussed and created with the child (age appropriately) and shared with the parents/carers and relevant staff, then reviewed and adapted at least twice throughout the year in conjunction with the child (age appropriate).
A child with an Educational Health Care Plan (EHCP) will also have an EHC Implementation Plan which is shared with the parents/carers, relevant staff and adapted for the child at the beginning of the year and then reviewed in the child’s Annual EHCP Review. Through this process both the parents and child’s thoughts and feelings (age appropriate) about the support given to meet their needs is sought, discussed and reviewed.
Some children identified with SEND have specific adults that discuss on a daily basis the child’s achievements and behaviours with parents/carers, while others may have a home/school book to encourage consistent communication with and co-operation of the child’s significant adults, or weekly meetings/discussions with relevant staff.
Whether the need is educational, social, emotional or behavioural, as an Inclusive school we believe all children have the right to a broad and balanced creative curriculum, differentiated to meet all needs and to encourage and promote them to reach their full potential.
Through our commitment to developing Character Education and Metacognition, which are based on developing character and learning how to learn, we plan lessons which provide opportunities for all children to make a positive impact on society and improve their attitude to learning whilst becoming reflective learners. The children develop a clear understanding that we can all be good learners, to the best of our own abilities, and they demonstrate independence and enjoyment of the challenges set understanding that to make mistakes or ‘FAIL’ is not a problem but a learning opportunity (First Attempt In Learning).
Children often work collaboratively in small mixed ability groups so that they have the chance to learn from each other, talk through problems together to seek solutions and deepen their understanding by supporting one another’s learning and play to each other’s strengths in different areas. They have opportunities to ask and answer questions, and to reflect on their work and plan next steps together.
Our aim is to narrow the academic gap between SEND children and their peers, through teaching, support and interventions, the expectations over the year for SEND children are the same as their peers, as we feel with the correct support, provision and quality first teaching they can and will achieve this.
Our differentiation of the creative curriculum can include:
Each year the SENDCo develops an Action Plan that identifies any relevant whole school or individual training needed to ensure children receive the provision and/or resources they need. If additional needs or other relevant resources or training is required throughout the year this is reviewed. Also on each child’s ISP, Learning Diary, EHC Implementation plan, or Nurture/Pastoral Assessment, additional support and resources are identified and sought out by staff.
If expertise or resources from outside of school are needed the SENDCO or staff will contact relevant outside agencies to ensure these are accessed. These can include; Health Visitors/School Nurse, Educational Psychologist, Advisory Teachers, Speech and Language, Occupational or Physiotherapist and any other relevant Outreach services.
Each year the Local Education Authority provide each school with a ‘Notional’ SEND budget (taking into account the amount of children with SEND within the school), which goes towards helping the school’s identified SEND children’s needs to be met, alongside some SEND or Looked After Children pupil’s accessing part of the school’s Pupil Premium money. The Head teacher, governors and SENDCO use this money, plus an agreed amount from the whole school budget, to ensure all identified support, provisions and resources are available for SEND pupils.
Provision takes into consideration the needs of the child and is allocated accordingly, on an individual needs basis.
If a child is identified with a more complex or specific Special Educational Need or Disability then an Educational Health and Care Plan can be requested. This can/may provide some extra funding (Top-up Funding) to ensure appropriate provisions are available to meet the specific needs of the child as identified in their EHCP (possibly including: resources, intervention and/or in class support).
We have teachers and LSAs that are trained in specific areas, using different interventions and resources, and offer a range of additional learning support for children identified with SEND both in and out of class.
In class:
Out of class:
If additional support, which was not already available in school, was required then the SENDCO would contact outside agencies and this would be implemented in school (if possible) or signposted for parents if needed.
At Brixham C of E we believe in a whole school Nurture/Pastoral approach. All members of staff have accessed elements of relevant training and we have trained Nurture/Pastoral practitioners, including the SENDCO and our Nurture/Pastoral LSA. Nurture/Pastoral strategies are used during individual or small group sessions with a trained member of staff in our designated Nuture or Pastoral rooms, using specific identified activities from the relevant strategy, as well as other relevant social, emotional and mental health programmes/schemes to support. Also, elements are used in whole class sessions. Alongside Nurture/Pastoral strategies we use elements of the Social and Emotional Aspects of Learning (SEAL) programme for class inputs weekly, also elements from Circle-time activities, or other relevant and appropriate schemes or strategies.
Another area that has helped support and improve the emotional needs and social development of all children, especially the SEND children, is our continued development and embedding of Growth Mindset, enabling learners to develop and improve their attitude to learning, whilst understanding themselves and their needs as learners. These lessons and resources are helping to deepen children’s understanding and acceptance of themselves and others, helping continue to create caring and thoughtful children ready to become good young citizens of the future.
When it is needed, for more specific social, emotional or mental health issues (including behavioural difficulties), we also look to outside agencies for support for specific individuals or groups, including: Chestnut Outreach, Advisory Teachers, Educational Psychologist, Social Workers, Child and Adolescent Mental Health Services (CAMHS), School Nurse, Family Group Workers, Young Carers and Family Support.
All children take part in ‘move-up’ mornings to prepare for the transition into the next class and become familiar with relevant adults and the classroom. As this can be a time of worry for many children, lots of Nurture/Pastoral, SEAL, Circle-time and Growth Mindset activities are planned and used during these sessions and again at the beginning of September to reduce anxiety and create bonds of attachment.
Year 6 pupils also have ‘Induction days’ at their new school and transitional work between primary and secondary schools takes place, as well as meetings and written documentation being passed on between the current teacher and Head of Transition within Year 7. Also the school SENDCO passes on relevant information to ensure the smoothest transition. For Year 6 SEND pupils, extra transition can be arranged if the child and/or parents have concerns or if we feel it would be useful for the child.
For SEND children transition can be a particular anxiety factor, therefore extra transition activities and tasks are set, during the Summer term, to give them extra time with the adults and in the class to become settled.
This can include:
If it is felt that a child would benefit from moving to a Specialist School or accessing a specialised provision for a short or prolonged period of time, or return back to our school, then transition will be done over a longer period of time with a trusted adult and will gradually build up until all involved feel a full and successful transition is able to occur.
Other support available for SEND children within the school, not including in class or out of class interventions and provision, include the use of designated areas for unstructured times (e.g. going to the ‘quiet’ court yard, the library, Lunchtime Club, or Nurture room during playtime and/or lunchtime), or accessing relevant adults if needed (Nurture/Pastoral LSA, one-to-one adult, mealtime assistant). Children know if they need extra support then they can ask a member of staff who will either help the child themselves, or pass the message on to a specified staff member (Nurture/ Pastoral LSA, SENDCO, specific trusted adult).
If support is sought that the school cannot provide, staff will provide relevant information (through leaflets and emails) or pinpoint places where such support could be sought (relevant websites or people).
As we are an inclusive school, all extra-curricular activities are available to all children no matter what their needs and we actively encourage all children to be part of these, including clubs (e.g. football), trips, in school visits, residential visits, peripatetic lessons, breakfast and after school club.
All children within the school have Literacy and Numeracy targets which are adapted regularly and agreed, shared with children and parents and then follow the Plan-Do-Review-Assess cycle. These targets are specifically taught to the children and their outcomes towards these are discussed informally with the child throughout the time set to ensure they meet this target. If a child is struggling then extra support for this will be put in place, possibly through a specific appropriate intervention in class or an ISP target being set specifically if appropriate and/or the target reviewed. The success of the child achieving these targets is shared at the two parents meetings or through formal and informal discussions with parents, as we encourage parents and children to have an open dialogue with us about their progress and any barriers to learning.
In addition those children who have been identified with Special Educational Needs or a Disability are either on the class intervention list or SEN Register (depending on their level of need) and their progress is regularly reviewed through assessments, observations and data, as well as through the specific provision or intervention provided (e.g. Precision Teaching, Pre-teaching, etc). If on the SEN Register, they will have an ISP, with personalised targets that are created, worked on and reviewed in conjunction with the pupil, relevant staff, the SENDCO and any involved outside agencies. These new ISPs are shared and discussed with parents in parents meetings and/or through formal (ISP meetings) and informal discussions throughout the year. If a child is taking part in an intervention their progress is regularly reviewed using specific related assessment tools, as well as analysis of their Levels/Bands and the progression made towards their targets. If a child with an ISP is seen to be making the expected progress and successfully achieving their targets, after provision and intervention has been used for a fixed short term or prolonged period of time, then the additional support may no longer be needed and the child may cease to have an ISP.
For those children with an EHCP these targets and the outcomes of their longer term objectives are also discussed in the two parents meetings, as well as in their Annual Review meeting.
The SENDCO, Head teacher and teacher monitor the effectiveness of SEND provision throughout the year, using verbal feedback from those delivering the intervention or provision, as well as from the child and parents, along with data analysis and diagnostic assessments if appropriate. The effectiveness of the provision for the child is discussed regularly between staff and the SENDCO, as well as staff and the child (age appropriately) and if it is deemed ineffective or not having the most impact, then it is adapted or changed for another relevant provision and this is discussed with parents.
Children that have an EHC plan have set long term aims and objectives which are used to create their Learning Diary and these are reviewed in Annual Reviews, by parents, staff, SENDCO and outside agencies, and their effectiveness discussed.
We also use the School Self Evaluation tool annually to monitor the SEND provision and its effectiveness within school.
At Brixham C of E we believe that it is essential for both staff and child development that continued professional development opportunities are given, especially within the area of SEND.
All staff, teachers, LSAs and Mealtime Assistants attend relevant courses either internally or externally, through their own identification of an area of particular interest or by the Strategic Leadership Team (SLT) that feel it is an area the school or relevant staff would benefit from, and will move children’s learning forward. If appropriate this will then be fed back to whole school or staff meetings and improves and enhances our practices with all children, but especially those identified with SEND.
Children with an EHC Plan may receive top-up funding and part of this is included to ensure relevant staff have the specific training needed to meet that child’s needs.
The SENDCO in conjunction with the Headteacher create a yearly Action Plan which identifies any relevant training that is needed for whole school or specific staff, as well as any additional training being identified as and when needs of the children occur or training opportunities arise throughout the year. Also she attends regular SEND conferences and forums, CP and SEND specific courses to continue to build on her own professional development, so she is kept up to date with changes to SEND and best meet the needs of the children these impact within the school. She then shares this information with whole school or relevant staff through INSET, staff meetings or discussions with relevant staff. Regularly she discusses SEND guidance with colleagues, sharing knowledge or seeking it elsewhere if appropriate; to ensure all children receive the high quality inclusive teaching they are entitled to and we strive to give them. Our SENDCO is Thrive trained and is also the Deputy Designated Safeguarding Lead, Looked After Child Designated Teacher and the Attendance officer within the school.
Working closely with the SENDCO are some SEN trained members of staff, ranging from LSAs in class, as well as our Nurture/Pastoral LSA and Literacy LSAs. Our Nurture/Pastoral LSA works with children individually or in small groups in and out of class, as well as offering support and guidance to parents if needed. Whilst our Literacy and Support LSAs work within KS1and KS2 to provide support for elements of Literacy to those that are identified with needs, as well as delivering relevant intervention to groups of children. Also the school has LSAs who implement Speech and Language programmes in conjunction with Speech and Language therapists and works with individuals and small groups on their speech, language and communication skills, and gives advice to staff and parents when needed.
We are lucky to have a wealth of expertise within the staff, including trained adults in areas such as;
The school has a SEN system in which, when children are firstly identified with special educational needs, they are listed on the class intervention list, where some element of provision or intervention is provided and this is shared with children (age appropriately) and their parents/carers through a meeting or discussion. Also children, parents and carers are informed of any success and progression or changes to their provision/intervention when it is assessed in the Plan-Do-Review-Assess system.
If the child’s SEN issues are on-going, even after periods of provision and intervention, or are deemed as needing greater input/support (often from outside agencies) then the child’s name will be added to the school’s SEN register, and from this children identified with educational needs have an ISP (Individual Support Plan) which is planned alongside the child (age appropriate) to best meet their needs through support, resources and intervention. These are agreed and worked on with the child and then discussed with the parent/carer in the two parents meetings, ISP meetings or Annual Reviews throughout the year, as well as during informal discussions between staff and parents (including home/school diaries, weekly check ins and verbal exchanges at the beginning and ends of a day).
On occasions formal meetings may be arranged by staff or parents if there are concerns raised about the child’s progress, or other barriers to learning, above and beyond the set meetings.
At Brixham C of E we encourage an open dialogue between home and school and feel it is important to work as a consistent ‘team’ for the child, but if a parent has a concern or complaint then the first step would be arranging a meeting with the class teacher to resolve any issues.
If further support and advice was sought then parents are welcome to arrange a meeting with the SENDCO, Miss Tyrrell, or the Head teacher, Mrs Neslon, to solve difficulties or address any issues. This can be done through our Administrative staff in the office, by emailing admin FAO Miss Tyrrell or by phoning the school on 01803 882575.
If your child has been identified with Special Educational Needs or has a Disability and you would like more information about our school and how we could meet your child’s needs, we would encourage you to phone the school on 01803 882575 to arrange a visit. Also you could visit the school website https://www.brixhamcofe.org/website or email us on admin.brixham@acexcellence.co.uk.
When appropriate the school liaises with other bodies/agencies, depending on the needs of the child and/or those identified in a child’s ISP. On occasions this may include the involvement of the Educational Psychologist, to do a need analysis for the child, or support and guidance from our Advisory Teacher for SEN. We regularly involve health bodies, when appropriate, including Speech and Language Therapists, School Nurse, Health Visitor, Occupational Therapists and Physiotherapists. Outreach support is also available, which provides support, advice, guidance and strategies and therapeutic work with children who have Social, Emotional and Mental Health Difficulties or communication difficulties, including; Chestnut Outreach Support; Play Therapists and CAMHS. Support can also be provided if appropriate by using an Early Help referral, which will coordinate the organisations required in order to support a family. At this point Social Workers, as well as named representatives from appropriate services (CAMHS, School Nurse, Health Visitor, etc) will be involved to ensure the best support is put in place and followed up at regular intervals.
At Brixham C of E Primary School children who are looked after are supported through EPEPs (Electronic Personal Education Plans), which are completed by the school’s Designated Teacher for Looked After Children, with parents/carers, children and the Torbay Virtual School, which monitors the plans termly and ensures Looked After Children are receiving appropriate provision. If the child has been identified with SEN needs and are at SEN Support, they will access the above along with having SEN related ISPs termly, which are also reviewed and monitored. If the child also has an EHC Plan then they would access all of the above along with their Annual Review, which we try to arrange at the same time as other meetings for convenience.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King's Ash Academy.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
It is a large inclusive community in which everyone is encouraged to respect each other and the things around them. The school is an open, friendly and happy place where everybody works together to achieve their best.
Our two and three year old nurseries provide rich, varied, engaging experiences where children are at the centre of their learning. We are focused on developing children’s curiosities, giving them time to explore and actively engaging them in their learning. Our belief is that children are at their highest levels of engagement when playing, therefore a play-based approach is at the heart of our Early Years curriculum. We give children time to play in an environment with endless possibilities balanced with adult-led teaching in phonics, writing and maths.
All of staff are highly experienced and qualified.
Parental involvement is valued within our nursery. We offer home visits, free settling in sessions, meeting with parent regularly and use a designated key worker system.
As well as paid sessions, we also offer 15 hours free childcare for 3 and 4 year old (also the extra 15 hours for those who meet the criteria) and funded childcare for 2 year olds under the local scheme.
Visits are warmly welcomed, please contact the school to arrange.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
Executive Headteacher: Mrs Jessica Humphrey
Head of School: Victoria Carter
Early Years Provision: Nursery
DfEE No: 2002
Type of School: Academy
Contact Name : Jessica Humphrey
Contact Position : Executive Headteacher
Telephone : 01803 557726
Fax : 01803 664857
E-mail : admin@cs-academy.com
Website : https://www.curledgestreetacademy.com
Notes : Facebook page: https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts
Parent Organisation : Bay Education Trust
Name : Curledge Street Academy
Address : Curledge Street
PAIGNTON
DEVON
Postcode : TQ4 5BA
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
For specific information about what Curlege Street Academy offers in relation to SEN, please see:
Special Educational Needs and/or Disabilities | Curledge Street Academy
Eden Park believe that their school is a happy school, with high expectations, a caring atmosphere and an exciting challenging curriculum, but above all, a school that children really want to come to.
Eden Park believe that their school is a happy school, with high expectations, a caring atmosphere and an exciting challenging curriculum, but above all, a school that children really want to come to.
We have a well-equipped, purpose-built Foundation Stage area which includes our
Frogs Nursery. Children start school in this enclosed, nurturing environment with its
inviting outdoor learning area.
Eden Park Infants’ School and Nursery is a part of Connect Academies.
Headteacher: Ben Wallis (bwallis@eppsa.org.uk)
PTA contact: Ben Field (bfield@eppsa.org.uk)
Nursery: Yes
Early Years Provision : Nursery
DfEE No: 3751
Type of School: Academy
Telephone : 01803 854011
Fax: 01803 852678
E-mail : admin@eppsa.org.uk
Website : www.eppsa.org.uk/
Notes : Executive Head: kkies@coastacademies.org.uk
Parent Organisation : Coast Academies Multi-Academy Trust (MAT)
Name : Eden Park Primary School
Address : Eden Park Primary School Academy
Eden Park
BRIXHAM
DEVON
Postcode : TQ5 9NH
Age Ranges : From 3 years to 11 years
Related links : Tadpoles Nursery (Brixham)
SEND at Eden Park Primary & Nursery School (eppsa.org.uk)
Across the Connect Academy Trust we have a shared philosophy of high quality teaching and learning for all pupils, this isn’t just about the classroom but also the range of clubs and enrichments we offer children to further enhance their ability to confidently interact with the World. As a Trust we have a vision based around a set of values which underpin everything we do. These values differ slightly in their terminology but the outcome remains the same. A high quality environment with shared values and a place for children to thrive.
At Eden Park the values are: Respect, Teamwork, Creativity, Independence and Wellbeing.
We have a team of staff who may be involved in supporting your child in addition to their class teacher and class/intervention based teaching assistants. When a child is identified as having a special SEND which requires a more bespoke provision, the trust can offer:
We aim to include every child in all that the Trust has to offer. Therefore where possible we will assess and adapt activities to meet the specific needs of a child with SEND alongside their peers.
All teachers expect to see a broad range of ability within each class and recognise that slow progress is not always an indicator of SEND. Before identifying a specific SEND we would consult with parents/carers and consider factors relating to gaps in education (perhaps due to changing schools, traveller lifestyles or refugee children seeking asylum). We will also explore difficulties that could be experienced by a child in care, a young carer, a child at risk of exclusion, a cross-gender transition, a child with English as an additional language (EAL), a child with a physical disability or medical need or even families seriously disadvantaged by poverty or social isolation.
Whatever difficulty a child is having, the Trust will endeavour to initiate a strategy, intervention, enrichment or appropriate form of support to meet that need. Where children are mainly functional within a class environment and making progress they would not be considered to have a SEND, but would continue to access the support they needed wherever possible. If individual needs are identified as having a significant impact on a child’s ability to function or access learning then they could be recognised as having a SEND and further advice from external agencies would be sought in partnership with the parents.
The MAT adheres to the graduated response as identified in the SEND code of practice: assess, plan do review. It is our intention that each cycle or stage becomes more and more focussed on improving outcomes as we drill further down into the child’s specific needs.
Stage One:
Stage Two:
Stage Three:
Our schools are open and friendly. We recognise that parents have a crucial role to play in their child’s education and are always willing to talk with you about the best ways we can help make your child’s experiences at school happy and successful.
Staff welcome and will initiate dialogue about the children in their care and take pleasure in contacting parents to share examples of how a child has excelled during the day. If a child have been involved in an incident during the day, we may contact parents to share this information or invite them in for a meeting if their child is experiencing a persistent difficulty or if we have noticed an unusual change in their attitude or behaviour. Where a parent has raised a concern for their child, we will always endeavour to fully investigate or explore this in order to resolve the issue for their child.
For difficulties arising outside of the school day families could be directed to Torbay services that they can access for themselves such as:
Sites dedicated to supporting families with online safety:
The children themselves are offered opportunities to share their views or worries with trusted members of staff either on a 1-1 basis or within their classes or small groups. Where children find communication difficult, we would try to find an appropriate means for them to share their ideas and support them in achieving their goals or resolving a difficulty.
Teachers plan for individual pupils and differentiate within their planning for the full range of abilities in their class. During School Development Meeting (SDMs at Preston/Eden Park and Team Meetings at Cockington) sessions children are discussed within each phase group and SEND and potential SEND children are highlighted and discussed. They are then flagged up to the SENDCO through this process and suggestions made of interventions, resources or particular programmes to try. Constant feedback and dialogue is encouraged between the class teacher, SENDCO and the parents so a full understanding of the child’s needs can be gathered. A Provision Map will then be put in place (Individual Support Plan at Cockington). This is the place where the list of everything that has happened or is happening with the child is recorded. The teacher is responsible for updating the child’s provision map, the map will be shared with parent’s every time it is updated. If further professional advice needs to be sought that is the role of the SENDCO.
Support Staff are expected to use the teachers planning and adapt it for the specific needs of the child. This could mean the use of identified physical resources or breaking down the task into smaller chunks, providing brain breaks or using a visual prompt that promotes independence. Support staff are expected to annotate planning to reflect how much progress a child made, suggest next steps and deliver interventions to support further progress.
As a MAT we promote independence in children through our core values and would only provide a 1:1 support assistant in exceptional circumstances and this would be kept under constant review as our aim would be to build the child’s independence and resilience so they do not become over-reliant on constant adult intervention.
We try to make children’s learning exciting, fun, meaningful and challenging. We insist on high standards which we are then proud to share.
Our projects start with an exciting experience or challenge to capture the children’s interest and generate enthusiasm. Learning skills, curriculum skills and knowledge are taught rigorously through a range of engaging and challenging activities which are adapted at the point of learning if a child’s response to it is unexpected. A high quality outcome brings together the children’s learning, at their level of ability, in a meaningful way and is shared with parents and the community. Children with SEND are expected to work alongside their peers for as much of the learning experience as is applicable and activities will be differentiated to enable them to contribute and achieve.
By creating these opportunities, the areas of the curriculum are fully covered ensuring that the children’s learning is always given a context and allows our children to become immensely proud of their own achievements. However, dedicated skills sessions run alongside our “Learning Experiences” to ensure full and regular teaching of areas that are not being covered within that learning experience.
Under the Equalities Act (2010) a condition which is long term (defined as a year or more) is considered to be a disability. This would include children with a hearing or visual impairment or long term health conditions such as asthma, diabetes, epilepsy, cancer. Sometimes, in the instance of a child having a medical condition, the Health Service will create health care plans and the MAT will coordinate recommended provision to best meet the needs of the child. These children may be held at SEND Support or have an EHCP depending on how significant the need is and how able the child is able to manage that need. This process will allow the MAT to plan ahead in order to prevent disadvantage or discrimination. We will always endeavour to make reasonable adjustments and provide resources which will allow the child to flourish and succeed.
At Eden Park the buildings can be accessed at different levels and are suitable for wheelchair access. Ramps and lifts have been provided to aid manoeuvrability. There are designated disabled toilets and a shower room on each site.
Our schools take advice from specialist practitioners to ensure that children who are partially sighted can use either sites with a good degree of independence. For example, coloured markings on the steps and in the playgrounds ensure that everyone accessing the school grounds can see the edges of steps and posts and can anticipate shifting levels. Textured ropes have been secured around posts to ensure that they can be spotted more easily. We try hard to provide good acoustic conditions in all of our classrooms so that the effects for children with hearing difficulties are minimised for example, they have carpeted areas, curtains and quiet areas. We have also used the specialist hearing loop system when recommended for particular children.
The school’s budget includes designated money for supporting children with special educational needs. Children with an Education & Health Care plan are allocated an additional amount of funding to meet the provision needed that is over and above what is required by their peers. Some funding may come from the Pupil Premium – a set of funds allocated to schools to work with children registered for free school meals at any point in the last six years. Schools also receive funding for children who have been looked after continuously for more than six months and children of service personnel. Schools are made accountable for how this money is spent and all resources and support are reviewed regularly and changes made as needed.
The amount of support your child receives will depend on their age, ability and barriers to learning.
All classes have general TA support which is used strategically for any child who needs help or intervention.
We allocate TA support on a needs led basis and each child is planned for to support these needs. We want all of our children to have a good degree of independence and to learn skills which will equip them for future life. However there may be certain times or lessons where extra support will be necessary. We may also consider putting in more intense TA support if needs are significantly impacting upon a child’s learning, but this would normally be for a short period of time and kept under review. We have access to a wide range of technology and resources to help our children to access their learning in a way which suits them. We make good use of iPad apps and writing programmes such as clicker 6.
We will also use the support of specialist external services if it is needed.
Spiritual, moral, social and cultural (SMSC) development will take place across all curriculum areas. Teachers will inspire in pupils an enthusiasm for learning. All adults will model and promote expected behaviour, treating all people as unique and valuable individuals and showing respect for pupils and their families.
Teachers will use creative strategies and challenging questions to engage pupils in their learning and relate it to their own experiences.
This can be achieved through maximising both planned and spontaneous opportunities to:
Children with social and emotional needs will have access to a large pastoral team who are able to offer support which is designed around the individual. Our schools have fully trained Thrive practitioners who also manage specific lunchtime provision.
We welcome and encourage families who would like to consider sending their child to our schools to book a tour of the school. This will give parents an opportunity to ask questions about their child and find out how specific SEND can be supported.
On initial entry into school we encourage parents to let us know if their child has any already identified particular needs so that we can begin to have conversations around how we can meet them.
When moving from class to class, all children are given an opportunity to meet their new peers and class teacher in July during a class swap day. This is when photo books and any specific resources and health and safety issues can be identified and planned for. For children who need an enhanced transition plan, this can be co-ordinated by a member of our pastoral team.
Children are prepared for the move into the next part of the school when moving between phases by having tours of the building, joining the next phase for playtimes and working in different parts of the building at different times of the day. This is done with the support of familiar adults so the child can discuss their concerns and ask questions as necessary.
At the end of KS2, arrangements are made for parents to meet the SEND Team from the local secondary schools at the beginning of the school year prior to transfer. In some cases the SEND/Pastoral Team will liaise with school and arrange additional transition sessions for children who will find the move stressful or difficult. All SEND records and reports are transferred to the secondary schools at the end of KS2 or to the receiving school if the child leaves before this.
Safeguarding children is taken very seriously at our schools. All new and existing members of staff at Academies have a safeguarding overview of Trust procedures on or as close to day one as is possible. All new members of Academy Staff are sent on the basic level one safeguarding training provided by Kulinda Solutions at the local teaching school. All existing members of staff have a level 1 refresher safeguarding course once every three years. All level 3 trained staff attend a refresher course every two years provided by the TSCB.
The Academy Council member with the responsibility for Safeguarding and the DSL meet every term. From this meeting a report is written and evidence is provided, this is then shared with the academy council and directors.
Keeping children safe online is promoted in lessons as well as through specific age appropriate e-safety sessions which are delivered by specialist visitors to the schools.
The link below allows you to access a brilliant resource which gives you guidance on how you can help your child to stay safe whilst they’re online. It gives specific information surrounding cyber bullying, coping with peer pressure, social media and on-line gaming.
http://www.vodafone.com/content/digital-parenting/learning-and-fun/digital-parenting-magazine.html#
Our schools are delighted to be able to offer an extensive range of clubs that provide all children with the opportunity to gain confidence, self-esteem and new skills in a variety of situations. The clubs are mainly free and are run by volunteer members of staff and are run before and after school as well as lunchtimes.
The comprehensive list of clubs varies and often includes: Football, Choir, Dance, Computers, Lego, Sewing, Netball, Art, Media and many more. The school runs the Children’s University scheme which rewards children for their attendance at clubs and activities. We issue the passports free to encourage greater participation and have reward assemblies to receive certificates. Those with enough signatures in their passport get to “graduate” at Plymouth University!
The school will endeavour to make all extra-curricular clubs accessible to any pupil who wishes to participate. Children with SEND will not be discriminated against and will make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers.
The progress of all children is discussed and planned by teachers on a regular basis and monitored by designated members of the senior leadership team. SEND Support children are regularly discussed with the Educational Psychologists (with parental permission) employed by Torbay Council and this helps us to be clear about what the child’s needs are and whether there is anything else we need to put in place.
Children who have a target and provision map, Thrive or SALT programme will have their progress reviewed regularly throughout the year in partnership with their parents. The child will be consulted as part of this process and where possible, their views will be considered in setting next step targets. The SENDCO and members of the pastoral team will co-ordinate and monitor the provision being made for pupils on the SEND support record.
For children who have an EHCP or Statement, we invite a member of the Torbay SEND team to annual review meetings. Alongside this all of our annual reviews are monitored, a report written and fed back to us by a designated member within the Torbay SEND Team.
The Trust’s SENDCO is part of the senior leadership team at both Trust Schools, whilst at Cockington the SENDCO reports directly to the pastoral lead, who is part of the SLT.
It is the role of the SENDCO to:
We will also monitor and review our SEND Policy and Provision by:
The Trust places high value on good quality training.
We have links with the AET and all our staff have had the basic Autism training, we also have a number of staff with the advanced training for this who are our school autism champions. We place high value on developing professional development around SEND by enabling SENDCO’s and aspiring SENCO’s to gain the national SEN award.
The Trust also places high value on the use of JPD (Joint Practice Development) to enhance teacher pedagogy that develops their ability to deliver high quality lessons. This ultimately improves outcomes for all children including those with SEND. Alongside this we run more bespoke training for members of staff for certain children or groups of children e.g. Makaton, PIPS, Talk Boost, Read Write Inc, Counting for Calculating to name a few. Our staff have access to a number of assessment/diagnostic tools, e.g. dyslexia portfolio and dyscalculia assessment and a variety of high quality interventions. New Staff have a specific induction that involves Safeguarding and SEND information alongside opportunities to meet staff from other schools to share best practice.
Once a child is identified as having SEND the parents are invited in for a review meeting and a target and provision map is set up and refined with input from home as well as from school. In this meeting various members of the pastoral team as well as the class teacher and parent(s) talk through what the needs are and set smart, achievable targets designed to improve the outcomes and measure progress. As part of this process the parents sign the provision map to state that they understand that their child will be added to the SEND register and they are happy for us to share information with other external agencies who we might call in to support the child. This is then reviewed termly with the parents.
If a child demonstrates sustained progress over time, including during times of transition, within their identified areas of need and no longer need specialised individual support and planning, we would look to take them of the SEND register. This would be celebrated and shared with the child and their parents and may involve a light touch monitoring to ensure progress is maintained.
Where, despite the MAT taking relevant and purposeful action to identify, assess and meet the SEND of the child and they have not made expected progress, the MAT or parents may recommend initiating a request for an EHCP assessment.
Where children do have an EHCP (or statement) these are reviewed annually in addition to the termly update meetings.
Families need to contact the class teacher in the first instance to seek advice and support for their child. Where a need is identified, this will always be passed to the Pastoral Team who would then be able to offer in house services or signpost families to relevant external services. Where parents and carers feel that a situation has not been dealt with effectively they will need to follow the MAT complaints policy which can be found on the schools websites. We are happy to listen to and reflect upon the suggestions and views of parents and would always encourage them to come and talk to us.
A copy of the individual school offers can be found in the SEND Policy appendix and SEND School offer documents which can be found on our websites.
If more information is required or parents have any specific enquiries they should contact Mrs Deb Mawbey on the direct pastoral line: 01803 855300 or you could email the team at: pastoral@eppsa.org.uk
At Connect Academies we work closely with all partner agencies to promote quality outcomes for children. Within Torbay we have excellent links with the Torbay SEND team and make very good use of their expertise. We also work with the hospital team and have made strong links with the various departments used by our children e.g. paediatrics, speech and language, occupational therapy, physiotherapy, CHAMS etc. Our children also benefit from various outreach services provided within the Bay for example, Chestnut Outreach for behaviour/emotional support, Mayfield Outreach for Learning Needs and our newly commissioned in-house autism outreach service, which is Bay wide.
The Trust SEND teams have to work with several Local Authorities and has to tailor its approach to this dependent on the authority. We will always look to hold multi agency meetings wherever possible as this is the most efficient way of getting to the crux of the child’s needs. However, if some external professionals are unable to attend we will always ask for a report to be written so their views can be considered. If requested, the schools will accompany parents to external agency meetings.
Across the Connect Academies Trust, we have SEND teams who work to support staff members to carry out their duties and it is this team’s responsibility to liaise closely with other services and agencies such as Torbay SEND, School Nurse etc. Within the Pastoral Team there is expertise in various areas including autism, ADHD, Attachment disorders and learning difficulties and nurture.
CLA children are closely planned for and monitored using an E-PEP system if they are a Torbay child. Any out of county CLA children are monitored using the procedures provided by their home Local Authority. The CLA designated teacher and deputy attend all centralised training and report to the Academy Council Safeguarding Lead as part of the Safeguarding meeting.
Other related Information: Anti-Bullying, SEND and Behaviour policies are available to view on the school website.
Our vision at Ellacombe is for every child to be confident and happy as we nurture their development and strive for success. We are very much a school family, and have a fantastic relationship with our parents and families, working together to ensure the very best for each and every child.
Our vision at Ellacombe is for every child to be confident and happy as we nurture their development and strive for success. We are very much a school family, and have a fantastic relationship with our parents and families, working together to ensure the very best for each and every child.
To compliment our engaging and aspirational curriculum, we have a purpose built Early Years Foundation Stage unit and playground, separate KS1 and Year 6 units, a newly refurbished IT suite and a dedicated Thrive room. We also have a newly refurbished nursery, Little Stars Childcare Centre, that offers high quality provision for 2 – 4 year olds with extended opening hours from 7.30am – 5:30pm weekdays during term time.
We are proud to be a member of the Learning Academy Partnership – a values led family of exceptional schools. Our schools work together within a Multi Academy Trust, currently consisting of 8 primary schools and All Saints Teaching School Alliance, to support school improvement across the South West.
Headteacher : Mrs E Semmens
Nursery : Yes
DfE No : 880/2000
Number on Roll : 370
Type of School : Academy
Contact Name : Mrs E Semmens
Contact Position : Head of Academy
Telephone : 01803 293040
Fax: 01803 215343
E-mail : ellacombe@lapsw.org
Website : https://ellacombe-lap.co.uk/
Notes : Executive Head: tcleverley@lapsw.org
Head of School: esemmens@lapsw.org
Business Manager: kbarnett@lapsw.org
Parent Organisation : Learning Academy Partnership Multi Academy Trust (MAT)
Name : Ellacombe Academy
Address : Ellacombe Church Road
Torquay
Devon
Postcode : TQ1 1TG
Offers pickups : No
Links : SEND – Ellacombe C of E Academy (ellacombe-lap.co.uk)
Furthermore, members of staff may receive additional training to enable them to support specific pupils with additional needs, for example, PECS (picture exchange communication system) training to support children with communication needs.
We are an inclusive academy trust and consider placements for any child across our academies and nurseries. We adhere to the guidance laid out in the Equalities Act 2010. Children with SEND are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage.
For us to provide a successful provision for children with additional needs, we ensure we work in partnership with families and that families sign up to this agreement of building a team of support around the child. This may involve other outside agencies. We have clear induction meetings to ensure a child makes a successful start in our learning environments.
Through the regular monitoring of attainment and progress, children who may require additional support have their needs identified and become part of our ‘QFT – Assess, Plan, Do, Review’ process. Parents are consulted and encouraged to participate in partnership with the school.
We have a clear system in place across the academies to identify potential special educational needs for a child. We consider early identification of SEN to be vital.
We recognise that it is essential we work in partnership with parents. We do this in many ways:
Our academies are inclusive learning environments and we value each child as an individual.
All children are treated with equity, and we ensure that when additional needs are identified a team is built around the child. This team is inclusive of the parents/carers who know the child best, the class teacher and SENDCo and any additional outside agencies who may be involved in providing specific objectives and supportive advice (including health and social care).
The information from the team provides a clear identification of the child’s needs. Teachers then use this information to ensure the child’s needs are recognised and planned for within the classroom environment. Teachers are responsible for ensuring quality first teaching is adapted to meet the needs of any children with SEND.
Some pupils may require individual assessment by the SENDCo. The assessment will determine whether the pupil requires a bespoke programme of support. The programmes are devised to suit individual needs of the child and using evidence based research. Children identified with a higher level of need will also have an ISP (Individual Support Plan) with individualised targets.
Across our academies, provision for meeting the needs of pupils with special educational needs is funded by the academies’ notional SEN budgets. Some pupils with special educational needs may also be eligible for Pupil Premium funding if they are in receipt of Free School Meals, are Looked After by the Local Authority or if their parents work in the Armed Forces. (For details of this please see the Pupil Premium Annual Report available on our website.)
Pupils with complex special educational needs and/or a disability who have an Education, Health and Care (EHC) plan may also receive additional Element 3 funding from the Local Authority according to the complexity of the child’s needs.
The Family Support Worker and SENDCo will be able to signpost parents and carers to appropriate agencies and can offer to support through the referral process.
Nursery to KS 1
Key Stage 1 to Key Stage 2
Key Stage 2 to Key Stage 3
There are many avenues of support to explore in regards to SEN. The SENDCo can aid parents and children in accessing the following (which is not an exhaustive list):
Our Academies have extra-curricular activities available to all children, such as:
A graduated approach to SEND is used across the school, following the Assess, Plan, Do, Review process.
As soon as an SEND concern is raised, the school will seek the viewpoint of parents and children involved. Your voice as a family is extremely important in ensuring we have a full and broad picture of your child and that we have all relevant information to support the assessment and support process.
We may use the advice of professionals such as Educational Psychologists and/or Speech and Language Therapists, to agree desired intervention that is recorded as part of a child’s Individual Support Plan. If your child has an Individual Support Plan (ISP), Parents/carers will be invited to a review meeting at least 3 times a year and your views (Child and Parents) taken into consideration in planning next steps. Parents will be aware of outside agency involvement with their child and will be provided with relevant reports detailing intervention and progress.
Termly tracking of data and other evidence of progress is recorded on children’s records to ensure we can monitor the impact of additional support and intervention.
An Education Health and Care Plan (EHCP) is reviewed annually, twice if the recipient is under five years of age. The Annual Review enables provision for the pupil to be evaluated and, where appropriate, for changes to be made. Parents and pupils are consulted and encouraged to give their views as part of this review process.
All intervention and provision implemented across the Academy is regularly reviewed to measure impact. If the intervention hasn’t been effective in ensuring progress within the targeted area of need, the child’s needs will be reassessed and interventions modified accordingly. The review process varies depending on the area of need: Cognition and Learning, Communication and Interaction, Physical/Sensory and Social, Emotional and Mental Health. This may be in conjunction with outside agencies, for example, occupational therapy reviewing impact of a support plan they have provided and the Academy has implemented.
As part of our practice, we collect information and feedback from parents and pupils using parental and pupil termly reviews.
Expertise is shared across our Trust. We carry out cross Academy moderation, which ensures that we have secure assessments of all children in the Partnership.
Quality First Teaching, is the key to ensuring the best progress for all children. We invest in our staff to provide a learning environment where high quality interventions are run by trained staff, rather than deploying a Teaching Assistant in each class room.
Pupils with more complex and significant needs have Individual Support Plans (those with an EHCP will have an Implementation Plan). These documents are produced in consultation with parents and the pupil. A summary of the Special Educational Need is recorded, and targets set.
A review meeting is held to measure the impact of the support provided and to consider whether changes to that support need to be made. These meetings are held termly and the pupil, their parents, the class teacher and the SENDCo can all contribute to the review.
Where staff are concerned about a potential special educational need, parents will be involved fully in the process of assessments and any outside agency involvement.
Once a barrier has been identified through the graduated response and liaising with teaching staff and other professionals (such as Speech and Language Therapists or Educational Psychology) an Individual Support Plan may be put in place. We recognise that families hold a wealth of information and it is essential we work as a team to ensure best outcomes for children.
Teachers are available in the mornings and afternoons for direct contact to support home/school communication. Parent Consultations are held termly, where progress and concerns are shared.
Other communication documents may be used, based on the child’s individual needs, such as: home/school reward or behaviour chart and medical care plans.
We endeavour to work with parents at every opportunity, with staff available to speak to before and after school and a visible presence on the playground to build a collaborative relationship.
However, at times a complaint may be raised. If this is the case, there are many ways of gaining a positive resolution.
If you would like to gain more information about Ellacombe C of E Academy and the Learning Academy Partnership (South West), to find out more about what we can offer children and families, please:
The Academy can arrange visits from the School Nurse Team to discuss pupils’ medical needs.
If a pupil has been referred to the Paediatric team the school will be contacted for information and consultation.
The Designated Safeguarding Lead has access to Multi Agency Safeguarding Hub (MASH).
The Academy has access to additional support through Torbay SEND Team and an Educational Psychology Service. Planning and review meetings are held during the year to discuss pupils with SEND prior to engaging their involvement or to discuss progress. SENDIASS is available to attend meetings to support parents.
The Partnership could access the services of a bereavement counsellor to support bereaved children.
The Looked After Children Coordinator will liaise with the SEND Team with regards to accessing appropriate support and provision for identified SEND children. This will follow the Assess, Plan, Do, Review model.
Furzeham Primary School's first priority when new children start their school is to make sure that they feel relaxed and confident in their new environment, so that they can all begin to work together to create the best all-round educational experience that they can.
Furzeham Primary School’s first priority when new children start their school is to make sure that they feel relaxed and confident in their new environment, so that they can all begin to work together to create the best all-round educational experience that they can.
Dedicated Breakfast and Afterschool clubs.
DFE : 2407
Contact Name : Mr Paul Adams
Contact Position : Headteacher
Telephone : 01803 853347
Fax: 01803 853377
E-mail : admin@furzehamprimary.org
Website : Furzeham Primary and Nursery School, Furzeham Primary and Nursery School
Notes : Headteacher: padams@furzehamprimary.torbay.sch.uk
Name : Furzeham Primary & Nursery School
Address : Higher Furzeham Road
Brixham
Postcode : TQ5 8BL
Age Ranges : From 3 years to 11 years
Related links : Furzeham Primary Breakfast & After School Club – Family Hub (torbayfamilyhub.org.uk)
SEND, Furzeham Primary and Nursery School
Furzeham Primary School has high expectations for all of its pupils and believes that all children should have ‘quality first teaching.’ All teachers and teaching assistants support inclusion for all children. In addition we can also offer:
Furzeham School is a friendly and caring Local Authority maintained school with children ranging from 3 -11. Every child is an individual, with their own specific needs and each child is valued in our school. We want children and their parents to feel relaxed and secure in our environment and we all work together to create the best all-round experience and achieve the best outcomes for life for the child.
All children are welcomed into our school, regardless of any special need and we realise that for almost all children, the amount of support that they need will vary throughout their time at school. We work with children, parents and outside agencies to make accurate assessments and to put in place the most effective arrangements for the child once this has happened.
We know when pupils need help if:
Furzeham School gives all children a broad and balanced curriculum with ‘quality first teaching’ expected from all class teachers.
All new children entering Furzeham School are invited to visit the school with their parents. The Head teacher will have an initial discussion to explore the special need of the child. This information is then passed to the SENDCo and class teacher.
All parents are encouraged to contribute to their child’s education. This may be through:
Furzeham is a mainstream school and believes in inclusion so that pupils are taught alongside their peers. When a pupil has been identified with special needs, their work will be adapted and personalised by the Class Teacher and Teaching Assistant to enable them to access the curriculum more easily.
A broad and balanced curriculum is delivered at Furzeham, where all children can access the lessons across the full range of National Curriculum subjects, extra-curricular clubs, school visits and residential visits. This is facilitated by the use of differentiation of tasks, activities, outcomes and resources suitable for the individual. We liaise with Outreach Agencies to ensure we understand the needs of the individual child and cater for them.
Practical facilities we have at present to assist integration include:
The Head teacher, Senior Leadership Team, including the SENDCo, and the SEND governor, work together with Class Teachers and Teaching Assistants to monitor provision and pupil progress. Where a pupil is not making expected progress, despite extra interventions and support, Furzeham will consult and liaise with other agencies to receive their more specialised expertise. These include:
All classes receive additional support from Teaching Assistants. However the Teaching Assistants are deployed flexibly so they do not always work with children with SEND.
Other support includes:
Our School values all children for their own unique qualities. We have a positive approach to Behaviour Management that takes into account the individual needs of the child and is reflected in our policy and practice. We offer:
For pupils with more complex emotional and social needs Furzeham will seek advice from the Educational Psychology Service, School Nurse, Paediatrician, Social Workers, Chestnut Outreach, Mayfield and Child and Adolescent Mental Health Services. (CAMHS)
Pupils with medical needs
Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
These include:
Social, Emotional, Mental Health and Behaviour
Physical
Speech and Language
Medical
All pupils at Furzeham are invited to attend extra-curricular clubs, school trips, residential visits, peripatetic lessons, Breakfast Club and After School Club.
The Deputy, Class Teachers and SENDCO monitor the progress of all pupils receiving Interventions regularly. Adjustments to the interventions offered are made when required to ensure the best progress possible. Some pupils on the SEND register, who have received advice from an outside agency, have a plan, which is reviewed termly and discussed with the Class Teacher, SENDCo, parents/carers and child. Parents/Carers are made fully aware of the content of the Plan and asked for their contribution to it. The provision is reviewed and new targets set, based on the progress and attainment of the child. Data is collected for the school target tracker so that school and parents can track pupil progress and review the effectiveness of the plan.
When pupils are achieving in line with their peers, additional support may no longer be needed.
For pupils with an EHC plan, long term aims and specific objectives are reviewed each year at the Annual Review. EHCP implementation plans are a working document and reviewed termly. Weekly targets are set.
The SEND Governor meets with the SENDCo to monitor the provision within the school and reports to the full governing body.
Parents/carers are always encouraged to share feedback about their child’s progress with Class Teachers, the SENDCo and Head teacher. The SENDCo, together with the Head and Deputy, monitors the impact of interventions and how effective they are regularly. Parents have the opportunity to complete a pupil questionnaire on Parents Evenings and also have the opportunity to comment on their child’s individual plan as well as regularly attending ‘come and share afternoons’, assemblies and open days.
Pupils are given opportunities to:
Our Parents say:
“I am delighted how—— is doing, both socially and academically”
“I cannot fault the school and the extra provision at all”
“His transition had been successful because of the efforts of all the adults connected with—–
“The targets in his plan were exactly as I would wish”
“A positive review where everything was considered”
“He has got on perfectly since having extra support from an assistant”
“The support, knowledge and understanding of ——-needs have been recognised, worked with and a successful outcome has been achieved by everyone working together.”
Our Children say:
“I like seeing Miss Ford and I feel safe in the Lighthouse”
“I like the tent and sensory garden. It makes me calm. I like the lights upstairs and the toys.”
“I like the Lighthouse because it makes me feel safe and I know I can talk with Miss Ford if I need to. It makes me feel calm.”
“There are great teachers and assistants who give you a smile and help”
“I think I have improved because of the extra help and push”
“When I am in a small group it helps me to concentrate and I stop fiddling with things”
“I like getting extra help. I learn a lot more .A small group stops me messing around.”
“I think the extra support was necessary and has helped with everything.”
“Using a laptop stops me worrying about my writing and makes me quicker”
Our teachers, teaching assistants and mealtime assistants have a wide range of qualifications, training and experience of working with children who have varied needs.
Furzeham school has a SEND register and parents are informed if their child is placed on this. There is opportunity given to discuss this.. Some children on this register have a personal plan which is reviewed termly with class teacher, SENDCo, parent and where appropriate the child.. Parents have a copy of the plan. If Outside Agencies or the Educational Psychologist has been involved, suggestions and programmes are normally provided that can be used at home.
Parents can readily access wider support through discussion and may be signposted to other Torbay services and self-help groups.
If you have a concern or complaint the first person to meet with is the class teacher. For further support and advice, please arrange an appointment with the SENDCo or Head teacher by phoning 01803 853347 or asking at the school office.
In the event of a dispute the Head, School Governors and LA will work closely with you to resolve the matter. Information about procedures for making a formal complaint can be found on the school website or via the school office.
If you would like more information on what Furzeham can offer children with SEND ,please contact us on 01803 853347 to arrange a visit, or visit our website www.furzehamprimary.org or e-mail us at admin@furzehamprimary.org
Paul Adams, Head Teacher
Nikki Shuttleworth, SENDCo
Every termthere is an Inter-Agency meeting at the school where the needs of the whole child are discussed. The SENDCo, Advisory Teacher, Educational Psychologist, School Nurse, Health Visitor, and CAMHS may attend this.
Early help for families can be identified with support from school and referrals and self-referral systems can be accessed. Wider services can be sign-posted through the Torbay Family Information Support www.fis.torbay.gov.uk.
All children who are Looked After by the Local Authority have a Personal Education Plan in place which is reviewed and up-dated termly and Looked After Pupil Premium funding may be requested to help deliver the planned targets. A trained Designated Teacher for Looked After Children is on-site. The SENDCo is the designated teacher for children looked after at Furzeham.
Attendance and pastoral matters are carefully monitored and the school works closely with carers and social care services to ensure the best all-round support for the child and family.
Hayes Primary School is committed to creating and maintaining a happy and rigorous working and learning environment where everybody tries to become the best that they can be in everything that they do.
Hayes Primary School is committed to creating and maintaining a happy and rigorous working and learning environment where everybody tries to become the best that they can be in everything that they do.
Nursery : Yes
DfEE No : 5200
Type of School : Academy
Headteacher : Mr Mark Hanbury
Contact Name : Mr Mark Hanbury
Contact Position : Headteacher
Telephone : 01803 557336
Fax: 01803 664829
E-mail : admin@hayes.torbay.sch.uk
Website : Hayes School – Home
Notes : Head Teacher: headteacher@hayes.torbay.sch.uk
Business Manager Sean Hindle: shindle@hayes.torbay.sch.uk
Name : Hayes School
Address : Hayes Road
PAIGNTON
DEVON
Postcode : TQ4 5PJ
Age Ranges : From 3 years to 11 years
Related link : Hayes Primary Breakfast Club
Hayes School – Special Educational Needs and Disability
At Hayes, we have high expectations for all of our children. We believe in the importance of ‘quality first teaching’, which is provided for your child in order that they develop and progress as far as they are able.
All of our teachers and learning support assistants support inclusion for all children. Where children are identified as needing additional support, extra provision is planned. The following interventions may be used to provide targeted support:
At Hayes Primary we follow the guidance as laid out in the Equalities Act 2010. All children are welcome regardless of any special educational needs. We discuss with parents how we will meet a child’s special educational needs or disability, working in partnership with other agencies. If there is a waiting list, we follow procedures as outlined in our admissions policy. Please see our admissions policy for further information. https://www.hayes.torbay.sch.uk/
At Hayes, we follow the guidance set out in the SEN Code of Practice 2014.
We know when pupils need help if:
Hayes School provides all children with a broad and balanced curriculum with ‘quality first teaching’ expected from all class teachers.
Parents/carers who wish their child to come to our school will be invited to view the school so that they can see for themselves the provision in action. We will discuss the child’s needs with parents/carers and gather appropriate information to help the transition process to go as smoothly as possible.
When a child has been identified with special needs:
The school calls on the support of a variety of outside agencies and professionals, including local authority advice, to gain access to expert guidance and specialist equipment. However, there may be times when the school does not have resources and facilities to meet a particular need. Where this occurs, although the school will make every reasonable effort to do so, there may be occasions when it is not possible and the school will not be able to meet a specific need.
At times, it may be necessary for us to consult with outside agencies
in order to access more specialised advice/expertise. If additional support is needed, the school will seek support from other professionals such as:
At Hayes, as an inclusive school, we believe that:
We believe that the healthy emotional and social development of all our pupils is at the heart of them being successful at school – making children ready and able to learn and make progress. As a result, many staff at Hayes are THRIVE trained (an approach to supporting healthy emotional and social development). We offer 1:1 and small group THRIVE interventions, as well as lunchtime THRIVE support. We also have a Parent/Pupil Family Support Worker who works with both pupils and parents in school, and can signpost parents to help and support available in the wider community.
Many strategies are in place to ensure that transition is as smooth as possible. These include the following:
School staff and the SENDCo can signpost parents and carers to other services available and we support and encourage parents to engage with these services. In addition, the Torbay Family Information service directory is a good online source for ideas on available support and services (http://fis.torbay.gov.uk/kb5/torbay/fsd/home.page)
SENDIASS Torbay provides free impartial advice, support and advice for parents and carers of children with SEND. They can be contacted on: 01803 212638 Website http://sendiasstorbay.org.uk
We have various different clubs running at different times throughout the school year. These are either run by internal school staff or outside visitors, subject to the necessary safe-guarding checks. As an inclusive school, all clubs are open to all pupils regardless of ability or specific needs.
All pupils on the SEN Support Register have an Individual Support Plan which is reviewed termly and discussed with the class teacher, SENDCo, parents/carers and child. The provision is reviewed and new targets are set, based on the progress and attainment of the child. Termly data is collected from school target tracker, and school and parents can track pupil progress and review the effectiveness of the plan. When pupils are achieving in line with their peers, additional support may no longer be needed. For pupils with an EHC plan (Education and Health Care Plan), long term aims and specific objectives are reviewed each year at the Annual Review Meeting.
All teaching and learning is regularly reviewed through monitoring of lessons by senior staff, using OFSTED guidance. The impact of specific interventions used in the school is monitored through analysis of pupil progress data at half termly meetings. Individual interventions are monitored through regular data review meetings, where staff are able to discuss the needs, progress and attainment of individual pupils, including those with SEND. Parents are encouraged to comment on provision through termly parent/teacher consultations or by making an appointment to see the teacher or SENCo.
Parents also have the opportunity, and are encouraged to complete a parent questionnaire at Parents Evenings.
Children with SEND are given regular opportunities to comment through: self assessment, pupil conferencing and contributing to the School Council.
What our parents say:
“My son struggles in most areas of the curriculum and has considerable issues with concentration. He has been fully supported by the TA who has worked with him on an individual, group and class basis. This has
given him confidence in tasks, and allowed him to reach his maximum potential.”
“My daughter has been really well supported through THRIVE and counselling. She has built up a great relationship with members of staff.”
“Since my daughter has been diagnosed with Meares Irlen Syndrome, the school have been really supportive and have made all the necessary changes to suit my daughter’s learning. I am overwhelmed by the change in her attitude towards reading and writing, and her confidence has flourished overnight.”
What our children say:
“I like school a lot, it’s fun! The teachers help me when I am stuck.”
“I get help with my sounds and reading. I really like maths and literacy.”
“Mr X helps me and it’s fun! I like school, I actually love school!”
“I like reading because it tells a story. I love school because I like being here and I like working.”
Training for all staff is regarded as an important part of school improvement at Hayes. All staff are encouraged to seek out or are signposted to relevant training to support and improve their role through our performance management/appraisal process.
Different members of staff have received training related to SEND, based on the needs of the children they are working with.
Examples of training include the following:
The SENCo attends to the local SEN Network meetings which informs us of relevant training/updates and allows schools attending to share examples of good practice.
Hayes maintains a Special Needs Support register, and parents are informed of any identified needs or difficulties.
Parents are encouraged to comment on provision through termly parent/teacher consultations/review meetings, including information about Individual Support Plans, or by making an appointment to see the teacher or SENDCo.
Where more regular contact is considered appropriate, arrangements can be made for more regular contact. For example, a child may have a home/school book for daily contact, or there may be regular review meetings with parents of children on a pastoral support programme or who may be on a part-time timetable.
At Hayes, we would always do our very best to work closely with parents and pupils to resolve concerns before it got to the stage of a complaint. If any parent has a concern they would be encouraged to meet with the class teacher initially, and then with the SENDCo or Head Teacher.
In the event of a dispute, the School Governors, Head Teacher and Local Authority will work closely with parents to come to an agreed resolution. Parents are able to download the school’s complaints procedure from the school website, or it can be requested from the school office.
If you would like more information about what Hayes can offer children with SEND, please contact us on 01803 557336 to arrange a visit, or visit our school website www.hayes.torbay.sch.uk or email us at admin@hayes.torbay.sch.uk
Homelands overarching purpose is to help all our children to fulfil their potential. We do this by nurturing in our children a love and enthusiasm for learning, by encouraging them to become confident and independent learners and by helping them develop care and respect for each other.
Homelands overarching purpose is to help all our children to fulfil their potential. We do this by nurturing in our children a love and enthusiasm for learning, by encouraging them to become confident and independent learners and by helping them develop care and respect for each other.
DFE : 2455
Contact Name : Mrs Angela Urquhart
Contact Position : Headteacher
Telephone : 01803 328264
Fax: 01803 325244
E-mail : office@homelandstorbay.org
Website : www.homelands.torbay.sch.uk
Notes : Headteacher: aurquhart@homelandstorbay.org
Name : Homelands Primary School
Address : Westhill Road
TORQUAY
DEVON
Postcode : TQ1 4NT
Age Ranges : From 3 years to 11 years
SEND (Special Educational Needs and Disabilities) | Homelands Primary School
At Homelands, we believe that the first approach to meeting a child’s special educational need or disability is through ‘quality first teaching.’ We consider ourselves to be an inclusive environment where every child is supported to access the curriculum.
For children who find this more difficult, we can make provision for every kind of frequently occurring special educational need with or without an Education, Health and Care plan (EHCP), for instance Dyslexia, Dyspraxia, Speech and Language needs, Autism, Learning Difficulties and Social, Emotional and Mental Health needs.
There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can also be met.
We have allocated Special Educational Needs and Disabilities Coordinator (SENDCo), Pastoral and Parental Engagement roles.
Members of the teaching and support staff have the training and/ or qualifications in the following areas:
We have built up strong relationships with the Local Authority, Health and Social Care. This includes the Educational Psychologists, SEN Advisory Teacher, Speech and Language Therapist, School Nurse, Torbay Education Safeguarding Service and Social Workers.
There are additional services and provision that your child may have access to at Homelands, including:
The school also has experience of pupils with an Education, Health and Care plan with the following kinds of special educational need:
There is a table in the downloadable version of this document that sets out dada relating to our experience.
The SENDCo is responsible for the day-to-day operation of the SEND Policy and coordinates provision to support individual children at SEN Support or who have an Education, Health and Care Plan. Mrs Shirley Fowler and Mrs Carolyn Brend are the SEND governors who provide a link between the SENDCo and the governing body.
We are an inclusive provider and will consider placements for any child aged between 3 and 11 years whose parent(s)/carer(s) wish them to access our provision.
All children are welcome to attend our school, regardless of their needs and we follow the guidance as laid out in the Equalities Act 2010. We will discuss the individual needs of a child with their parent(s)/carer(s) and identify how we will be able to support them, working in partnership with appropriate outside agencies as necessary.
The admission arrangements for pupils without an Education, Health and Care plan are administrated by Torbay Local Authority and do not discriminate against or disadvantage disabled children or those with special educational needs.
Decisions on the admission of pupils with an Education, Health and Care plan are also made by the Local Authority.
Once a child’s needs have been established, we can access additional training and resources to ensure that we are able to make every reasonable effort to enable a child to access our school and curriculum.
The school Admissions Policy can be found on our website: http://www.homelands.torbay.sch.uk/policies/
At Homelands we monitor the progress of all pupils at least half termly to review their academic progress. We also use a range of assessments with all the pupils at various points e.g. Y1 phonics screening, spelling assessments and reading assessments, etc. Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support include additional reading, small group or one to one support, booster sessions, etc. We follow the graduated approach to supporting children with additional needs as detailed in the Code of Practice using the ‘assess, plan, do, review’ cycle.
Some pupils may still fail to make adequate progress, despite high-quality teaching targeted at their areas of difficulty. For these pupils, in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty. At Homelands we are experienced in using the following assessment tools:
We also have access to external advisors such as the SEN Advisory Service who are able to use additional assessment tools such as the Sandwell Maths Assessment for numeracy difficulties.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a SEN support plan, reviewed regularly and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil, which is additional to and/ or different from what is typically available.
If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. Parents will be notified when any change in identification of SEN is made.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
Here at Homelands we recognise that parent(s)/carer(s) are the first educators of their children and know them better than anyone; we work in partnership with them to support their child’s personal and academic development.
Families are welcome to view the school if they wish their child to join us from another setting or school. If they do choose Homelands, we will make every endeavour to ensure we are made fully aware of the child’s needs via discussions with the previous setting, where appropriate, parents and any other professionals involved. This could be through an arranged transition meeting.
The school operates an ‘open door’ policy for parent(s)/carer(s) to speak to staff when they need to do so. Additionally, formal Parents’ Evenings, daily informal dialogue and conversations at either the request of the parents or the teacher, or communication through a Home-School diary allow opportunity to discuss any questions or queries. Parent(s)/carer(s) will also receive annual written reports. There are opportunities for parent(s)/carer(s) to give feedback about aspects of the school on a regular basis to ensure needs are met.
For parent(s)/carer(s) of children with Special Educational Needs there will be additional opportunities to discuss their child’s progress and development through the likes of SEN Support Plan review sessions, Annual Review meetings if their child has an EHCP, reports from outreach services and additional SEND questionnaires.
If an EHCP is in place, wherever possible other agencies involved with the pupil will be invited to contribute to and attend an Annual Review. Information will be made accessible for parents.
Children play an active part in their own development at Homelands. Children may well take part in pupil conferencing, complete a pupil questionnaire or can discuss any issues or concerns with a teacher or teaching assistant. There is also a School Council made up of pupils representing each of the year groups from Reception to Year 6 to enable children’s views to be heard.
Every pupil, including those with special educational needs receives quality first teaching from all teaching and support staff. Homelands is an inclusive school, so all pupils learn together with a differentiated curriculum aimed to meet their individual needs and abilities. This approach enables the pupils to progress and attain to their full potential; narrowing the attainment gap between those pupils who are behind age related expectations and those that are at or above.
Teaching is adapted in a range of ways to suit the variety of needs of our pupils; this may include using different or additional resources, such as: visual timetables or personalised reward systems; the pace and pitch of the teaching being adjusted; using additional adult support; or using technological aides.
For those children that quality first teaching is not enough and an additional need has been identified, extra support in the form of supplementary resources and/or interventions will be offered to support these needs. These are delivered by additional staff partly funded by funding provided to the school as ‘notional SEN funding.’
For pupils with highly complex needs that require specialist support or equipment to enable them to access their learning, we may need to contact specialist support agencies from the Local Authority or other specialist provision. Where this is necessary, we would have regular discussions with parent(s)/carer(s), the pupil and the Local Authority.
At Homelands the quality of teaching was judged to remain good at our last inspection (May 2018).
At Homelands we adapt the curriculum and the learning environment for pupils with special educational needs so that all children, including those with additional needs, are able to receive a broad and balanced curriculum with access to the full range of National Curriculum subjects, extra-curricular clubs, out of school experiences and residential trips. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity.
We also incorporate the advice provided as a result of assessments, both internal and external and, the strategies described in Education, Health and Care plans.
We are a fully accessible site, with no stairs and have an accessible toilet and changing area for children with additional mobility difficulties.
As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, we have recently made the following improvements as part of the school’s accessibility planning:
This year we have identified that there are no current accessibility aspects of the school that need to be improved.
A recently applied for government capital funding grant was successful and we now have a repurposed space in school that is a designated sensory room – we will develop the use of this space over the coming year.
The Senior Leadership Team (SLT) including the SENDCo, work collaboratively with parents, class teachers and support staff to monitor provision. We also have the support of a variety of professionals throughout Torbay for expert guidance and specialist equipment. Where external advisors recommend the use of equipment or facilities that the school does not have, we will purchase it using notional SEN funding or seek it by loan. There may be rare occasions when we do not have the resources or facilities to meet the specific needs of an individual child; where this occurs, we may suggest a more appropriate, alternative setting.
Provision for meeting the needs of pupils with special educational needs is funded by the school’s Notional SEN budget, Pupil Premium funding and the High Needs Block.
The Notional SEN budget is monitored by the Headteacher, Governors and SENDCo, with resources being allocated according to need. This could be in the form of staff training for current staff, appointing additional staff to meet an individual’s needs, or purchasing new equipment.
As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support. The amount of support required for each pupil to make good progress will be different in each case, dependent on their need.
In a small number of cases, a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs and, above that amount the Local Authority should provide top up to the school as required in line with the Childs’ Education, Health and Care Plan.
At Homelands, we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching, for instance through the PSHE (Personal, Social, Health and Emotional) curriculum and, indirectly with every conversation adults have with pupils throughout the day. Additionally, we have several historically trained ‘Thrive’ practitioners – an emotional development programme – who can support children individually, in small groups or within the classroom. We have now started using the Boxall Profiling tool, which is of a similar nature to Thrive. If an emotional need is highlighted, then differentiated support will be put into place, working alongside the pupil and with parents as appropriate. For example, a child might have access to a quiet space that they can go to whenever they are agitated or upset.
For some pupils with a higher level of need, we have staff trained in attachment awareness, as well as access to external support through the Educational Psychologist and CAMHS.
Every child at Homelands is valued for their individuality and uniqueness. “Similarities Unite; Differences Enrich.” We strive to support positive behaviour in school and work alongside the children with their parents to achieve this together. Pupils in the early stages of emotional and social development, because of their special educational needs, will be supported to enable them to develop and mature appropriately in line with their developmental stage. This may require additional and different resources, beyond that required by pupils who do not need this support.
All clubs, trips and activities offered to pupils at Homelands are available to pupils with special educational needs either with or without an Education, Health and Care Plan. Where it is necessary, we will use the resources available to us to provide additional adult support to enable the safe participation of all pupils in the activity.
At Homelands, we work closely with the educational settings used by the pupils before they transfer to us, in order to make the transfer as seamless as possible. Children set to join the Foundation Stage in September will be invited to attend Homelands in June and July to meet the staff and see the environment that they will be using when they start. Our Early Years Foundation Stage Lead has built up good relationships with several local nurseries and contacts them to ascertain any additional needs that the new children might have. In addition, staff carry out home visits in September and the children have a phased start that builds up to full time in the first few weeks of term.
Transition for existing pupils between year groups or Key Stages starts in the summer term, where children get the opportunity to meet their new staff and learning environment. This transition work can be carried out either on a 1 to 1 basis or in small groups for children with additional needs. These children may benefit from a transition booklet containing key photos of new people and places, to support them over the summer. We now also provide ‘welcome’ videos for each class that can be viewed on our website.
Children leaving Homelands that have additional needs benefit from the SENDCo meeting with the SENDCo of their new school to discuss their needs, to ensure consistency of approach as they move on. Children with high level needs may benefit from an additional transition meeting with all professionals involved to develop a bespoke package.
School staff and the SENDCo are able to signpost parents and carers to other services that might be available and will support them to access these wherever possible.
In addition, SENDIASS Torbay provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-25). They empower parents to play an active and informed role in their child’s education. They can be contacted on: Office:
The Local Authority’s Local Offer is published on the Torbay Family Information Service’s website, found at http://fis.torbay.gov.uk/kb5/torbay/fsd/home.page; this is a good online source for parents and carers to find out about and access additional local services.
All pupils at Homelands are welcome to attend any extra-curricular clubs (some are on a first come, first served basis), residential visits, peripatetic music lessons and school trips. This includes Breakfast Club, depending on availability. Where it is necessary and practical, the school will use the resources available to it to provide additional adult support to enable the safe participation of pupils in an activity or visit; however, this may not always be possible for extra-curricular clubs or activities.
A full list of clubs available each term can be found on our school website at http://www.homelands.torbay.sch.uk/school-clubs/.
Every pupil in the school has their progress tracked 6 times per year by class teachers and the SLT. It is at these Pupil Progress Meetings that progress is monitored and reviewed alongside any targeted interventions or specific support that has been carried out.
Progress is shared with parents and carers through written reports, verbally at Parent’s Evenings or more informally through the Foundation Stage Learning Journals or a home-school book if in use.
In addition to this, pupils with special educational needs may have more frequent assessments of reading age, spelling age etc. The assessments we use at Homelands are listed in Section 3 of this document, as well as accessing additional assessments through the SEN Advisory Service.
Parent/carer meetings are held termly to discuss progress for children at SEN Support, via SEN Support Plan review meetings. Similarly, children with an Education, Health and Care Plan also receive termly meetings with the class teacher, one of which will be the Annual Review meeting. At both SEN Support or an EHCP, the children work with staff to review targets and set new ones. The SENDCo monitors that targets are regularly reviewed and reflect the needs of individual pupils. If these assessments do not show that adequate progress is being made the SEN support plan will be reviewed and adjusted.
Parents or carers with additional concerns can make an appointment to discuss their child’s needs and progress with the SENDCo. These meetings may sometimes involve other professionals involved with the pupil e.g. an Educational Psychologist or the School Nurse.
Each review of the SEN support plan or EHCP will be informed by the views of the pupil, parents and class/subject teachers; the assessment information from teachers will show whether adequate progress is being made.
The SEN Code of Practice (2015, 6.17) describes inadequate progress as thus:
We also measure each child’s progress against their prior attainment data at previous Key Stages to ensure a consistent progress profile.
Classroom observations take place regularly and pupil conferencing and parent questionnaires are completed occasionally in order for us to gain feedback from children and parents/carers about the provision in place to meet their/their child’s needs. Any additional resources or provision and interventions are reported to the governing body on a termly basis through the Headteacher’s Report and through the annual SEND report.
All teachers and teaching assistants take part in a programme of continuing professional development and have received training in the following areas:
Targeted staff have received training in:
In addition, some staff have received the following specialist training:
We regularly review our training needs and address gaps through ongoing professional development.
Where a training need is identified beyond this, we will find a provider who is able to deliver it. Training providers we can approach include Mayfield Special School, Educational Psychologist, SEN Advisory Service, Speech and Language Therapist, Occupational Therapist and Physiotherapist and, Babcock (Devon County Council). The cost of training is covered by the notional SEN funding where applicable.
All parents of pupils at Homelands are invited to formally discuss the progress of their children twice a year at Parent’s Evenings and receive an annual written report. In addition, parents are kept informed of their child’s progress through informal discussions with the teacher or SENDCo on a daily basis where necessary, additional parent-teacher meetings and/ or home-school communication books.
As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not necessarily mean that the pupil has a special educational need. All such provision will be recorded, tracked and evaluated at progress meetings and will be shared with parents at Parent’s Evenings.
If, following this typical provision, improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs more effectively. From this point onwards the pupil will be identified as having special educational needs, because special educational provision is being made; the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.
At Homelands, we always aim to resolve any issues informally and we positively encourage parents or carers to communicate any concerns verbally in the first instance. If you are unhappy about anything to do with our school or the support that you or your child are receiving from us, your child’s class teacher is the first point of contact.
Additionally, the SENDCo and/ or the Headteacher are also very happy to meet you to discuss any queries or concerns. Please make an appointment to see them via the school office.
If concerns remain, our Complaints Policy outlines the procedure to follow. This document can be downloaded from our school website (https://primarysite-prod-sorted.s3.amazonaws.com/homelands-primary-school/UploadedDocument/59aaa63eb788470cad7a62868d7c72b3/complaints-procedure.pdf) or a printed copy can be requested from the school office.
If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service may be contacted, depending on the nature of the complaint. If it remains unresolved after this, the complainant may be able to appeal to the First–tier Tribunal (Special Educational Needs and Disability) if the case refers to disability discrimination or to the Secretary of State for other cases.
There are some circumstances, usually for children who have an EHCP where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.
If your child does not currently attend Homelands and you are considering applying for a place, you are most welcome to visit us for a tour of the school and have a discussion with the Headteacher, Assistant Heads and/ or the SENDCo.
If you wish to find out further information about Homelands, then you can contact us in the following ways:
Homelands Primary School, Westhill Road
Torquay, Devon
TQ1 4NT
You may also wish to read our OFSTED inspection reports on the OFSTED website: http://www.ofsted.gov.uk.
Our SEND Policy is available at: https://www.homelands.torbay.sch.uk/policies/ .
Homelands has a Designated and Deputy Designated Safeguarding Lead (DSL/ DDSL) who are the main points of contact for Children’s Services, Social Care, Targeted Help and other agencies such as Young Carers. These services sometimes contact us following a concern raised either by the parent/ carer or someone else; or we contact them for support and advice if a family is experiencing difficulties. We also subscribe to TESS (Torbay Education Safeguarding Service).
The DSL or DDSL attend all meetings with Social Care (Core Groups, Child In Need meetings and Child Protection Conferences / Reviews) and organises TAF meetings (Team around the Family) with other agencies if appropriate. The SENDCo liaises with medical professionals via telephone, letter or face to face meetings to support children with medical and/ or mental health needs.
The governing body have engaged with the following bodies: –
The Headteacher, Mrs Angela Urquhart, is our Designated Teacher for Children Looked After (CLA). The Designated Teacher attends all review meetings, works with the Social Worker on the child’s PEP (Personal Education Plan) which is updated termly, liaises with Torbay Virtual School for additional support for pupils who are CLA and attends regular training and updates provided for Designated Teachers. Where a Child Looked After has SEND, they would be supported in exactly the same way as any child with regards to the SEND Code of Practice.
Kings Ash Primary School is a large primary school catering for approximately 400 children, based in a residential area. The school also has a nursery attached catering for up to 52 children aged 4 and over.
Kings Ash Primary School is a large primary school catering for approximately 400 children, based in a residential area. The school also has a nursery attached catering for up to 52 children aged 4 and over.
The children come from a diverse community, many living very close to the school and others arriving by car from further afield. Parents are increasingly supportive of the work the school do and they consider it a priority to keep them informed at all times. Formal parents’ meetings are offered regularly throughout the year, but they also make the most of informal opportunities to develop these relationships.
Kings Ash Academy & Nursery is part of the Bay Education Trust
Telephone : 01803 555657
Fax: 01803 555657
E-mail : admin@kingsashacademy.org
Website : www.kingsashacademy.org/
Parent Organisation : Bay Education Trust
Address : Pimm Road
PAIGNTON
DEVON
Postcode : TQ3 3XA
Age Ranges : From 3 years to 11 years
For specific information about what Kings Ash Academy & Nursery offers in relation to SEN, please see:
Little Stars Childcare Centre has undergone a major £800,000 refurbishment and re-opens in September 2018, offering high-quality childcare for 2 - 4-year-olds. From September the opening hours are extended from 7.30am until 5:30pm weekdays, term time, to offer wrap around care.
Little Stars Childcare Centre has undergone a major £800,000 refurbishment and re-opens in September 2018, offering high-quality childcare for 2 – 4-year-olds. From September the opening hours are extended from 7.30am until 5:30pm weekdays, term time, to offer wrap around care.
Hot meals will be available for a small charge of £2.45 or free to those eligible for Free School Meals.
Our fully qualified staff are committed to providing a safe, happy and stimulating environment where children thrive, grow and have fun!
2 year olds
Families who meet the criteria can apply for 2-year-old funded places. Funding is available from the term after their 2nd birthday. Further information can be found be found via Childcare for 2 year olds – Torbay Council
3 – 4 year olds
Funding is available for all 3 – 4-year-olds for up to 15 hours per week before they reach statutory school age. Funding is available from the term after their 3rd birthday until they reach compulsory school age. Further information can be found be found via 15 hours childcare for 3 and 4 year olds – Torbay Council
30 hours free childcare for 3 – 4 year olds
Working parents of 3 – 4-year-olds will be eligible for an additional 15 hours a week childcare (known as 30 hours free childcare). You can check your eligibility or apply for 30 hours free childcare via 30 hours childcare for 3 and 4 year olds – Torbay Council
Additional sessions (beyond the funded hours) are also available for a small charge – contact us for details.
Contact Name : Mrs Davey
Contact Position : Administrator
Telephone : 01803 293040
Option 4
E-mail : littlestars@lapsw.org
Website : Nursery – Ellacombe C of E Academy (ellacombe-lap.co.uk)
Name : Little Stars Childcare Centre
Address : Ellacombe Church Road
Torquay
Devon
Postcode : TQ1 1LW
Details : Contact provider for vacancy details.
Oldway is a popular school which serves the local community in Paignton and is part of the RivieraEducation Trust. As a large primary school, we have an extensive and experienced staff, a great deal ofexpertise and provide a vibrant learning experience. The facilities at Oldway are excellent, with aswimming pool, dedicated spaces for art and music, extensive grounds for outdoor learning and easyaccess to both the grounds of Oldway Mansion and the beach.
Oldway is a popular school which serves the local community in Paignton and is part of the Riviera
Education Trust. As a large primary school, we have an extensive and experienced staff, a great deal of
expertise and provide a vibrant learning experience. The facilities at Oldway are excellent, with a
swimming pool, dedicated spaces for art and music, extensive grounds for outdoor learning and easy
access to both the grounds of Oldway Mansion and the beach.
In The Shells Nursery at Oldway, our focus is on providing high quality learning opportunities across all
areas of the Early Years curriculum, tailored to each child’s interests and needs.
At Oldway, we understand that every child is unique, with different starting points and experiences.
That’s why we strive to create a supportive atmosphere that fosters strong partnerships between our
staff, children, and families. Communication is key, and we value the relationships we build with
parents and the community to ensure that every child feels valued, safe, and has a sense of belonging.
Our curriculum, guided by the Early Years Foundation Stage Framework and Development Matters,
emphasises both prime and specific areas of learning, including communication, physical
development, literacy, mathematics, and more. Through handson experiences and childled
exploration, we lay down solid foundations for lifelong learning.
In our ‘Oldway Wild Learning’ environment, children engage in a range of activities that ignite their
curiosity and love for learning. From planting and building camps to exploring the properties of water,
we encourage a sense of awe and wonder in every lesson.
We prioritise oracy and reading, embedding them throughout our curriculum to develop effective
communicators and foster a lifelong love of reading. Additionally, we focus on health and selfcare,
offering daily supervised toothbrushing sessions and promoting healthy eating habits.
By the end of their time in the nursery at Oldway, our aim is for every child to possess a positive attitude
towards learning, effective communication skills, healthy habits, and a strong foundation for future
success. We want to inspire curiosity, nurture creativity, and instil a love of learning that lasts a lifetime.
Join us as we embark on this journey of discovery and growth together.
Head of School: Mrs Emma Bamber
Nursery: Yes
Oldway Primary School is a part of Riviera Education Trust: https://www.rivieratrust.co.uk/
Who to contact
Telephone: 01803 557190
Email: oldwayoffice@rivieraet.co.uk
Website: https://www.oldwayschool.co.uk/
Where to go
Name: Oldway Primary School
Address: Higher Polsham Road
PAIGNTON
DEVON
Postcode: TQ3 2SY
Availability
Age Ranges: From 3 years to 11 years
Related links:
The Shells Nursery
Local Offer
For specific information about what Oldway Primary School offers in relation to SEND, please click here
SEND (Special Educational Needs & Disability) | Oldway Primary School (oldwayschool.co.uk)
Sacred Heart RC Nursery and Primary School is a Voluntary Aided Catholic School and has a vast community which includes children, parents, carers, staff, parishioners, other schools within Torbay and people from different parts of the world. As well as welcoming new families to our school and watching them become an important part of our ‘family’, we continually strive to provide our children with a learning environment that values their individual needs: spiritually, academically, physically, morally and socially.
Sacred Heart RC Nursery and Primary School is a Voluntary Aided Catholic School and has a vast community which includes children, parents, carers, staff, parishioners, other schools within Torbay and people from different parts of the world. As well as welcoming new families to our school and watching them become an important part of our ‘family’, we continually strive to provide our children with a learning environment that values their individual needs: spiritually, academically, physically, morally and socially.
The very youngest children begin their learning journey at Sacred Heart RC Nursery. In our nursery we believe that children learn at their best when they are able to explore in a safe, stimulating and exciting learning environment. We provide children with a variety of ‘hands on’ learning experiences that enable them to develop their early exploratory and enquiry skills.
Sacred Heart RC Nursery & Primary School is part of Plymouth CAST
Our door is always open!
Head Mrs Nichola Day
Contact Name : Mrs Helen Brown
Contact Position : Headteacher
Telephone : 01803 558298
E-mail : admin@shrcps.org
Website : www.sacred-heart-primary.torbay.sch.uk
Parent Organisation : Plymouth CAST (MAT)
Name : Sacred Heart RC Nursery and Primary School
Address : Cecil Road
PAIGNTON
DEVONPostcodeTQ3 2SH
Age Ranges : From 3 years to 11 years
The Governors, CAST (Catholic and Anglican Schools Trust), Local Authority, Headteacher and all staff at Sacred Heart RC Nursery and Primary School aim to work together with parents and carers to provide a broad and balanced education to meet the individual needs of each child. We believe in the importance of ‘quality first teaching’ so that all teachers and support staff are inclusive practitioners. In addition, facilities and support includes:
Sacred Heart Roman Catholic Nursery and Primary School, for children aged 3 to 11, is an inclusive school and our mission statement is ‘Everyone is Sacred’.
We continually strive to provide our children with a learning environment that values their individual needs: spiritually, academically, physically, morally and socially.
We believe that happy children are successful learners. We respect each other, appreciate differences and understand the importance of good manners. We believe we have a responsibility to be good citizens that live the Gospel values in our daily lives.
Whilst we are a Catholic school, where space is available, we also admit children whose parents wish their children to receive a Catholic education.
To ensure our children’s individual needs are met, at times they may need additional support for a short or a longer period of time to fully access the curriculum and classroom learning. When barriers to learning are identified, after discussion with parents and carers, support is planned by class teachers in liaison with the Special Educational Needs and Disabilities Coordinator, Pastoral Support and subject leaders. When needed we access the support and advice of external agencies and professionals. Parents and carers are always part of this process.
In line with the Special Educational Needs and Disabilities (SEND) Code of Practice 2014 the special educational needs of our children are identified through a range of means.
These include:
We have an open door policy at Sacred Heart RC Nursery and Primary School where we encourage parents and carers to come in and discuss their child’s progress and any concerns they may have with us. We also have two planned and one optional parent consultation meeting across the year.
Parents and carers are always consulted if a special educational need is identified and their views are sought. If a parent or carer has a concern the class teacher will arrange a meeting with the SENCO who will arrange for outside advice and support if necessary.
If a child has an Individual Support Plan (ISP) this is reviewed at the end of each term with the child and their parents or carers and next steps are planned and agreed.
If a child has an Education, Health and Care Plan, in additional to the above, a formal review is carried out with the child and their parents or carers annually in the term the statement was finalised.
At Sacred Heart RC Nursery and Primary School we believe in inclusion and all of our children with SEND are fully included in all areas of the curriculum and school life.
Through quality first teaching, class teachers and support staff differentiate and personalise the curriculum to meet the range of needs and abilities within each class.
We aim for all our children with special educational needs or disabilities (SEND) to be able to reach their full potential in school.
Alongside our quality first teaching we plan and evaluate interventions based on our children’s individual needs.
Each class teacher adapts the curriculum planning to ensure all children have equal access to their learning, taking advice from subject leaders and the SENCO where appropriate.
Extra support is planned based on need and expertise and may include, for example, small group support within the class by the teacher or teaching assistant or additional intervention groups focussing on specific areas of need. It may include appropriate resources for example, laptops or magnifiers.
All children will have access to a full range of national curriculum subjects which are enriched by themed weeks and extra curricular activities.
All children have an opportunity to go on three residential visits (Year 3/4 Forest and Beach, 5 Warren Barn and year 6 PGL) and they all thoroughly enjoy themselves.
We have an extensive range of after school activities which all children have access to, sometimes dependant on age.
We provide wrap around care for all children from 7.30am-6pm.
Visit www.sacred-heart-primary.torbay.sch.uk for more information and photographs.
The Head teacher, SENCO and Pastoral Team work closely with the class teachers to ensure the provision in place is effective and appropriate.
We consult and liaise with professionals from other agencies e.g. School Nurse, Educational Psychologist, Play therapist, Speech and Language therapist, SEND outreach advisors, TESS, paediatricians, Family Support Worker, Attendance Officer and other health professionals to enable us to make sure we are working with current advice and materials to support our children.
The school budget includes money for supporting children with SEND. Children with complex special educational needs and /or disabilities who have an Education Health and Care Plan, previously a Statement of Special Educational Needs, have a personal budget monitored by the Local Authority for additional support to meet identified needs.
The budget is monitored by the Headteacher, governors and SENCO and resources are allocated according to need.
All staff are teachers of SEND and based on discussion with parents, pupil conferencing; tracking and pupil discussion meetings with the Head teacher, SENCo and subject leaders or following advice from the Educational Psychologist or outside agencies, children are chosen to join the intervention groups. They are evaluated every 6 weeks against specific entry and exit criteria. The support may include:
At Sacred Heart, our children’s social and emotional well-being is very important to us.
We are a THRIVE school and many of our teaching assistants are fully trained Thrive practitioners. All staff have attended the ‘Whole school Thrive approach training’
We also have the following support available:
For children with additional needs, transition plans are in place from the summer term prior to moving into their new class.
Transition books are completed with the child including photographs and dialogue which are taken home during the holidays.
We have meetings between all staff in year groups to pass on information regarding all children including SEND records
We aim for continuity of teaching assistant support where appropriate.
We hold a multi agency meeting for children joining our Foundation Stage if they have an Education, Health and Care Plan to ensure all information is shared to ensure a smooth transition.
Children leaving Sacred Heart have many opportunities to visit their new secondary school and their year 7 tutor and SENCO come to visit them here. For children with more complex needs additional visits are planned and personalised transition arrangements are agreed.
At lunchtime we run a range of clubs to help those who find the unstructured time a challenge. These are led by our Pastoral Support Team or by children supported by an adult.
We have a consistent approach to implementing the school s behaviour policy.
We liaise with the Chestnut Centre (Mayfield Special School) to support children for whom behaviour is a barrier to their learning.
We work closely with occupational therapy and physiotherapy to support children with physical needs and /or disabilities.
We refer children to Speech and Language and put into place programmes personalised to them supported by the speech and language therapist.
We have regular meetings with the school nurse who is available to arrange a meeting with parents to discuss any concerns they may have.
We facilitate parenting courses when available.
We have a wide range of adults, teachers, teaching assistants and mealtime assistants, trained in paediatric first aid and relevant staff have epilepsy and epipen training.
All year 5 have peer mediation training at the end of year 5 ready to take on the responsibility in year 6.
All extra curricular activities provided here at Sacred Heart can be accessed by all children no matter what their needs are.
A selection of clubs we offer:
See www.sacred-heart-primary.torbay.sch.uk for a current list of activities available.
We know our provision is effective when:
We have termly meetings with parents and children to review all the Individual Education Plans. We review the provision for children with a statement of Special Educational Need and or disability or Education, Health and Care Plan annually with parents/carers, children, teachers, teaching assistants and the SENCO. In the case of a new EHC plan or statement we meet with parents and carers, teachers and teaching assistants together with the Local Authority Advisory teacher each term for the first year. We have an open-door policy so that parents can come and share feedback about the effectiveness of provision with class teachers, the SENCO and Head teacher. Ofsted and S48 also inspects and reports on the provision, progress and attainment of children with additional needs. Sacred Heart s most recent inspection was in March 2017 and the S48 in March 2016.
“At the heart of the school is an intense shared commitment to inclusion and equality”
“Many parents comment on the ‘fantastic support’ they themselves receive”
“Early identification, good teaching and well-placed interventions are helping pupils to get the support they need earlier”
“Pupils enjoy strong, trusting relationships with staff”
“The spirit of the gospel permeates every aspect of school life. This is tangibly evident in the school’s belief that ‘Everyone is Sacred’ and ensures all members of the community are supported to acheive their potential, regardless of background”
The Pastoral Support Lead is an active member of the Torbay SEND network and attends courses for continued professional development.
Our teachers and teaching assistants have a wide range of qualifications, training and experience working with children with a varied range of needs including: Speech, language and communication; Behavioural, social and emotional and Autism.
We work closely with our parents to ensure a good home school partnership.
Parents meet with the class teachers twice a year to discuss progress and attainment and are warmly welcomed to arrange a meeting at any other time in the year.
Where children are identified as not making expected progress at pupil discussion meetings, they have extra intervention to address the barriers to their learning.
This is recorded on a Group Education Plan and is evaluated for impact.
Individual Support Plan’s and the Educational Psychologist’s recommendations are used for supporting individual children. Recommendations are recorded on to the appropriate tracking sheet, evaluated and impact measured.
Teachers meet with parents to discuss the intervention and to seek parental support from home learning.
Parents are invited to come in and discuss any issues with the class teacher in the first instance, where most questions can be clarified.
For further support and advice parents can arrange a meeting with the SENCO, Pastoral Support or Head teacher by phoning 01803 558298.
If you would like more information about Sacred Heart RC Nursery and Primary School please contact us on 01803 558298 to arrange a visit or alternatively email us at humber@shrcps.org.
Please visit our website www.sacred-heart-primary.torbay.sch.uk
The school holds regular meetings with the school nurse, speech and language therapist, TESS, Educational Psychologist and SEN advisory teacher.
The school employs their own play therapist, family support worker and attendance officer. Contact details for the family support worker and attendance office, 5rs are as follows:
Social care meetings, were possible are invited to be held at the school and regular contact with social workers is made when necessary.
We work closely with TESS and they often attend our school based TAF meetings.
We encourage and support families who may be experiencing challenges or difficulties through contact with, for example, the charity ‘Eat that Frog’ and Paignton Community Larder.
Regular meetings with social workers take place. They visit the children at school or at home and are readily contactable if issues arise.
Termly ePEP (electronic Personal Education Plans) meetings take place with the social worker and carer and SENCo/Designated Safeguarding Lead. In addition, the child’s views are sought through an online interactive child friendly questionnaire. This is automatically shared via the ePEP at the meeting.
Six monthy CLA (Children Looked After) reviews take place which are led by an IRO (individual review officer) and attended by the social worker, carer and SENCo/Designated Safeguarding Lead. Again, the child’s views are sought and considered at the meeting.
In addition, the class teacher is involved in providing information regarding the child’s learning and attainment.
Torbay Virtual School monitor’s the attendance and attainment of children looked after and will scrutinise the information provided by ePEPs and CLA reviews.
We are actively involved with all the above and attend meetings outside of school hours when necessary.
Our aim is for the children at Sherwell Valley Primary School to embody our school values and be equipped with the knowledge, skills and attitudes they need to thrive and succeed in the ever changing and diverse world beyond our school.
Our aim is for the children at Sherwell Valley Primary School to embody our school values and be equipped with the knowledge, skills and attitudes they need to thrive and succeed in the ever changing and diverse world beyond our school.
We provide a safe and secure environment in order to promote the highest possible quality of learning for all their pupils and to give them education today for the world tomorrow. The school has large Infant and Junior playgrounds, a football pitch, extensive level grassy areas and a natural area. There are twenty-two rooms, one of which is used as a music room, two halls, a dining room, an I.C.T. Suite and a superb library. There are also well developed Art, Humanities, Maths, Science and Technology resource areas, as well as a suite of smaller rooms for group work.
There is a spacious Nursery within the Foundation Department. Classrooms for the youngest children all include cloakrooms and toilets within the room, enabling the teacher to keep a close eye on the children.
Headteacher : Mrs C Nelson
Nursery : Yes
DfEE No : 2469
Number on Roll : 657
Type of School : Community
Contact Name : Mrs C Nelson
Contact Position : Headteacher
Telephone : 01803 613296
E-mail : admin@svps1.org
Website : www.sherwell-valley-primary.torbay.sch.uk
Address : Hawkins Avenue
TORQUAY
DEVON
Postcode : TQ2 6ES
For specific information about what Sherwell Valley Primary & Nursery School offers in relation to SEN, please see:
All pupils identified as having SEN have a personal plan which is reviewed termly with the class teacher, the Senco and parents/carers. All children are involved in setting and reviewing their targets with the class teacher every term and are invited to make a contribution at their individual conference. If it appears that a pupil is not making the progress expected, the provision will be reviewed and any necessary adjustments made. In the autumn and spring terms, parents/carers are invited to more formal parents’ meetings with the class teacher and a written report is available online in the summer term. Parents of pupils in the Early Years are invited to see their child’s Learning Diary, which is a record of all areas of his/her development. For older children, the Reading Diary is a daily record of their reading and can also be used to record messages between home and school.
In Little Valley, parents/carers are informed about their child’s learning and development via the Tapestry system of online reporting and passwords for this are issued when the child starts nursery.
Children with an EHC Plan will also have an annual review at which longer term aims will be discussed and reviewed, together with any other involved agencies.
When pupils are achieving in line with their peers, additional support may no longer be needed and EHC Plans can be ended.
In addition to termly SEN review meetings and annual reviews for children with EHCPs, the SEN Policy and Local Offer is reviewed annually, which includes consultation with the Senco, SEN governor, pupils and parents.
Parents/carers and all pupils are invited to complete a questionnaire every year and their comments are used to inform decision making in the school. Pupils also participate in the PASS survey annually, to assess their attitudes to self and school.
The Senco keeps in touch with national and local developments through the Senco Forum in Torbay and has close links with many other schools.
Our teachers, teaching assistants and meal time assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including:
Sherwell Valley strongly believes in Continuing Professional Development for all its staff and accesses training through staff meetings, SEN Conferences, Senco Forum, working alongside outreach workers and advisers from local special schools and Torbay Inclusion Network events. Staff can request training through the school’s CPD Coordinator at any time or through the appraisal cycle.
Where a training need is identified to support a particular pupil, professional development for relevant staff is accessed through the CPD coordinator. Part of the personal budget for pupils with an EHCP includes funding for training.
Deployment of support staff to individual pupils and year groups is carefully considered by the members of the Senior Leadership Team and is based on staff skills and needs of the pupils.
All pupils who have been identified as having SEND have a personal plan which is reviewed termly with the Senco, class teacher, parents and the child. The effectiveness of provision is discussed and new targets agreed, based on the progress, attainment and interests of the child. Through SEN review meetings and termly pupil progress meetings, school and parents can track progress and review the effectiveness of the plan.
When a concern is identified, the school will inform the parents/carers promptly; this is usually a conversation at a mutually convenient time. An outline of the support in place will be given and a time set to review the child’s progress.
Parents/carers will always be encouraged to discuss any problems with the child’s class teacher. In addition, each unit has an assistant head to support pupils and parents and to discuss concerns. It is hoped that most concerns can be resolved at this level and we welcome parents keeping us informed of matters requiring prompt action.
For further support and advice, parents can arrange an appointment with the Senco or Headteacher by phoning 01803 613296 or emailing the school: admin@svps1.org.
The school’s complaints policy is available for parents by request, if it is felt that issues haven’t been resolved in a satisfactory way.
If an issue needs support beyond these procedures, the school’s SEN governor can be contacted and SENDIASS Torbay www.sendiasstorbay.org.uk
For further information about the Special Educational Needs provision at Sherwell Valley Primary School, parents/carers may contact the school directly. We can arrange visits and meetings with the Headteacher and Senco, to discuss individual circumstances and admission procedures.
Contact arrangements: Phone: 01803 613296
Email: admin@svps1.org
Website: www.sherwell-valley-primary.torbay.sch.uk Ofsted report: November 2013
The school has close links with a variety of agencies, in order to make the best possible provision for our pupils, particularly those with SEND. Referrals for advice and support can be made and parents will be consulted at every stage. Agencies involved with school include:
Meetings can be held at Sherwell Valley, to discuss support for families and in line with our view that the needs of the whole child are important, the school is always willing to be involved in plans for our pupils.
Sherwell Valley also takes Safeguarding very seriously and if there are any concerns about a child’s welfare or safety, advice may be sought from the relevant agencies at Children’s Services.
Children Looked After are included in every aspect of school life at Sherwell Valley. Their academic attainment and emotional wellbeing are closely monitored and support is provided in the usual way, either for learning or for pastoral needs. The school endeavours to build good relationships with foster carers and also parents if appropriate. School staff also support by attending CLA review meetings and hosting termly PEP meetings at school to discuss educational targets. Children’s achievements are recognised and celebrated and their views are regularly sought and incorporated into planning. Advice is available from the Virtual School and additional support can be arranged to enhance pupils’ progress.
Pupil Premium Plus funding can also be accessed from the Virtual School to provide additional support or resources where necessary.
The school supports children who need extra appointments out of school eg for therapy, or to attend contact sessions.
When CLA pupils transfer to another school, particular care is taken to set up appropriate arrangements to make the transition as smooth as possible, by booking extra visits or requesting a named member of staff to liaise with at the receiving school.
CLA pupils are annually nominated for achievement awards and school staff attend the award ceremony hosted by Torbay Council.
Shiphay Learning Academy is a happy and healthy place to learn. We are very much a ‘family’ school;we cultivate and nurture our Core Values of Respecting, Contribution, Creativeness and Aspiration inall our activities and relationships for all our children and staff. We set high standards in everything wedo and strongly believe in the importance of the core skills of Reading, Writing and Mathematics.
Shiphay Learning Academy is a happy and healthy place to learn. We are very much a ‘family’ school;
we cultivate and nurture our Core Values of Respecting, Contribution, Creativeness and Aspiration in
all our activities and relationships for all our children and staff. We set high standards in everything we
do and strongly believe in the importance of the core skills of Reading, Writing and Mathematics.
In The Orchard Nursery at Shiphay, our approach is built upon the understanding that every child is a
unique individual with unlimited potential.
All children are born learners with an insatiable thirst for knowledge and a natural curiosity to figure out
how the world works. Placing children at the centre of everything we do, our intent at the Orchard
Nursery is to provide a wonderous, rich, holistic environment bursting with exciting opportunities for
learning. With a belief that knowledge is not something to be delivered but explored, we aim to teach
children ‘how’ to think and not ‘what’ to think and have the confidence to develop their own theories
about the world.
An extension of the family home, the Orchard Nursery is a calm environment filled with neutral tones,
soft furnishings, plants and tranquil play spaces. Children feel safe and secure to snuggle down or
explore with confidence.
Our learning environments are filled with loose parts, natural resources, authentic objects that reflect
cultural diversity, and real resources that allow children to use their imagination and explore endlessly.
We have moved away from brightly coloured traditional manufactured plastic toys that have a set
purpose and can limit play and have replaced them with openended intelligent resources that spark
curiosity, awe, and wonder and allow children the freedom and creativity to problemsolve, use their
imaginations, and extend their play in any way they choose.
We recognise that language and communication are vital in all areas of a child’s development. We
support children’s development by providing a rich language environment where conversations,
Makaton, singing and sharing stories become a regular and celebrated part of the children’s day.
The Orchard Nursery is a place to learn, a place to play, a place to grow, flourish and thrive and we
hope to welcome your little one into our family very soon.
Head of School: Mrs Kate Lee
Nursery: Yes
Shiphay Learning Academy is a part of Riviera Education Trust: https://www.rivieratrust.co.uk/
Who to contact
Telephone: 01803 613556
Email: shiphayadmin@rivieraet.co.uk
Website: https://www.shiphay.com/
Where to go
Name: Shiphay Learning Academy
Address: Exe Hill
TORQUAY
DEVON
Postcode: TQ2 7NF
Availability
Age Ranges: From 3 years to 11 years
Related links:
The Hub extended schools provision
The Orchard Nursery
Local Offer
For specific information about what Shiphay Learning Academy offers in relation to SEND, please see:
https://www.shiphay.com/send/
SEN Provision Type: Universal
St. Marychurch C of E Primary and Nursery School is in the eastern side of Torquay, in walking distance of St. Marychurch town centre. The school have a purpose built, modern Nursery as well as Infant and Junior sections. They have a dedicated Breakfast Club area, recently opened and a modern Family Learning Centre and ICT suite. There are two extensive hard play areas and an adjacent sports field. Sport is The school are very near to the Parish Church which thery use every week for services.
St. Marychurch C of E Primary and Nursery School is in the eastern side of Torquay, in walking distance of St. Marychurch town centre. The school have a purpose built, modern Nursery as well as Infant and Junior sections. They have a dedicated Breakfast Club area, recently opened and a modern Family Learning Centre and ICT suite. There are two extensive hard play areas and an adjacent sports field. Sport is The school are very near to the Parish Church which thery use every week for services.
Head Mrs Nikki Prentice
St Marychurch C of E Primary & Nursery School is a member of St Christopher’s Multi Academy Trust (MAT)
Telephone : 01803 329070
Fax : 01803 312891
E-mail : MRY.Admin@stcmat.org
Website : www.st-marychurch-primary.org.uk
Parent Organisation : St Christopher’s Multi Academy Trust (MAT)
Address : Hartop Road
TORQUAY
DEVON
Postcode : TQ1 4QH
Age Ranges : From 3 years to 11 years
Related links : St Marychurch C of E Primary School – Breakfast Club
St Marychurch Pre-school
St Marychurch Pre-School Parent & Toddler Group
Here at St Marychurch C of E Primary and Nursery School we believe in meeting the needs of every child and have a very inclusive approach.
Our school Vision statement is:
Nurturing minds. Fulfilling Lives
Our vision, “Nurturing Minds, Fulfilling Lives”, is placed at the heart of our school. It was developed after much collaboration amongst staff; exploring our demographic – knowing our families and the area; collecting pupil voice; responses from parent questionnaires and feedback from visitors to our school. Our carefully chosen Christian Values and Learning Attitudes support our vision and that of our MAT; these are underpinned by our curriculum which has been designed to allow us to realise our Vision.
We passionately believe that, in order for our children to live fulfilled lives – enabling them to explore their potential – we have to nurture them; caring and protecting them while they are growing; enabling them to take risks; challenge themselves and learn from a wide variety of experiences both in and out of the classroom environment.
All children receive Quality First Teaching from the class teacher. For your child this would mean:
In addition to this, facilities and support include:
This approach enables us to meet the very wide range of needs within the school.
At St. Marychurch consultation takes the following form:
At St. Marychurch we have an approach of quality first teaching which means we know all of our children regardless of any special educational need. We:
At St Marychurch all children receive a broad and balanced curriculum which meets their needs as learners in the 21st Century living in Torbay.
At St Marychurch we make every effort possible to obtain the services, equipment and resources that all our children require to let them be successful at school. We call upon the support of professionals and work closely with them. They include but are not limited to:
There may be times when, despite our best efforts, we are unable to provide resources and facilities to meet a child’s specific needs. Please see our accessibility plan to see what we are aspiring to. (School website – key information – SEN & Inclusion- accessibility plan). Transition for all children needs to be given careful planning and consideration. However, for children with special educational needs extra thought needs to be given. We ensure that all children with identified needs carry out a personal enhanced transition this includes:
The following are all funded by the school:
We also have access to various outside agencies including:
We aim to meet every child’s needs within our school but when additional learning support is required we look for support from other professionals such as:
We signpost, encourage and support parents / carers to engage with these services.
At St Marychurch we have an inclusive approach. We believe that every child needs to be supported with their Social and Emotional development and value every child for their unique qualities. We offer:
We recognise that transitions can be difficult for many children with SEND and take steps to ensure that any transition is as smooth as possible.
If your child is moving to another school:
When moving classes in school:
In year 6
In EYFS
Good liaison with pre-school and other settings are in place to ensure smooth transitions into school;
*Certain face-to-face meetings have been impacted by Covid-19 and are either conducted via online meetings or on the telephone*
Extra-curricular activities are fully inclusive and wherever possible all children are encouraged to take part. We try and enhance a child’s experience in school by offering a range of things including:
We assess and review progress regularly as detailed below. Our approach to each of these strategies will be amended to meet the needs of the individual and the assessment type. For example a child with visual impairment may be given a reader or scribe for a test, a child may need extra time on a test or exam – we try and use the same guidelines used in Statutory tests throughout the school. All assessments are made relevant to the curriculum the child is working with not necessarily age linked.
If your child has an Individual Support Plan (ISP), which identifies specific activities and learning, this will be reviewed at least twice a year (October and March). Children are partners in the writing of these. All ISPs will have ‘SMART’ targets with are – specific, measurable, achievable, relevant and time bound. These will be taken into account when assessments are being made or set.
Class teachers have a handover meeting to familiarise themselves with the children coming into their class. This includes checking if relevant training is in place to meet needs. The SENCo attends all local training and organises regular training for staff. We arrange training from other professionals to meet particular children’s needs.
Recently these have included:
Through regular monitoring and during professional discussions with staff we are able to identify any training needs or utilise strengths teachers have
If you have concerns about our provision you can speak to your child’s class teacher to try to find a way forward.
Further support can sought from:
Pupil Voice:
We also encourage parents to contact SENDIASS Torbay for further independent information, advice and support.
Our complaints policy can be found here https://www.st-marychurch-primary.org.uk/policies/
Staff at St Marychurch School liaise with health and social care bodies, local authority support services and voluntary sector organisations through regular scheduled meetings, alongside further consultations, emails, telephone conversations and staff training as and when required – this in turn allows a varied and flexible approach towards supporting our pupils with SEND and their families according to the child’s needs.
The SENDCO holds scheduled meetings (usually termly) with the:
Involvement of other bodies including local authority support services, health and social care also take place through:
Charlotte Wannell is the designated lead for looked after children, who liaises with the child’s carers, social worker and family (if appropriate), to ensure that any additional needs are identified and met. Advice and training from a range of support services, including the Virtual School, may be accessed as appropriate.
Each looked after child has a PEP (Personal Education Plan), identifying academic and social & emotional targets, and these are monitored and reviewed termly in the PEP meeting; any additional provision is identified and costed within the plan.
At Torre Academy we believe that all children are made in God’s image and have the right to grow, learn; and feel safe and happy at school. Attitudes towards respect underpin our approach and ethos, in an atmosphere of spirituality and self discovery.
At Torre Academy we believe that all children are made in God’s image and have the right to grow, learn; and feel safe and happy at school. Attitudes towards respect underpin our approach and ethos, in an atmosphere of spirituality and self discovery.
We believe in an environment which encourages children and builds self esteem, spiritual development and awareness so that children become confident, mature and independent members of society.
Our whole school ethos is based on Christian teachings of forgiveness and reconciliation, class contracts, sanctions and spiritual awareness.
However, in order for children to become positive members of society – they need to learn how to conduct themselves positively and respectfully in different situations.
In order to support these aims, we have put into place a structure for promoting positive behaviour within school that is agreed and understood by all members of the school community.
Torre Church of England Primary Academy is is a part of the Ace | Academies For Character And Excellence | England (acexcellence.co.uk)
Head Mrs Sue Julyan
Contact Name : Laura Kendell
Contact Position : SENDCO, Deputy Headteacher
Telephone : 01803 324007
E-mail : admin@torrecofeacademy.org
Website : https://www.torrecofeacademy.org/
Name : Torre CE Academy
Address : Barton Road
TORQUAY
DEVON
Postcode : TQ1 4DN
3 & 4 year old funding : Yes
2 year old funding : No
3 & 4 year old 30 Hour funding : Yes
The following acronyms are used in this document;
At Torre C of E Academy we ensure that all our children receive “quality first teaching.” Our class teachers and support staff are inclusive practitioners.
Additionally we have in place the following support and facilities :
*Please note some of the following are currently on hold due to COVID19 bubble restrictions but will be resuming as soon as restrictions allow us to do so
At Torre C of E Academy our mission is to create an environment where God’s children have the right to grow, learn, feel safe and be happy. We respect and look after each other in the way that God has taught us. We “Live life in all its fullness.” John 10:10.
We believe in an environment which encourages children and builds self-esteem, spiritual development and awareness so that children become confident, mature and independent members of society. This policy is based on Christian teachings of forgiveness and reconciliation, class contracts, sanctions and spiritual awareness.
Torre C of E Academy is a Church of England Primary School for children aged 3 to 11 and is closely linked with the Parish and Diocese. Whilst many of our children are Church of England, where space is available we also admit children whose parents wish their children to receive a Christian education. All children, whatever their culture or beliefs, are treated respectfully and equally within Torre C of E Academy.
At Torre C of E Academy, we are committed to the early identification of a child’s individual needs. We use a range of formal and informal methods of assessment for all our children, carefully tracking their progress through school. During their school career some children will require additional support to meet their needs and flourish. In consultation and with the agreement of the child’s family, Torre C of E Academy will put in place and deliver appropriate interventions and support.
Some children will be identified as having Special Educational Needs and they will require support for a longer period of time to ensure that they can access the curriculum effectively, and that they are fully included in classroom learning and the life of the school. Support will be planned by the SENDCo and class teacher in conjunction with, and following the guidance of, external professionals. The child’s family will at all times be actively informed and consulted and their views will be respected.
Identification of Special Educational Needs is achieved from the evidence the school acquires through a variety of means.
These include the following :
Before entry to Torre C of E Academy Nursery our Nursery Staff carry out home visits (currently on hold due to COVID19 instead zoom sessions were held), where they meet with the child and their family. This provides the opportunity to discuss any specific needs the child may have.
In the summer term prior to September entry to our two Reception classes, all children and their families are invited to a week of Transition Days in July. Reception staff will take this opportunity to talk with new families, who have not attended our Nursery. They will also ask all families to complete a Family Voice questionnaire.
On entry to Torre C of E Academy Nursery or Reception classes a child may already have paperwork from other agencies such as their Health Visitor, Torbay Hospital, Portage, etc. These may identify the child as having Special Educational Needs. Where a child, from an Early Years setting other than our Nursery, has a previously identified Special Education Need or an Education, Health Care Plan, Reception staff will visit the child in their current Early Setting or home.
All previous SEN paperwork on any child joining Torre, at any stage in their school career, will be accessed and studied and Torre staff will work together with all the agencies involved to ensure the child’s special education needs are met and they are successfully included.
In all key stages the class teacher will alert the SENDCo and SLT when a child’s progress and attainment continues to be lower than expected, despite repeated cycles of “quality first teaching”, targeted intervention and support. The SENDCo and Class Teacher will then work together to effectively support the child. At this stage, with the family’s agreement, the decision may be made by Torre to access support and guidance from outreach and/or health professionals or the decision may be made to request advice and assessment from Torbay Educational Psychology Service.
Monitoring Cycle
At Torre we have regular PPSM (Pupil Problem Solving Meetings) where teachers talk with their team about pupils that are struggling with their learning in certain areas of the curriculum. The team work together to find solutions and these are then reviewed 6 weeks later. The SENDCo attends these meetings and is made aware of any children where the interventions and actions put in place do not make a significant difference to that child.
GROWTH days take place every term where teachers, teaching assistants and SLT sit together for an afternoon to look at every child in their team. All areas for concern are identified through data, looking at books, pupils raised at PPSMs etc. The SENDCo attends these meetings to offer advice to teachers and to plan next steps for any children with SEN. This may be referrals to outside agencies and services.
The SENDCo will also hold a termly inclusion review meeting with the staff where children not making expected progress may be identified and placed on a ‘watch list’. These meetings take place as a whole school so the bigger picture is shared.
At least each term, if not more frequently, class teachers, support staff, families and the SENDCo discuss the attainment, progress and provision for each pupil identified as having Special Educational Needs or a disability. Each term families meet with the class teacher at an SEN family meeting to discuss and agree support and targets which address the child’s SEN and promote progress. The child’s targets are recorded in an Individual Support Plan, (ISP.) The ISP is a working document held by the class teacher. The progress made by the child towards achieving their targets is monitored and recorded by the class teacher and support staff. At various points throughout the year an SEN family voice questionaries’ is sent out to all of our families who have a child on the SEN register. This gives parents an opportunity to tell us about any changing needs their child may have as well as communicate how well they feel they are being supported. These questionaries are read and actioned by the SENDCo and the class teacher.
‘Inclusion is not optional. It’s an essential part of better and more just societies.’ (Centre for Studies on Inclusive Education.)
At Torre C of E Academy we endorse this statement. Our objective is to ensure that through a whole school approach we address the barriers to learning which prevent some of our children from flourishing and achieving success. We are committed to the process of inclusion and we endeavour to provide full access to the national curriculum for all our children. SEN children at Torre are taught alongside their peers. Through quality first teaching, class teachers and support staff differentiate and personalise the curriculum to meet the range of needs and abilities within each class.
We adapt our teaching to target the different needs of individuals and groups within each class, eg the use of differentiated resources and tasks, the use of adult support, by breaking down teaching and learning, instructions and tasks into achievable chunks, by staff using extenuated gestures and signing, by the use of visual prompts, visual timetables, now and next boards, ICT and other access technology etc.
When a child has profound and complex special educational needs which require high levels of support, specialist equipment and expertise, a mainstream setting may not be the most appropriate setting. Discussions with the child’s family, the child, where appropriate, the SENDCo, the Class Teacher, the Senior Leadership Team and the Local Authority may conclude that a special school or specialist provision at another mainstream setting would best meet the child’s special educational needs. Parents that wish to apply for one of Torbay’s specialist settings need to do so with the current school’s SENDCO in the Autumn term. A SEP (specialist educational place) document needs to be completed and sent to the local authority to apply for a place for the following Autumn.
At Torre C of E Academy we deliver a broad and balanced curriculum with an underwritten Christian ethos. We provide suitable resources, including specifically personalised resources, to allow all our children access to the Early Years Foundation Stage Curriculum and National Curriculum. We review our resources on a regular basis and update, loan, create and purchase resources to meet the needs of all our children, including our SEN pupils.
To ensure our SEN children can access the EYFS and National Curriculum we provide the following :
Torre C of E Academy has an Inclusion Manager (Headteacher), a SENDCo, who is a member of the Senior Leadership Team and SEN Governor who work collaboratively with class teachers and support staff to monitor SEN provision and pupil progress.
If a pupil is not making expected progress following a monitored timed cycle of intervention and support, the school SENDCo will observe and assess the child to reach a deeper understanding of the barriers to the child’s progress (difficulties).
Where needed Torre C of E Academy will consult and liaise with link professionals and other agencies, eg Speech and Language Service, Advisory Teachers, Educational Psychology Service, Health including Paediatricians, School Nurse Service, GPs and Social Services.
Torre C of E Academy’s SENDCo co-ordinates assessments, guidance and support from the above agencies ensuring that families access the services, provision, resources and equipment their child needs.
Staff training includes; THRIVE, ASC awareness, Dyslexia support, ADHD support, precision teaching, National SENDCO award, SALT BLANKS level training, Read Write Inc, Lego Therapy, Dog Therapy.
Provision for meeting the needs of pupil’s with special education needs is funded by the school’s notional SEN budget.
The Headteacher decides on this budget in consultation with the school governors, on the basis of needs in the school. In addition, some pupils access Pupil Premium funding.
Pupils with complex special educational needs and/or disability who have an Education, Health and Care plan, have a personal top up budget monitored by the Local Authority for the provision of additional support to meet their special needs.
At Torre C of E Academy our capacity to provide a place for a child with significant complex needs will depend on whether the class is full and the existing level of need in the year group in which a place is sought.
The SEN budget is monitored by the Headteacher, governors and SENDCo and resources are allocated according to need.
As well as interventions in communication, mathematics and literacy we offer other forms of support to enable pupils to learn effectively flourish and achieve their full potential. Pupils access this support following discussions with the class teacher, SENDCo or following advice from the Educational Psychology Service or other professionals.
At Torre C of E Academy we address emotional and social needs 1 to 1, in small groups and whole class sessions. Our staff are trained in the delivery of the PSHE programme. We also have Thrive trained staff who work with individuals and small groups to develop the social and emotional well-being.
We use a variety of approaches to teaching and learning, but developing key skills for life and the ‘whole child’ is at the heart of our curriculum. In order to develop these life skills, we teach the children to work collaboratively, using our ‘Torre’s Tools’. Children work collaboratively in trios or small groups to complete activities as much as possible and are supported through explicit teaching of skills from our enabling enterprises programme. This approach supports our children in becoming more independent learners, whilst also developing key life skills and knowledge of the content of the national curriculum.
Starting in 2018 Reception developed the Autumn term to provide a strong THRIVE focus. All children have a THRIVE assessment completed. Children are grouped by emotional development rather than ability and learning in the environment will take place with an emphasis on the child’s emotional needs supported by their key adult. In our pilot year we have had huge success with this new approach with very positive feedback from parents and KS1 staff, alongside improved outcomes at the end of the reception year.
In the summer term special provision is made to prepare our children with additional needs for September. We ensure our pupils are carefully prepared for the oncoming changes to their school routine. Changes in staff and classroom or setting are negotiated through extra visits and additional time spent by the child with their future teacher.
Transition photo booklets are created for each family with a child with complex needs, one copy being held and referred to in school and one copy being given at an early stage to the family. Additionally meetings are held between all professionals supporting the child.
Y6 pupils have many opportunities to visit their secondary school and meet their Year 7 tutor. Additional meetings and discussions are organised between ourselves and the KS3 settings our SEN pupils are joining. All SEN paperwork is passed on to the pupil’s new school before they leave.
Should a child move from Torre C of E Academy to a Special School, or Special Provision in another mainstream school, transition arrangements are put in place to facilitate a smooth move between the two settings.
We offer Nurture provision led by a trained nurture practitioner and a learning support assistant in a designated Nurture Classroom for a small group of up to ten Reception, Year One and Year Two pupils, five mornings a week. Three afternoons a week we offer ten, Key Stage 2, small group nurture activities.
We provide 1 to 1 and small group Thrive and Pastoral support for pupils in EYFS, KS1 and KS2.
All Torre C of E pupils are welcome to attend extra-curricular clubs, residential visits, peripatetic lessons, school visits and out of school experiences, including Breakfast Club and Torrenadoz (after school club.) Examples of after school clubs at Torre include Cookery, Performing Arts, Knitting, Running, Kayaking, Netball, Football, Homework etc.
A full list of clubs that run each term can be found via the school website : www.torrecofeacademy.org
All pupils on the SEN Register have a personal plan (ISP) which is reviewed termly with their family, the child, their class teacher and the SENDCo at an SEN family meeting. The effectiveness of the provision is discussed and new targets are agreed, based on the progress, attainment and the interests of the child. Through termly SEN meetings, school and the child and their family can track their progress and review the effectiveness of their Individual Support Plan.
When pupils are achieving in line with their peers, additional support may no longer be needed.
For pupils with an Educational Need or Education Health Care plan, long term aims and specific objectives are reviewed in an annual meeting with the pupil, their family, Torre C of E Academy staff and outside professionals supporting the child, in addition to the termly SEN family meeting.
Our SENDCo is generally available to discuss any concerns with children and their families on a drop in basis or by appointment. She is also contactable at any hour by email which is displayed on the school website.
Parents and carers are a vital tool for school as they know their child better than anyone. The parents of children with SEN are asked to complete a family voice questionnaire multiple times throughout the year to ensure we always have an up to date picture of their child. Some parents will be asked to complete a sensory profile for their child to make us aware of the sensory seeking and avoiding behaviours their child may display. This helps us to adapt the environment and activities to support children with sensory needs.
In addition to the termly SEN review meetings outlined above and the Annual Review meetings for pupils with an EHCP, our Special Needs Policy and SEN Information report are reviewed annually. At the annual review the SENDCo and SEN governor consult with pupils, families and staff.
We aim for transparency and an ‘open door’ policy so that families are confident to share feedback about the effectiveness of provision with class teachers, the SENDCo, The Harbour nurture staff and the Headteacher. Surveys are sent out to SEN families throughout the year and a termly ‘SEN family voice’ questionnaire together feedback and suggestions which are taken very seriously by staff as we appreciate that families are the experts when it comes to their child!
Ofsted also inspects and reports on the provision, progress and attainment of pupils with additional needs. Torre C of E Academy’s most recent inspections in June 2016 reported that:
June 2016
“The Special Needs Co-ordinator (SENCo), building on the work done by the early years leaders, astutely identifies strengths and weaknesses in pupil’s personal development. Her detailed records allow staff to focus on the areas where pupil’s most need extra support.”
“Different groups of pupils, including those with additional needs, make good progress in their learning and achieve well.”
“Pupils with special educational needs make good progress, which is reducing the gap between them and their peers. This is as a result of well-targeted support provided by skilled teaching assistants working with individuals and groups.”
“Teaching assistants provide valuable support, for example in providing one-to-one support to accelerate the progress of disabled pupils, those with special educational needs and those aided by the pupil premium funding.”
Our SENDCo, teachers, learning support assistants and meal time assistants have a wide range of qualifications, training and experience of working with children with a diverse range of needs including :
All pupils on our SEN Register have an Individual Support Plan which is reviewed termly with the child, their families, their class teacher and the SENDCo. The effectiveness of the provision detailed in the plan is discussed and new targets are agreed, based on the progress, attainment and interest of the child. In these Termly Review Meetings, school and parents can track pupil’s progress and review the effectiveness of the child’s plan.
The first person a family member should share any concerns they may have with is the child’s class teacher.
The class teacher may then arrange a joint meeting with the team leader, SENDCo or Headteacher. The family can request an appointment with the Headteacher or SENDCo by phoning 01803 324007.
Information about procedures for making a formal complaint can be found on the school website or via the school office.
If your child has a disability or a Special Educational Need and you would like more information about what we offer at Torre C of E Academy, contact us to arrange a visit, visit the school website www.torrecofeacademy.co.uk or email us at admin@torre-primary.torbay.sch.uk asking for the attention of the SENDCo (Laura Kendell).
We are proud to be a member of the Learning Academy Partnership.
We are proud to be a member of the Learning Academy Partnership.
At the heart of Warberry Academy is the vision that every child will be successful, that they will achieve the very best they can and that they will fulfil their dreams and ambitions. We value and recognise the uniqueness and achievement of every member of our school family.
Our aim is to nurture and support children of all abilities, helping every child to achieve his/her potential in all areas of learning – intellectual, emotional, physical, social, moral, spiritual and cultural – through our engaging and well-researched curriculum.
Our academy is situated on spacious grounds and we have our own nursery on site for 2 – 4 year olds, three playgrounds, a large sports field, dedicated KS1 and KS2 libraries.
We are proud to be a member of the Learning Academy Partnership – a values led family of exceptional schools. Our schools work together within a Multi Academy Trust, currently consisting of 8 primary schools and All Saints Teaching School Alliance, to support school improvement across the South West.
Headteacher : Mrs K Southard
Nursery : Yes
DfEE No : 8820/3121
Number on Roll : 464
Type of School : Academy
Contact Name : Mrs K Southard
Contact Position : Head Teacher
Telephone : 01803 292642
E-mail : warberry@lapsw.org
Website : https://warberry-lap.co.uk/
Parent Organisation : Learning Academy Partnership Multi Academy Trust (MAT)
Address : Cedars Road
Torquay
Devon
Postcode : TQ1 1SB
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 07:45 | 18:00 |
| Tuesday | 07:45 | 18:00 |
| Wednesday | 07:45 | 18:00 |
| Thursday | 07:45 | 18:00 |
| Friday | 07:45 | 18:00 |
Offers pickups : No
Links : https://warberry-lap.co.uk/
In our Academy, all teachers are accountable for the progress and development of all children in their class, including those identified with Special Educational Needs & Disabilities (SEND). All staff track those at risk of underachievement or slow progress so that rapid appropriate intervention can be put in place.
Additional structured and tailored intervention is provided by trained members of staff in addition to high quality teaching. Specialist teaching assistants, within the school, deliver interventions to accelerate progress in targeted areas of need.
Such interventions include:
Furthermore, members of staff may receive additional training to enable them to support specific pupils with additional needs, for example, PECS (picture exchange communication system) training to support children with communication needs.
We are an inclusive academy trust and consider placements for any child across our academies and nurseries. We adhere to the guidance laid out in the Equalities Act 2010. Children with SEND are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage.
For us to provide a successful provision for children with additional needs, we ensure we work in partnership with families and that families sign up to this agreement of building a team of support around the child. This may involve other outside agencies. We have clear induction meetings to ensure a child makes a successful start in our learning environments.
Through the regular monitoring of attainment and progress, children who may require additional support have their needs identified and become part of our ‘QFT – Assess, Plan, Do, Review’ process. Parents are consulted and encouraged to participate in partnership with the school.
We have a clear system in place within the academies to identify potential special educational needs for a child. We consider early identification of SEND to be vital.
We recognise that it is essential we work in partnership with parents. We do this in many ways:
Our academies are inclusive learning environments and we value each child as an individual.
All children are treated with equity, and we ensure that when additional needs are identified a team is built around the child. This team is inclusive of the parents/carers who know the child best, the class teacher and SENDCo and any additional outside agencies who may be involved in providing specific objectives and supportive advice (including health and social care).
The information from the team provides a clear identification of the child’s needs. Teachers then use this information to ensure the child’s needs are recognised and planned for within the classroom environment. Teachers are responsible for ensuring quality first teaching is adapted to meet the needs of any children with SEND.
Some pupils may require individual assessment by the SENDCo. The assessment will determine whether the pupil requires a bespoke programme of support. The programmes are devised to suit individual needs of the child and using evidence based research. Children identified with a higher level of need will also have an ISP (Individual Support Plan) with individualised targets.
We adapt the curriculum by:
At times we need to call on the advice of professionals to ensure that we have identified and provided for a child’s needs effectively, this might include:
Gaining support from external professions (e.g. the Communication & Interaction Team) for expert guidance to better support a pupil’s needs
There may be times when we do not have the resources and facilities to meet the specific needs of an individual child. Although we make every reasonable effort to do so, when this occurs we take advice from the Local Authority Special Educational Needs Team and signpost parents/carers for advice.
Across our academies, provision for meeting the needs of pupils with special educational needs is funded by the academies’ notional SEN budgets. Some pupils with special educational needs may also be eligible for Pupil Premium funding if they are in receipt of Free School Meals, are Looked After by the Local Authority or if their parents work in the Armed Forces. (For details of this please see the Pupil Premium Annual Report available on academy websites.)
Pupils with complex special educational needs and/or a disability who have an Education, Health and Care (EHC) plan may also receive additional Element 3 funding from the Local Authority according to the complexity of the child’s needs.
The Family Support Worker and SENDCo will be able to signpost parents and carers to appropriate agencies and can offer to support through the referral process.
Nursery to KS1
Key Stage 1 to Key Stage 2
Key Stage 2 to Key Stage 3
The class teacher, as the professional who knows each child the best, remains the key point of contact for parents. The class teacher is supported by the SLT and the SENDCo. The Academy can aid parents and children in accessing the following (which is not an exhaustive list):
Our Academies have extra-curricular activities available to all pupils, such as:
A graduated approach to SEND is used across the school, following the QFT-Assess- Plan- Do- Review process.
As soon as a SEND concern is raised, the school will seek the viewpoint of parents and children involved. Your voice as a family is extremely important in ensuring we have a full and broad picture of your child and that we have all relevant information to support the assessment and support process.
We may use the advice of professionals such as Educational Psychologists and/or Speech and Language Therapists, to agree desired intervention that is recorded as part of a child’s Individual Support Plan. If your child has an Individual Support Plan (ISP), Parents/carers will be invited to a review meeting at least 3 times a year and your views (Child and Parents) taken into consideration in planning next steps. Parents will be aware of outside agency involvement with their child and will be provided with relevant reports detailing intervention and progress.
Termly tracking of data and other evidence of progress is recorded on children’s records to ensure we can monitor the impact of additional support and intervention.
An Education Health and Care Plan (EHCP) is reviewed annually, twice if the recipient is under five years of age. The Annual Review enables provision for the pupil to be evaluated and, where appropriate, for changes to be made. Parents and pupils are consulted and encouraged to give their views as part of this review process.
All intervention and provision implemented across the Academy is regularly reviewed to measure impact. If the intervention hasn’t been effective in ensuring progress within the targeted area of need, the child’s needs will be reassessed, and interventions modified accordingly. The review process varies depending on the area of need: Cognition and Learning, Communication and Interaction, Physical/Sensory and Social, Emotional and Mental Health. This may be in conjunction with outside agencies, for example, occupational therapy reviewing impact of a support plan they have provided, and the Academy has implemented.
As part of our practice, we collect information and feedback from parents and pupils using parental and pupil termly reviews.
Expertise is shared across our Trust. We carry out cross-academy moderation, which ensures that we have secure assessments of all children in the Partnership.
Quality First Teaching is the key to ensuring the best progress for all children. We invest in our staff to provide a learning environment where high quality interventions are run by trained staff, rather than deploying a Teaching Assistant in each class room.
Pupils with more complex and significant needs have Individual Support Plans (those with an EHCP will have an Implementation Plan). These documents are produced in consultation with parents and the pupil. A summary of the Special Educational Need is recorded, and targets set.
A review meeting is held to measure the impact of the support provided and to consider whether changes to that support need to be made. These meetings are held termly and the pupil, their parents, the class teacher and the SENDCo can all contribute to the review.
Where staff are concerned about a potential special educational need, parents will be involved fully in the process of assessments and any outside agency involvement.
Once a barrier has been identified through the graduated response and liaising with teaching staff and other professionals (such as Speech and Language Therapists or Educational Psychology) an Individual Support Plan may be put in place. We recognise that families hold a wealth of information and it is essential we work as a team to ensure best outcomes for children.
Teachers are available in the mornings and afternoons for direct contact to support home/school communication. Parent Consultations are held termly, where progress and concerns are shared.
Other communication documents may be used, based on the child’s individual needs, such as: home/school reward or behaviour chart and medical care plans.
We endeavour to work with parents at every opportunity, with staff available to speak to before and after school and a visible presence at the beginning and the end of the day.
However, at times a complaint may be raised. If this is the case, there are many ways of gaining a positive resolution.
If you would like to gain more information about the Learning Academy Partnership (South West) and what we can offer children and families, please:
The Academy can arrange visits from the School Nurse Team to discuss pupils’ medical needs.
If a pupil has been referred to the Paediatric team the school will be contacted for information and consultation.
The Designated Safeguarding Lead has access to Multi Agency Safeguarding Hub (MASH). The Academy has access to additional support through Torbay SEND Team and an Educational Psychology Service. Planning and review meetings are held during the year to discuss pupils with SEND prior to engaging their involvement or to discuss progress. SENDIASS is available to attend meetings to support parents.
The Partnership could access the services of a bereavement counsellor to support bereaved children.
The Looked After Children Coordinator will liaise with the SEND Team with regards to accessing appropriate support and provision for identified SEND children. This will follow the QFT, Assess, Plan, Do, Review model.
Watcombe Primary School is relatively large with approximately 250 kind, caring and hardworking pupils whom they are very proud of. Nearly all of the year groups are full but they always try to accommodate and welcome new families.
Watcombe Primary School is relatively large with approximately 250 kind, caring and hardworking pupils whom they are very proud of. Nearly all of the year groups are full but they always try to accommodate and welcome new families.
Head Mr Adam Morris
Telephone : 01803 327419
Fax : 01803 322172
E-mail : admin@watcombe-primary.torbay.sch.uk
Website : www.watcombe-primary.torbay.sch.uk
Address : Moor Lane
TORQUAY
DEVON
Postcode : TQ2 8NU
Details : null
Age Ranges : From 3 years to 11 years
Related links : Watcombe Children’s Centre Nursery
Watcombe Primary School: SEND and Accessibility (watcombe-primary.torbay.sch.uk)
Watcombe Primary is an inclusive provider and will consider placement for any child (aged 3 -11) regardless of their needs or disability, whose parent/s request a place. (Following guidance of Equalities act 2010)
Providing a place is available and the necessary admissions documentation is complete, the school will discuss the needs of a child with parents/carers and how they will be met, working in partnership with other relevant parties/agencies. Having established a child’s needs, the school will then make every reasonable effort to access training and resources so that a child can access our provision.
Facilities and access arrangements for pupils with disabilities, which include a disabled lift, ramps, level access to classrooms and toilets and washing facilities, are outlined in the school’s accessibility plan.
As an inclusive school, we strive to treat all pupils equally favourably, regardless of their needs or disabilities in accessing our provision, including curricular and extracurricular activities.
The school will follow the guidance set out in the SEND code of practice 2014 and follow the school graduated response when an additional need is identified.
We know when pupils need help if:
Before a place is offered, the school will:
When the child has a place, the school will consult with parents through:
When the child has a place, the school will consult with children through:
When a child has been identified with special needs:
The school calls on the support of a variety of outside agencies and professionals, including local authority advice, to gain access to expert guidance and specialist equipment.
The school offers a graduated approach to identifying and supporting SEND. Through this, the school, in consultation with other agencies will access the services, provisions and equipment that a pupil may need.
Provision is funded from the school’s budget, an element of which is allocated for SEND.
Some pupils who have an Education and Health Care plan will have a ‘top up’ allocation of funding (element three) to further enhance provision to meet needs.
If it is identified that additional funding may be required, the school will apply for this to the local authority.
The school operates an ‘assess-plan-do-review’ approach to identifying pupils’ needs and matching support as appropriate (subject to resources). A range of interventions and support is available to meet a wide range of needs, both academic and pastoral. Pupils will be regularly assessed and resources committed to meet their needs.
We have targeted interventions to address specific needs, both academic and pastoral.
There are a significant number of adult support assistants across the school who support pupils with both academic and pastoral needs. These adults are trained in a wide range of approaches.
At Watcombe, as an inclusive school, we believe that:
We believe that the healthy emotional and social development of all our pupils is at the heart of them being successful at school – making children ready to learn.
As a result, some staff at Watcombe are THRIVE trained (an approach to supporting healthy emotional and social development). We offer 1:1, small group and family THRIVE interventions in our pastoral unit (‘The Hub’) to support pupils.
We can also offer 1:1 therapeutic work such as ‘drawing and talking art therapy’, and are in the process of widening staff counselling skills. We have a number of TA’s who specifically support SEMH development.
We have a whole school positive behaviour policy which rewards the ‘good’ as well as sanctions for poor behaviour choices.
We have a parent liaison worker who works with both pupils and parents in school, and can signpost parents to help and support available in the wider community, including CAMHS, Early or Targeted Help.
Staff are also trained in attachment development.
Many strategies are in place to support pupil’s transition to or from the school. These include:
Our parent liaison worker and/or SENCO can signpost parents to support agencies in the wider community and are available to help with any referrals where possible.
Various different clubs run at various times throughout the school year. These are run either by internal school staff or in partnership with other providers, subject to the necessary safeguarding checks. As an inclusive school, all clubs are open to all pupils regardless of ability or specific needs.
For all pupils, progress and attainment data for Maths and English is reviewed each term. This allows us to identify children who may be having difficulty or be falling behind. As a result, curriculum targets are set and interventions may be put in place to support them. Children are continually informed about how well they are doing through adult conferencing during group work or feedback through our Teaching, Learning and Assessment policy.
For some SEND children at school support, whose needs are deemed to require support additional to what is normally provided, individual targets and provision may be set out on an passport (support plan) – these are reviewed regularly by staff, overseen, and monitored by the SENDCO. Pupils are regularly consulted to comment on progress, and parents are informed termly through parent/teacher consultations. Staff are also available by appointment to discuss pupil’s progress at other times.
All teaching and learning is regularly reviewed through monitoring of lessons by senior staff.
The impact of specific interventions used in the school is monitored through analysis of pupil progress data.
Individual interventions are monitored through regular data review meetings, where staff are able to discuss the needs, progress and attainment of individual pupils, including those with SEND.
Parents are encouraged to comment on provision through termly parent/teacher consultations or by making an appointment to see the teacher or SENCO.
Children with SEND are given regular opportunities to comment through: self assessment, pupil conferencing and contributing to the school council for example.
The Governing Body has an identified SEND link Governor who is involved in the strategic overview of the SEND provisions and outcomes.
Training for all adult support staff is regarded as an important part of school improvement. All staff are encouraged to seek out or are signposted to relevant training to support and improve their role through our performance management/appraisal process.
Members of staff have received training related to SEND.
For example:
The SENDCO has access to the local SEND forum which informs schools of relevant training and allows schools to share good practice.
Watcombe Primary School maintains a special needs register, and parents are informed of any identified needs or difficulties through a graduated approach.
Parents are encouraged to comment on provision through termly parent/teacher consultations, including information about Passports (support plan), or by making an appointment to see the teacher or SENDCO. Where parents are unable to attend parent/teacher consultations, a copy of the most recent Passport will be sent home.
Where more regular contact is deemed necessary, arrangements can be made eg. a child may have a home/school book for daily contact, or there may be regular review meetings with parents of children on a pastoral support programme or who require a ‘bespoke’ transition programme to another setting.
At Watcombe Primary School we would always seek to work closely with parents and pupils to resolve concerns before it got to the stage of a complaint.
If any parent has a concern, they would be encouraged to meet with the class teacher initially, and then the SENDCO or head teacher.
In the event of a dispute, the school governors, head teacher and local authority will work closely with parents to come to an agreed resolution.
Parents are able to download the school’s complaints procedure from the school website, or it can be requested from the school office.
If your child has a specific need and you would like more information about what we can offer at Watcombe, please contact us on 01803 327419 to arrange a visit; or contact us by e-mail at admin@watcombe-primary.torbay.sch.uk ; or visit the school website at www.watcombe-primary.torbay.sch.uk
At times, it may be necessary to consult with outside agencies to receive their more specialised expertise. If additional support is needed, the school will seek support from other professionals such as:
As a school we will signpost, encourage and support parents/carers to engage with these services.
The school also employs a Family Mentor, whose responsibility includes signposting outside support agencies to all parents, including those with children who have SEND.
As an inclusive school, we offer all our provisions to all pupils, including those looked after by the local authority.
The school has a specific teacher who is designated to oversee the provisions and progress of CLA.
The school works in partnership with the Virtual School to ensure CLA receive the support and provision they need.
White Rock Primary School explore ways of making learning exciting, relevant and irresistible to all by providing a safe supportive climate which underpins pupils’ emotional well being, their readiness to learn and their ability to face challenges.
White Rock Primary School explore ways of making learning exciting, relevant and irresistible to all by providing a safe supportive climate which underpins pupils’ emotional well being, their readiness to learn and their ability to face challenges.
Head Mrs Sarah Tomkinson
Contact Name : Liz Curran
Contact Position : SENDCO
Telephone : 01803 577940
Fax : 01803 846017
E-mail : senco@white-rock-primary.torbay.sch.uk
Website : www.whiterockprimaryschool.co.uk
Address : Davies Avenue
PAIGNTON
DEVON
Postcode : TQ4 7AW
Details : null
Special Educational Needs and Disability | White Rock Primary School
In our school, we offer Quality First Teaching to all of our children, whatever their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:
Teachers respond to children’s needs by:
Access:
Our school building is fully accessible to those children with physical disabilities including wheelchair access to all parts of the school.
White Rock is an inclusive provider and considers placements for any child between the ages of 2-11 years. All children are welcome to our setting regardless of any special educational needs. Before admission, we will discuss with parents/carers the needs of their child and how these needs can be met, working in partnership with other agencies when appropriate. Having established the child’s needs, we make every reasonable effort to ensure the child can access our provision.
Identification of SEN is achieved from the evidence the school acquires through a variety of means. This includes:
At White Rock we recognise the importance of the partnership between the school, parents and carers and the child to ensure that children with SEN make the best progress possible. The school takes into account the views of parents and children when planning support and ensures that it is personalised to each child’s individual needs. We achieve this in the following ways:
In our school, we aim to offer excellence and choice to all our children whatever their ability or need, by providing Quality First Teaching.
For pupils with SEND the learning is scaffolded and adapted to meet their needs and their preferred learning styles. We do this by making reasonable adjustments.
To further support individual needs we also offer:
As an inclusive school we are committed to ensuring that pupils with SEND can engage with their peers and the broad and balanced curriculum on offer.
Where a child’s needs are very complex, requiring high levels of support, specialist equipment and expertise, a mainstream school may not be the most appropriate setting to meet the child’s needs and enable them to meet their full potential. Discussions with parents/carer, SENDCo/other professionals and the Local Authority may conclude that a special school or specialist provision attached to a mainstream school would meet the child’s needs more effectively.
In our school children have the right to a broad and balanced curriculum which provides continuity and progression and takes individual needs into account. All pupils access Quality First Teaching regardless of their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:
Progress and the effectiveness of interventions are monitored every half term. Where gaps are identified, the relevant specialist staff in the school and/ or outside agencies are consulted in order to ensure the appropriate resources are accessed.
Where pupils have specialist support from external agencies the school will implement recommendations and ensure that appropriate equipment is in place to support the child. Where a child is identified as needing additional support outside of what the school can offer, contact will be made with external agencies to ensure that pupils are able to engage in the broad and balanced curriculum on offer.
The school budget includes money for supporting children with SEND. In addition to this some pupils are entitled to Pupil Premium funding which is used to support disadvantaged pupils.
Pupils who have complex special educational needs/ disability who have an Education Health Care Plan may have ‘Top Up’ funding allocated to them for additional support to meet identified needs. The Local Authority monitors how this funding is used through Annual Reviews.
The SEND budget is monitored by the Headteacher and governors.
The school employs Learning Support Assistants (LSAs) who are designated to support children with SEND in the classroom and in some cases throughout the whole day. Children with SEND may have additional one to one or small group interventions.
We are committed to involving other agencies including health and social care, the Local Authority support services, voluntary sector organisations as appropriate to meet pupils needs and supporting their families.
At White Rock Primary School, we believe that emotional and social development underpins good progress. A child’s attitude to learning will be at it’s best when that child’s self-esteem is high and the child feels safe and secure. Children are taught to understand the collective responsibility that goes with the right of every child to be the best they can be. This is done incidentally through the school’s ethos and it is also addressed through the PHSE curriculum.
We have a three-tiered well-being support programme which is led by the SENDCO:
Tier 1 – Support within school with the Emotional Well-Being Lead (LSA):
Teachers and adults in the school complete a well-being referral form which is then signed by the key stage leader and the SENDCO and passed to the Well-Being lead. A programme is personalised for that child and generally lasts six weeks.
We have a variety of well-being programmes on offer including; worry and anxiety programme, feelings and art therapy, anger management, self-harm, bereavement and parental separation. Information and progress is shared with the child, teacher and parent during this time and we believe communication between all parties is key.
Tier 2 – Specialised Support from outside agencies:
Tier 3 – Referral made to CAMHS
Starting Nursery
Children attend play and stay sessions. The first session is always with the parent and child and usually last for half an hour. The child then attends for a one-hour session on their own. The nursery key worker then liaises with the parents and will identify whether the child needs additional sessions and start date will be decided in partnership with the parents.
Starting School
Parents attend a Welcome meeting where all information is shared. Children are then invited to attend a stay and play session with their parents followed by 2 further sessions where they attend on their own. Parents meet with the class teacher virtually to allow any information to be shared about their child. The EYFS lead visits all children in their pre school setting and talks to their staff to get a real understanding of the child’s needs. Parents of children with additional needs meet with the SENDCo as many times as is necessary to get a good understanding of the child’s needs.
Moving to Secondary School
All children going to secondary school take part in transition days and additional days are arranged for those children identified as needing further support. All children with Statements or Educational Health Care Plans have a Transitional Review in Year 5 and their secondary school is discussed. The SENCO liaises closely with secondary schools about all SEN pupils.
The SENDCO and other school staff can signpost parents to other services available and we support and encourage parents to engage with these services. In addition the Torbay Local Offer is a good online source for ideas on available support and services (http://fis.torbay.gov.uk)
All pupils at White Rock are welcome to attend extra-curricular clubs, residential visits, school visits and out of school experiences.
All children at White Rock are welcome to attend extra-curricular clubs, residential visits, peripatetic lessons, school visits and out of school experiences including Breakfast Club and After School Club. Where children need additional support to be able to access these activities, wherever possible, this is provided by the school.
Parents of children with Education, Health and Care Plans meet their class teacher weekly to discuss their Individual Education Plan. At their Annual Review the views of the children and their parents are sought and this forms part of the review process.
The progress children are making is reviewed on a half termly basis and the impact of any interventions the children have been involved with is measured. Where the impact has not been as good as had been expected the interventions on offer are reviewed. Parents are kept informed at all stages of this process.
Termly meetings are held to review progress and monitor impact of interventions. Changes to provision are made accordingly to reflect this where appropriate. Governors review the SEND policy annually and data relating to SEND children is shared 3 times a year with governors in the headteacher report.
We encourage parents to visit the school and talk to staff, either formally at parent consultations or by appointment, or informally when they drop their children off or pick them up.
Our teachers, learning support assistants and meal-time assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including:
Deployment of support staff to individual children and year groups is carefully tailored to meet the needs and is regular reviewed.
Support staff received regular training to support all children at White Rock Primary School.
Parents are informed by the SENDCO when their child is put on the SEND register and the reason for this. They are told what interventions have been put in place and the progress their child has made as a result of these interventions.
For pupils who have an EHCP there is an IEP which is written weekly.
In the first instance, parents should always talk to the class teacher. For further support and advice, parents can talk to their child’s Team Leader, the SENCO or the Headteacher. If you are still not satisfied you can contact the Chair of Governors- all contact details can be found on the school website. Information about procedures for making a formal complaint can be found in our complaints policy on the school website http://www.whiterockprimaryschool.co.uk/policies/ or if preferred a paper copy can be picked up at the main school office.
Parents can also contact SENDIAS who provide independent information, advice and support for parents and carers of children with SEN. They can be contacted on 01803 208239 or HOMEPAGE – Sendiass Torbay
We always welcome enquiries from parents and carers who are interested in finding out more about White Rock Primary School. Please either ring the school on 01803 577940, email us at admin@white-rock-primary.torbay.sch.uk or visit our website www.whiterockprimaryschool.co.uk
The school’s designated safeguarding lead (DSL) is the point of contact for Children’s Services, the Early Help team and other support services such as Young Carers. Sometimes the school is contacted following a concern raised by the parent or another person.
The SENDCO liaises with medical professionals to support children with medical needs.
We have a designated teacher for Cared For Children (CFC). This teacher attends all review meetings, works with carers and social workers on personal education plans, liaises with Torbay Virtual School for additional support for CFC pupils and attends training provided for designated teachers.
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
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.
Telephone : 01803 217863
E-mail : info@acornspre-school.com
Website: Acorns Pre-School
Address : Cockington Primary, Old Mill Road, Chelston
Postcode : TQ2 6AP
Notes : Close to number 12 bus route
Details : Fees | Sessions & Pricing | Acorns Pre-School
We offer places from 1 years old.
Details : Contact provider for vacancy details.
Accepts all funding or childcare options and vouchers.
Offers pickups : No
Ofsted URN: EY278160
Secure outdoor area. Children meet with reception class for activities. Provision is open during term time only.
Secure outdoor area. Children meet with reception class for activities. Provision is open during term time only.
Telephone : 07977 359030
Name : St. Margaret Clitherow RC Primary School
Address : BRIXHAM
Devon
Postcode : TQ5 0EE
Notes : Bus routes 12 / 12A
Table of costs
| Amount | Cost Type |
|---|---|
| £3.50 | per hour |
| £20.00 | per day |
Details : Reduction is available for siblings
Age Ranges : From 2 years 0 months to 4 years 11 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Details : Contact provider for vacancy details.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Offers pickups : No
Ofsted URN: EY338910
Link to latest and historical ofsted inspection reports
Disabled access.
A meeting would be required to discuss your child’s needs. Care plan if applicable.
Look at care plan and liase with other outside agencies.
Liase with parents and have trial sessions to assess your child’s needs
Each child is allocated a key person who will be on hand to talk to parents about the child’s day. This key person will work with the Learning and Development folders.
We will need to assess your child’s needs.
Liase with external agencies.
Senco Funding.
Liase with external agencies.
Refer to Learning and Development folders
Phased sessions.
Keep us informed.
Families are welcome at all times to read their child’s learning and development folders and talk to key person.
Training through Torbay Early Years Training.
Write a letter to Manager.
Write to us :
Butterflies Early Years Centre
Polherne Lane Brixham
TQ5 0EE
Our Pre-School is based in the Parish Rooms building of the village of Collaton St Mary, set in a lovely semi-rural area on the outskirts of Paignton, Devon. The Pre-School is run by a team of experienced, well-trained and dedicated staff, all checked by the Criminal Records Bureau.
Our Pre-School is based in the Parish Rooms building of the village of Collaton St Mary, set in a lovely semi-rural area on the outskirts of Paignton, Devon. The Pre-School is run by a team of experienced, well-trained and dedicated staff, all checked by the Criminal Records Bureau.
The Pre-School is registered and inspected by OFSTED, we work closely with the Torbay Early Years Advisory Group, and we are also members of the Pre-School Learning Alliance.
Contact Name : Jayne Jones
Contact Position : Administrator
Telephone : 01803 668810
E-mail : admin@collatonstmarypreschool.co.uk
Website : Collaton St Mary Pre-School
Name : The Parish Rooms
Address : Blagdon Road
Collaton St Mary Pre-School
Paignton
Devon
Postcode : TQ3 3YA
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 | per hour |
Age Ranges : From 2 years 0 months to 5 years 0 months
Has Provision : Yes
Has Provision : Yes
Experience with : Emotional needs
Physical impairment
Asthma
Autistic Spectrum Disorder ASD
Language impairment
Challenging Behaviour
Learning difficulties
Visual impairment
Has Provision : Yes
Experience with : Yes
Ofsted URN: EY500114
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King's Ash Academy.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
It is a large inclusive community in which everyone is encouraged to respect each other and the things around them. The school is an open, friendly and happy place where everybody works together to achieve their best.
Our two and three year old nurseries provide rich, varied, engaging experiences where children are at the centre of their learning. We are focused on developing children’s curiosities, giving them time to explore and actively engaging them in their learning. Our belief is that children are at their highest levels of engagement when playing, therefore a play-based approach is at the heart of our Early Years curriculum. We give children time to play in an environment with endless possibilities balanced with adult-led teaching in phonics, writing and maths.
All of staff are highly experienced and qualified.
Parental involvement is valued within our nursery. We offer home visits, free settling in sessions, meeting with parent regularly and use a designated key worker system.
As well as paid sessions, we also offer 15 hours free childcare for 3 and 4 year old (also the extra 15 hours for those who meet the criteria) and funded childcare for 2 year olds under the local scheme.
Visits are warmly welcomed, please contact the school to arrange.
Curledge Street Academy is part of the Bay Education Trust along with Paignton Community & Sports Academy and King’s Ash Academy.
Executive Headteacher: Mrs Jessica Humphrey
Head of School : Victoria Carter
Early Years Provision : Nursery
DfEE No : 2002
Type of School : Academy
Facebook page : https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts
Website : https://www.curledgestreetacademy.com
Contact Name : Jessica Humphrey
Contact Position : Executive Headteacher
Telephone : 01803 557726
Fax : 01803 664857
E-mail : admin@cs-academy.com
Website : https://www.curledgestreetacademy.com
Notes : Facebook page: https://www.facebook.com/pages/Curledge-Street-Primary-School/163091123705653?fref=ts
Parent Organisation : Bay Education Trust
Name : Curledge Street Academy
Address : Curledge Street
PAIGNTON
DEVON
Postcode : TQ4 5BA
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
For specific information about what Curlege Street Academy offers in relation to SEN, please see:
Special Educational Needs and/or Disabilities | Curledge Street Academy
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'.
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.
Telephone : 01803 324226
E-mail : furroughcrosspreschool@hotmail.co.uk
Name : Furrough Cross Church
Address : Torquay
Devon
Postcode : TQ1 3SB
Notes : Close to bus routes number 31 and 32.
Table of costs
| Amount | Cost Type |
|---|---|
| £10.00 | per session |
Details : £10.00 Per session
Age Ranges : From 2 years 6 months to 5 years 0 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Details : Qualified SENCO
Immediate vacancies : Yes
Details : 2 – 3 years: 2 part time vacancies available 3-5 years: 3 part time vacancies available
Date updated : 23/01/2012
3 & 4 year old 30 Hour funding : Yes
Offers pickups : No
Ofsted URN: EY474814
Link to latest and historical ofsted inspection reports
Senco employed at setting, senco meeting attended, Thrive meeting attended BSL level 1&2. Outside agencies used for support and advice.
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.
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.
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.
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.
Setting is inclusive to all children, activities would be adapted to include every child.
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.
Provision is funded by Torbay Early Years.
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.
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.
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.
Parents/carers encouraged to get involved with support outside setting. Notticeboard at setting provides various info and leaflets (eg: Thrive workshop, Chattertots, Parenting workshops)
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.
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.
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.
Senco meetings attended. Training for all staff regularly updated and training courses attended. Monthly staff meetings held. Staff members first aid and EPIPEN trained.
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.
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.
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.
Caring and safe environment with facilities for outdoor play. Offer children a specially tailored curriculum to approved learning outcomes within the EYFS. Individual care and attention is made possible by a high ratio of adults to children. There are opportunities for families to be directly involved in the activities of the group. They provide a specially designed afternoon for 2 to 3 year olds once a week with a high ratio of adult help.
Caring and safe environment with facilities for outdoor play. Offer children a specially tailored curriculum to approved learning outcomes within the EYFS. Individual care and attention is made possible by a high ratio of adults to children. There are opportunities for families to be directly involved in the activities of the group. They provide a specially designed afternoon for 2 to 3 year olds once a week with a high ratio of adult help.
Qualifications and training: Members of staff are either qualified in Level 5, NVQ Level 3 (or equivalent) or SENCO.
Contact Name : Tina Canning
Contact Position : Administrator
Telephone : 01803 845547
01803 411059
07967893342
E-mail : info@galmptonpreschool.com
Website : www.galmptonpreschool.com
Name : Galmpton Village Institute
Address : Greenway Road
Galmpton
Brixham
Devon
Postcode : TQ5 0LT
Notes : 10 minute walk from 12 and 12A bus route
Table of costs
| Amount | Cost Type |
|---|---|
| £3.50 | per hour |
| £10.50 | per session |
Details : £3.30 Per hour
Age Ranges : From 2 years 0 months to 5 years 0 months
Related links : Ofsted Inspection Report
Has Provision : Yes
Has Provision : Yes
Details : Fully qualified Special Education Needs Co-Ordinator see attached Local Offer for more details.
Has Provision : Yes
Has Provision : Yes
Details : Please contact for vacancy information
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| 09:15:00 | 12:15:00 | |
| Monday | 09:15:00 | 12:15:00 |
| 09:15:00 | 15:15:00 | |
| Thursday | 09:15:00 | 15:15:00 |
| Sunday | 09:15:00 | 15:15:00 |
Facilities : Out-door Play
Offers pickups : No
Ofsted URN: EY300296
Link to latest and historical ofsted inspection reports
Staff at Galmpton Pre-school have many years of experience and training between them. They have knowledge of SLC, Makaton signing and Behavioural Management. The SENCo is qualified in SLC, Makaton signing, Elklan (Speech and Language), Communication, Language and Literacy and Behavioural Management.
Galmpton Pre-school has had many years of experience with children who have special or additional needs.
Galmpton Pre-school has very good working relationship with a range of services in the local area including:
Galmpton Pre-school is an Inclusive Provider and we will consider a placement for any child from the age of 2 years old until school age, whose parent(s)/carer(s) wish them to access our setting.
Galmpton Pre-school follows the guidance as laid out in the Equalities Act 2010.
All children are welcome at Galmpton Pre-school regardless of any special or additional needs.
We will discuss with parent(s)/carer(s) the needs of your child and how we can meet those needs working in partnership with any other parties/agencies.
Having established the needs of the child, we will access training and/or resources to make every reasonable effort to enable your child to access our provision.
You are invited to put your child’s name on our waiting list, we will then send you our Prospectus. Before your child starts you will be invited for a visit, which will last approximately half an hour, this visit may take a little longer depending on the needs of your child.
Galmpton Pre-school follows the guidance set out in the SEND Code of Practice 2001 (to be revised in 2014).
Parent(s)/carer(s) will be asked to fill out a Registration Form, containing information such as; name, address, person(s) responsible for the child, doctors name, medical information etc.
Parent(s)/carer(s) will also be asked to provide information on; any other setting attended and any other agencies involved with your child.
With the parent(s)/carer(s) consent other setting and agencies involved with your child will be contacted to share information.
Once your child is with us we will continually assess and take observations on your child and their progress will be recorded. Through this and with dialogue with the parent(s)/carer(s) any concerns are identified. With consent we will initiate appropriate interventions and/or approach other specialists or agencies to provide the best support for your child.
We follow an Equal Opportunities/Inclusion Policy, which you will be given a copy of.
All children are treated equally and we recognise and value the role of all those involved, parent(s)/carer(s). However where special educational needs have been identified we will ensure that we provide the appropriate resources to meet the child’s needs.
When we work with other professionals we will follow their advice and create an Individual Learning and Development plan (ILDP) for your child. This will identify specific activities and learning and development objectives. The ILDP is developed with everyone involved including the child,
Galmpton Pre-school follows the EYFS Statutory Framework and we seek to provide,
However this may not meet the needs of your child, in which case activities would be structured on an individual basis to suit the needs of your child, at the same time including them as much as possible in the daily activities that we provide.
Galmpton Pre-school has the support from the Early Years Advisory teacher and other professionals throughout Torbay, they will offer expert guidance and specialist equipment.
There may be times when we do not have the resources to meet the needs of an individual child. Where this occurs we will make every reasonable effort to acquire the necessary resources.
Galmpton Pre-school is registered to accept National Education Grant (NEG). Funding for 2-5 year olds, which is paid via the Local Authority; which entitles parents to 15 funded hours of childcare a week.
If it is identified that extra support is required beyond what we can provide as part of our normal ratios, then we will apply for the Local Authority for additional funding, for example if your child needs 1:1 support.
If additional support is required for your child we will seek support from other professionals such as:
We are able to make arrangements with all of these professionals and will help you to engage with their services.
Galmpton Pre-school undertakes to keep staff trained in specific areas including Special and additional needs. We have trained staff in Behavioural Management and we believe in a positive approach.
We believe every child needs to know that they belong and that they are valued for their unique qualities.
We believe working with our parents is very important and parental contributions are welcomed and valued.
When your child takes their first Transition into our setting we will do everything we can to help both you and your child settle in.
Galmpton Pre-school will signpost, encourage and support parent(s)/carer(s) to engage with other support, we will;
Galmpton Pre-school has a committee whose members are made up of parents. This committee holds events throughout the year such as a Valentine’s Disco, Easter Egg Hunt and Halloween Disco.
We are lucky enough to be in a very beautiful village and often join in with events that take place in our surrounding area such as; Gooseberry Pie Fair.
Each summer Galmpton Pre-school will take your child on an outing, at no cost to yourselves. We will visits places such as; Paignton Zoo, Pennywell Farm and Prickly Ball Farm.
Each child has a My Learning and Development Record, in which your child’s achievements will be marked off as they reach each target.
We will endeavour to talk to the parent(s)/carer(s) at the end of each session and keep you informed on your child’s achievements and progress.
Each half term your child’s ILDP’s will be reviewed and new targets and strategies set if necessary. Once a term your child’s ILDP’s will be reviewed with;
Parent(s)/carers are welcome to make an appointment at any time to discuss your child’s progress or any concerns you may have.
Galmpton Pre-school uses the Ofsted Self Evaluation Form to evaluate the quality of our practice. We also evaluate the Parent Questionnaires and use the feedback to improve our practices.
Galmpton Pre-school staff attend termly meetings at the EYCAS Forum, SEND and Vulnerable Children Forum, Designated Person Forums and Best Practice Forums, to keep up to date with changes, research and new developments.
Galmpton Pre-school has good relationships with many local childminders and with permission will share information on your child with them.
Information gathered from the EYCAS Forum, SEND and Vulnerable Children Forum, Designated Person Forum and the Best Practice Forum are shared at weekly staff meetings, where information can be shared, issues highlighted and the needs for any training can be discussed.
If Galmpton Pre-school had any concerns regarding your child, we would ask to speak to you at the end of the session. If it is not convenient for you then an appointment would be made at a time to suit you.
Galmpton Pre-school would respectfully ask that if you have any issues with our setting, staff, your child, other children’s behaviour, etc, that you would seek to speak to a member of staff.
If you do not wish to speak to a member of staff directly, you can ask to speak to the Chair of Directors.
Our Policy and Procedures files are available to view daily, please ask a member of staff if you wish to read them.
On display is an Ofsted Parent Poster with Ofsted’s telephone number
You may contact us on 01803 411059 or 07967893342 or by email at info@galmptonpreschool.com
Galmpton Pre-school’s online address is www.galmptonpreschool.com Please see OFSTED’s Website – for inspection reports
We would warmly invite you and your child to visit us, please make an appointment by telephone
High staff - children ratios, organised trips to zoo, Kents Cavern and Forest School outings to Cockington, and Forest school on site.
High staff – children ratios, organised trips to zoo, Kents Cavern and Forest School outings to Cockington, and Forest school on site.
Run alongside Queensway Primary before and after achool club.
Ofsted Grade : Outstanding.
Qualifications and Training: Manager has BA in Early Years Education and EYPS. 2 members of staff has a Foundation Degree and 7 members of staff have a Level 3 Qualification and 1 has a Level 2 Qualification. 1 member of staff has Level 3 Forest School Training.
Telephone : 01803 613095, 07968170183
E-mail : admin@holyangelspreschool.org.uk
Website : https://holyangelspreschool.org.uk/
Name : Queensway Catholic Primary School
Address : TORQUAY
Postcode : TQ2 6DB
Notes : Near to bus route
Table of costs
| Amount | Cost Type |
|---|---|
| £3.80 | per hour |
Details : 10% Sibling discount available.
Age Ranges : From 2 years 0 months to 5 years 0 months
Related links : Ofsted Inspection Reports
Has Provision : Yes
Has Provision : Yes
Details : Experience with children who have Autism, Epilepsy, Downs syndrome and visually impaired and a child who is tube fed. Members of staff have attended training in Portage, Makaton, SENCO, Autism Transition and Learning Support. For full details see attached Local Offer.
Details : Contact provider for vacancy details
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Offers pickups : No
Ofsted URN: EY425658
Link to latest and historical ofsted inspection reports
Special Educational Needs | Holy Angels Pre-school (holyangelspreschool.org.uk)
As well as liaising closely with other agencies where appropriate, we also have a member of staff trained as a Thrive mentor working closely with parents/carers and other members of staff to implement the Thrive programme. Please see www.thriveapproach.co.uk
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.
We ensure the effectiveness of our special educational needs provision bycollecting information from a range of sources:
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 on the parent’s notice board or on our website.
Thursday mornings 9.30 - 11 (starting 3rd November 2022)
Thursday mornings 9.30 – 11 (starting 3rd November 2022)
Little Acorns is suitable for 0-4 year olds. Our Group provides a relaxed friendly environment for parents / carers and their child to play together and to meet other families in our large spacious hall. Childminders are welcome.
We provide a range of activities for your child to enjoy including craft, music sessions and story time.
We charge £2 a session this is to include a drink and snack for an adult and up to 2 children, 50p for each extra child.
Contact Name : Leanne Drake or Laura Dexter
Contact Position : Toddler Group leaders
Telephone : 01803 668810
E-mail : admin@collatonstmarypreschool.co.uk
Website : Little Acorns Parent/Carer and & Toddler Group
Notes : Contact Leanne or Laura
Tel : 01803 668810 or email admin@collatonstmarypreschool.co.uk
Name : The Parish Rooms (Upstairs Hall)
Address : Blagdon Road
Collaton St Mary
Paignton
Devon
Postcode : TQ3 3YA
Table of costs
| Amount | Cost Type |
|---|---|
| £2 per family up to 2 children, 50 p each extra child | per session |
Details : Cost include a drink and snack and craft materials.
Age Ranges : From 0 years to 4 years
Has Provision : No
Has Provision : Yes
Experience with : Emotional needs
Physical impairment
Asthma
Serious allergy / Anaphilaxis
Hearing Difficulties
Autistic Spectrum Disorder ASD
Cerebral Palsy
Language impairment
Challenging Behaviour
Learning difficulties
Visual impairment
Has Provision : Yes
Experience with : Yes
Details : Milk, and other various allergies to different foods.
Has Provision : Yes
Experience with : Yes
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.
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.
Contact Name : Susan Gibbons
Contact Position : Manager
Telephone : 01803 520712
E-mail : prestoncps@gmail.com
Website : prestoncommunitypreschool.org.uk/
Name : Preston Baptist Church
Address : Old Torquay Road
Paignton
Devon
Postcode : TQ3 2RB
Notes : Near to bus route 12 and 12a.
Contact Name : Terena Cottell and Susan Gibbons
Telephone : 01803 520712
Contact Email : prestoncps@gmail.com
Links : https://prestoncommunitypreschool.org.uk/
Preston Community Preschool Facebook page
Table of costs
| Amount | Cost Type |
|---|---|
| £3.80 | per hour |
Details : £3.80 Per hour 2-4 year olds £4.00 Per hour 1-2 year olds
Other notes
Details : Contact provider for vacancy details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing 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
Offers pickups : No
Ofsted URN: EY483735
Link to latest and historical ofsted inspection reports
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.
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:
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.
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.
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.
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.
We regularly work in close partnership and take advice from many other agencies such as:
The preschool staff have a wide range of training and experience of working with children with a varied range of needs including:
We also have 2 fully qualified SENCO.
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.
The preschool has disabled access to all areas including toilets and outside play areas including a large car park.
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.
We have a SEND and vulnerable children’s provision map that ensures that all resources match children individual needs.
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.
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.
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.
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.
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.
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.
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.
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
Qualifications and Training: Key staff trained to degree level, majority of other staff trained to NVQ Level 3.
Qualifications and Training: Key staff trained to degree level, majority of other staff trained to NVQ Level 3.
Telephone : 01803 525620
E-mail : inforoselands@gmail.com
Website : Welcome to Roselands Nursery – Roselands Nursery
Address : Porlock Way
Paignton
Postcode : TQ4 7RH
Notes : Near number 12a bus route and bus routes which go to South Devon College.
Enquiry Form – please use this form to ask about any vacancies
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Offers pickups : Yes
Schools : Roselands Primary School
Details : Currently offer a drop off and collection service to/from Roselands Primary School. Possibility of offering drop off and collection service to/from Whiterock Primary School if there is enough demand.
Ofsted URN: EY541104
Link to latest and historical ofsted inspection reports
Roselands Community Nursery and Playschool cares for children aged 18 months to 5 years old. The provision is able to provide children with the care, education and support required for a range of needs. We aim to accommodate all children who wish to access our provision, following our admissions policy and Ofsted registration.
We are a small, friendly inclusive setting with committed staff who work with parents/carers and use the Early Years Foundation Stage (EYFS) to plan and provide a range of fun, stimulating play activities in a open class room. We also have access to a large hall where we offer opportunties for the children to ride on the bikes, scooters and ride on cars. We also use the hall to set up obstacles courses using a wide range of equipment to support the children's physical development.
We are a small, friendly inclusive setting with committed staff who work with parents/carers and use the Early Years Foundation Stage (EYFS) to plan and provide a range of fun, stimulating play activities in a open class room. We also have access to a large hall where we offer opportunties for the children to ride on the bikes, scooters and ride on cars. We also use the hall to set up obstacles courses using a wide range of equipment to support the children’s physical development.
In our outdoor space the children can use a range of senses to support their progress and realise their potential in each area of learning, development and welfare, especially when using the mud kitchen and growing area. We provide a secure and accessible environment where all children are valued and offered equal opportunties. We have a patio, grass area and small canopy of trees for exploring and climbing.
Qualifications and Training: All staff keep up-to-date with Child Safeguarding training. One member of staff has Diploma in Pre-School Education, two members of staff has NVQ Level 2 in Childcare, one member of staff has a level 2 in children’s mental health and one has an NVQ 3 childcare and learning development.
Telephone : 01803 312542
E-mail : preschoolstmarychurch@gmail.com
Website : www.stmarychurchpreschool.co.uk/
Name : The Parish HallAddressChurch Road
Torquay
Devon
Postcode ; TQ1 4QY
Notes : Bus Numbers 34/31/32 St Marychurch.
Table of costs
| Amount | Cost Type |
|---|---|
| £5.50 | per hour |
Details : Sibling discount.
Other notes
The senco attends arranged senco meeting with professional where they are informed of any changes made and kept up to date with the regulations. They also have contact with other outside agencies for support and advice.
The senco and staff follow ‘The special educational needs code of practice’ (SEND code of practice 0 – 25 years) and is made inclusive to all children. Our policies are monitored and keept up to date. We invite and welcome parents/family to look around the setting where we will gather information about their child and their needs and inform them our our own policies. We understand that having a good relationship and communcation with the parents is key to help support and encourage their child to flourish.
For children needing extra support in certain areas of their learning, we set up an individual learning and development plan ( ILDP) with the parents consent and input, to work towards targets set to help achieve small steps progress. These targets are reviewed regulally and discussed with parents.
We provide resources to ensure children with an additional educational needs have access to the curriculum at a appropriate level. Such as offering sensory activities, adapted mark making tools eg scissors or pencils and approprate seating/ furniture equipment that may be needed. We provide parents with a newsletter ever half term to keep them infomed and updated on what themes we are doing and areas of learning we are covering that term.
We hold a baby and toddler group on Mondays and Fridays, providing a range of activities and to encourage and support friendships in the community. Two members of staff has a level 2 Makaton qualification.
Details : Please contact provider for vacancy information
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 8.30 am | 3.00 pm |
| Tuesday | 8.30 am | 3.00 pm |
| Wednesday | 8.30 am | 3.00 pm |
| Thursday | 8.30 am | 3.00 pm |
| Friday | 8.30 am | 3.00 pm |
Facilities : Visit & Outings
Out-door Play
Both indoor and outdoor activities
Offers pickups : No
Ofsted URN: 139478
Link to latest and historical ofsted inspection reports
Policies | St Marychurch Pre School – please see our SENDCO document and other SEND related olicies
AT ST. MATTHIAS PRE-SCHOOL ….we are here to give children (2 years to school age), a happy and healthy start in life by providing high quality childcare that meets your child’s needs and interests. we hope this guide gives you an introduction to how we will go about this using the early years foundation stage framework
AT ST. MATTHIAS PRE-SCHOOL ….
we are here to give children (2 years to school age), a happy and healthy start in life by providing high quality childcare that meets your child’s needs and interests. we hope this guide gives you an introduction to how we will go about this using the early years foundation stage framework
We aim to provide a safe and secure environment for your child.
Our play based activities promote self development and nurture individualism. Children in our care get help and support to promote the development of knowledge, skills, understanding and confidence. We encourage a positive attitude in an atmosphere of mutual respect in which children can feel safe and valued.
The Pre-School has been running for over 15 years and although initially set up for the benefit of local children, it has now grown into a popular and successful Pre-School covering a wider area.
We are situated in St Matthias Church Centre, We have established links with the local schools which helps facilitate a smoother transition for children into any mainstream school.
Our staff are trained, experienced and committed to supporting, encouraging and inspiring all the children in our care. Individual care and attention is made possible by a high ratio of highly trained staff and adults to children. All our teaching staff hold a minimum level qualification of Level 3 in Early Years Childcare and both our Pre-school Leader and Deputy hold a Degree in Early Childhood Studies. In addition, all our staff hold an appropriate First Aid Certificate and we have a named person for Special Educational Needs and Safeguarding.
We also offer Forest School sessions where the children enjoy a range of structured activities as well as closely supervised unstructured play. Each session has a plan, however, the plans are kept open and fluid so they can very much be guided by events, and by what the children want to do as each Forest School session is unique.
Examples of the types of structured activities the children will do are:
Contact Name : Liz Sampson
Contact Position : Pre School Leader
Telephone : 01803 215068
E-mail : stmatthiaspreschool929@gmail.com
Facebook https://www.facebook.com/GazzaTB#!/pages/St-Matthias-Pre-School/602137409837447
Name : Babbacombe Road
Address : St Matthias Church
Torquay
Devon
Postcode : TQ1 1HW
Notes : Bus routes 22 AND 122
Table of costs
| Amount | Cost Type |
|---|---|
| £4.50 |
Details : Fees are calculated at….. £4,50per hour (non funded sessions) £3.00 per Breakfast Club session £2.25 per Lunch Session £10.00 per After School Club Session £25.00 per day for Holiday Club
Details : Contact provider for vacancy details
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:15:00 | 15:15:00 |
| Tuesday | 08:15:00 | 15:15:00 |
| Wednesday | 08:15:00 | 17:30:00 |
| Thursday | 08:15:00 | 17:30:00 |
| Friday | 08:15:00 | 17:30:00 |
Facilities : Ride-ons
Meeting Rooms
Role play dressing up
Sandpitsand play
Messy Play Area
PuzzlesJigsaws
ICT Facilities
Books & Storytelling
Quiet Area
Internet Connection
Both indoor and outdoor activities
Car Parking
Kitchen
Quiet Room
Reading
Nature Exploration
Open Space
Disabled Access
Computer
Multicultural Themed Play
Construction toys
Music Room
Cookery
Music time
Sensory Play
Nappy changing facility
Themed Sessions
Toys
Small world toys
Out-door Play
Soft Play area
Outdoor Playspace
Songs, Rhymes and Music
Events parties
Healthy Eating
Under Floor Heating
Arts & Crafts
Heuristic play
Visit & Outings
Home Corner
Walks to local park etc
Push-alongs
Water play
Games
Accessible Parking
Adventure playground
Garden
Picnics
Offers pickups : Yes
Schools : Ilsham C of E Academy
Ofsted URN: 139479
Link to latest ofsted inspection report
At our setting we have an experienced Special Educational Needs Co-ordinator (SENCo) and Thrive Action Plan Mentor trained to support those children with emotional difficulties.
All staff are experienced and aware of typical child development and able to recognise when a child needs extra support. The pre-school staff have a wide range of training and experience of working with children with a varied range of needs including:
We have excellent relationship with a wide range of support services including:
We are aware that the process of identifying and assessing a child’s Special Educational Need can be a difficult time for parents/carers, as can caring for a child with additional needs. We would ensure that we support parents throughout a child’s time within the Pre-school and endeavour to signpost parents to appropriate agencies and support networks.
Our provision is inclusive to all children with special educational needs. We ensure that our Equality and diversity Policy ensures equality of access and opportunity.
All children are treated equally; we provide a broad, balanced and differentiated curriculum for all children with special educational needs. However, where special educational needs have been identified we ensure that we provide appropriate resources to meet these needs.
If appropriate we liaise with a child’s previous provision.
We regularly work in close partnership and take advice from many other agencies such as:
We are registered to accept the Nursery Education Grant which offers 15 hours of early years education for all 3 and 4 year olds and some 2 year old children. Parents can access a place for their child using this grant or where a child is not eligible for funding, pay our session fees.
If we feel that a child attending Pre-school requires some additional support this would initially be funded by us. If after assessment a child’s needs require more specific support beyond our usual capacity, then we would apply to the Local Authority for Additional Funding for Support, which would enable us to provide the appropriate additional provision.
By working in partnership with other agencies, we are able to access additional learning support for example working with Mayfield school and accessing their outreach support for ICT and visual impairment.
Through collaborative working we are able to gain knowledge of and sign post further support for children with special educational needs.
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.
Through collaborative working we are able to gain knowledge of and sign post appropriate extra-curricular activities for children.
We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Development and Learning Plan reviews, staff and management meetings, parental and external agency’s views, Supervison and Appraisals, Inspections and Complaints.
Parents/carers are invited to all Individual Development and Learning 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
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.
St Pauls Second Steps Pre School has been established since the 1960's, and offers fun and learning in a safe and caring environment.
St Pauls Second Steps Pre School has been established since the 1960’s, and offers fun and learning in a safe and caring environment.
The friendly team of staff work together to ensure all children have equal opportunities to enjoy and learn new experiences whilst having fun and gaining confidence ready for the transition into Primary school education. The pre-school has use of a large field at the rear of St Pauls Church Hall.
We follow the learning structure for the “Early Years Foundation Stage”, enabling your child to gain confidence, learn and enjoy new experiences alongside other children, prepairing them for school.
Each child is entitled to 15 hrs per week funded by the Government the term after they reach the age of 3. We also offer places to 2 year old children some of which may be entitled to Government funding.
Telephone : 07399 153536
E-mail : info@stpaulssecondsteps.org.uk
Name : St Pauls Church Hall
Address : Torquay Road
Paignton
Devon
Postcode : TQ3 2DZ
Notes : Bus numbers 12 and 12A stop outside
Details : Reduction available for twins / siblings
Age Ranges : From 2 years 0 months to 4 years 10 months
Related links : Ofsted Inspection Report
Has Provision : YesDetails
Flat access and disabled toilet
Has Provision : Yes
Details : SENCO staff and Makaton experience. Please see attached Local Offer for details.
Has Provision : No
Has Provision : No
Details : Contact provider for vacancy details.
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Facilities : Out-door Play
Offers pickups : No
Ofsted URN139472
Link to latest and historical ofsted inspection reports
We have a team of very supportive and experienced staff who are able to offer their care and attention to each individual child.
We have a named SENCO who is qualified and experienced in supporting children with additional needs and who can offer help and advice to parents or carers encouraging working together to establish individual plans for the best outcome for the child.
We are able to access help and advice from a number of professional agencies if needed for additional support. For example…
As an inclusive provider we can offer placements for any child from the ages of 2 – 5 years in line with our admissions policy document and inclusion policy.
We will confidentially discuss the needs of the child with the parent/carer and any other professional body where necessary to determine whether our provision is the most suitable for that child and work alongside all agencies to offer the best outcome for them.
If a child has already been identified as having additional needs our pre-School will continue to work alongside the relative agencies and parents/carers to ensure a smooth transition. The child’s key worker and SENCO will assess and observe continually and their progress record/IEP completed regularly. All information exchanged between parents/carers will be logged and other agencies informed if we feel additional help is required for that child.
We work very closely with parents/carers to encourage sharing of information from home. Each child has their own Key worker who is responsible for updating all progress records through observation and assessment and for individual planning where necessary.
The manager, SENCO and key worker will work with parents to offer support and promote a consistent and positive approach when discussing the child’s and family’s needs.
We will hold regular meetings to keep the parents/carers informed of their child’s progress and raise any concerns where necessary.
We understand that each child is an individual and each has their own needs. Therefore we promote inclusive care and education for every child.
We will provide support and appropriate resources for each child where necessary and implement an Individual Learning and Development Plan to offer specific learning and development objectives and specific activities where identified.
We will involve the parent/carer, key worker and specialist agencies where required to complete the plan as it will remain unique for that child and their specific needs.
Each child will be working towards their own Early learning goals within the EYFS framework. However we will adapt their learning curriculum to give them the support they need through their Individual Learning and Development Plans using additional resources and activities when required. We will adapt activities where necessary and offer 1 to 1 help and support if needed. We will purchase or borrow additional resources from the relevant agencies where needed and make pictorial boards and use Makaton to aid learning.
We will work in partnership with the child’s parents/carers and any other agencies involved with the child to establish the most appropriate services, equipment and provision needed.
We will communicate regularly with them and through the child’s Individual Learning and development plan establish any additional resources that may be needed and contact the relevant agencies for advice and support.
We are an independent Charity Pre-school who is funded by the government and local authority through the National Educational Grant.
If a child is identified as having the need of additional support, we will apply for the SEND allocation which is determined and agreed by the local authority.
We work closely with a variety of agencies who may offer additional learning and support for those children with special educational needs. We can advise parents/carers which service that is best suited for their child and we can also involve them through the referral process.
…for example;
Each child will be supported in managing their behaviour and we always adapt a positive approach when helping them to manage their feelings.
We promote a good relationship between adults and all children at our setting and each is treated with respect and understanding.
Some children may need more help than others when recognising their feelings, and their Individual learning and development Plan will outline the additional help and support they require.
We are consistent in our approach when setting boundaries and involve parents/carers and other agencies when necessary to help us implement this through their social and emotional development to deliver a positive outcome for the child.
Here at pre-school we ensure that we do all we can to promote a smooth transition between different phases of a child’s life.
We provide opportunities for visits from reception class teachers into the setting enabling the child to become familiar with them and also to share details of Individual learning plans and assessments before they start school.
Visits into the reception class helping to familiarise their surroundings.
Liaising with School SENCO staff to share valid information on individual children. Encouraging parental support through all agencies to be able to work together to gain the best possible outcome for a smooth transition for the child.
Seek additional support and advice from early years advisory team if necessary.
We involve parents/carers through regular meetings and provide information on support groups and events through the relevant channels and services.
Display posters and leaflets on social events enabling them to facilitate advice and support and to be able to engage with others socially.
We regularly update our information on specific groups and meetings which may be of help and support for all families with a child who has additional needs by displaying posters on our Family information board and accessing the relevant services to keep us informed.
Our observation and assessments help to identify the child’s progress. Their Individual Learning Plans will identify and link in with these to determine the outcome and to track if the child is progressing. We involve parents and SENCO in these plans and review every half term or more regularly when needed to ensure we are doing the best for that child. It will need to be updated and monitored to identify if any changes are needed and to see how the child is progressing.
Parents/carers are welcome to meet with us to discuss their child’s progress as they wish.
Our inclusion Policy is reviewed regularly. SENCO, manager and Keyworker hold regular meetings each half term to ensure the correct approach is being made to each individual child’s Learning and development Plan.
We talk daily with the parents/carers of the children and value their opinion and comments. When updating our policy we take into considerstion those opinions of parents/carers and children also.
We update our training programme regularly to ensure we are aware of any changes and information.
We work closely with other settings and schools to remain consistent in our approach. Seek advice from other professionals when necessary.
Our SENCO regularly updates her training and attends all forums and meetings.
New staff are required to attend training where necessary to broaden their knowledge and understanding a Child’s individual needs.
All staff are required to access the CPD website to identify any other relevant training needs.
We work closely with the child’s parents/carers and other professionals involved to determine the correct skills needed.
We involve parents in their child’s daily learning by sharing information on home/pre- school life. (e.g. All About Me forms sent home to complete…..What I have done well today forms…..)
Ensure communication when arriving and leaving the setting on how the child is that day, any worries and concerns.
Welcome the parents/carers into the setting to encourage communication and involvement through key worker meetings.
Share visual charts/boards with child and parent promoting positive praise and encouragement for child and family.
Ensure we inform parents on any issues which may arise concerning their progress and development.
If a parent or child is not happy with something we are eager to discuss this to try and resolve the issue.
All conversations are treated with strict confidentiality.
If you need to raise an issue or problem please speak to your child’s keyworker or the manager.
All complaints are reported to the manager via the key worker and recorded and stored confidentially.
We will do our best to resolve the issue, however if we will put you in contact with the appropriate authority if needed.
Parental surveys and questions are always considered giving you the opportunity for your opinions.
Please come and visit us at;
St,Pauls Church Hall Torquay Road Preston
Paignton TQ3 2 DZ
Or Telephone; 07758 002796
Contact us through our website via Torbay Family Information Services (FIS)
This Ofsted Outstanding pre-school offers high quality childcare, in a lovely location next to a very child friendly park, which they make regular use of.
This Ofsted Outstanding pre-school offers high quality childcare, in a lovely location next to a very child friendly park, which they make regular use of.
Contact Name : Karen Hornabrook
Contact Position : Pre-School Manager
Telephone : 01803 845989
E-mail : whiterockpre-school@hotmail.co.uk
Website : whiterockpreschool.uk
Name : Hookhills Community Centre
Address : Freshwater Drive
PAIGNTON
Devon
Postcode : TQ4 7SB
Notes : Close to South Devon Colleges no 12 Bus route.
Table of costs
| Amount | Cost Type |
|---|---|
| £16.50 | per session |
| £33.00 | per day |
Details : Please contact for details.
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 09:00:00 | 15:00:00 |
| Tuesday | 09:00:00 | 15:00:00 |
| Wednesday | 09:00:00 | 15:00:00 |
| Thursday | 09:00:00 | 15:00:00 |
| Friday | 09:00:00 | 15:00:00 |
Offers pickups : No
Ofsted URN: 139447
Link to latest and historical ofsted inspection reports
How can parents, children and young people get more information about the setting? Our website is kept up to date – www.whiterockpreschool.uk. We will always make prospective parents welcome to come and visit us, and have a prospectus which we can email or give out directly.
At White Rock Pre-school we pride ourselves on the caring nature of our staff and will do everything within our power to meet your needs and that of your child. We have a high staff to child ratio so additional needs are recognised and acted upon quickly. We have a SENCO passionate about her role and always willing to undertake further training to benefit children. We have worked with a range of children with differing needs and so have plenty of experience dealing with outside professionals to include Early Years Advisory Support, Speech and Language Therapists, Social Workers and Portage Workers. We have staff trained in Thrive, Ecat, and Makaton and all staff are dedicated to a fully inclusive ethos.
We have been praised at White Rock Pre-school by Educational Psychologists and Portage Workers for our care and dedication to our children, providing a fully inclusive service and always welcoming every child to our setting no matter what their needs are. If there is a child with needs that we have not yet experienced these will be fully and sensitively discussed with the parents so that we can try to work together to find ways of meeting these needs. Every child`s welfare and happiness is always put first – we follow the guidelines as laid out in the Equalities Act 2010 and always work closely with other agencies to develop each child to their full potential.
To find out a child`s needs we firstly and most importantly gain as much information as we can from parents / carers. We will then liaise with any other professionals who are involved so that we can all work together to provide a consistent approach to the care of your child. We have a nurturing staff team and your child will also be assigned a keyworker or perhaps a one-to-one worker if required who will pay special attention to your child. Your child will be regularly observed and assessed so that any concerns can be acted upon and the support of other agencies gained where necessary. We keep a close relationship with parents / carers at all times to ensure that communication both ways is highly effective and that parents / carers are comfortable and reassured we are looking after their child to the best of our abilities. We follow the guidance set out in the SEND Code of Practice.
We always welcome parents / carers in to look around the setting and have an open door policy to keep a good level of friendly communication. We ask parents / carers to complete an “All About Me” form which gives us detailed information about each child to help them settle. Children are assigned keyworkers to pay special individual care and attention to each child and all staff are committed to the emotional and physical wellbeing of all children. Regular observation and assessment is recorded to assist with each child`s ongoing support. We have regular parents evenings to provide feedback to parents / carers and always encourage the taking home of learning diaries and for additional information to be added to them from home.
We adopt the same caring and vigilant approach to all of the children in our care and where special educational needs have been identified we ensure that we provide appropriate resources to meet those needs. We create Individual Learning and Development plans for children with additional needs to ensure that we are working towards developmentally appropriate targets – we will liaise with parents with these and other professionals where necessary to assist us in this.
We are always willing to gain support from other professionals such as speech and language specialists, health visitors and social workers, support groups for families, portage, Early Years Advisory support and Action for Children. We always try to encourage and signpost parents to engage with these services and support them in every aspect.
We work closely with the Early Years Inclusion Service and have full support from our Torbay Early Years Advisory Teacher. We would make every effort to try to secure resources and facilities for your child, and where we could not secure what your child might need we would always be honest so that your child is always put first.
Staff are experienced in adapting activities to suit all developmental stages, and will sensitively ensure that your child is included in all aspects of pre-school life. All staff observe and assess their key children and contribute towards the overall planning with their children`s “next steps”. Your child would be treated in exactly the same way no matter what their special needs are so that their next steps can be included in the planning of the setting as a whole.
Parents are entitled to their 15 funded hours of childcare per week and if it is identified that they require extra support we can apply to the Local Authority for additional funding for example if your child needs a 1:1 support worker.
We are always willing to gain support from other professionals such as speech and language specialists, health visitors and social workers, support groups for families, portage, Early Years Advisory support and Action for Children. We always try to encourage and signpost parents to engage with these services and support them in every aspect.
We closely observe children as to us their emotional wellbeing and happiness is paramount. We ensure that each child feels valued and cared for and recognise that for some children with special educational needs they may need extra support in their personal, social and emotional development; we will work closely with parents and other professionals to ensure that we are supporting them in the best possible ways. We have a positive approach to behaviour management and ensure that all staff are consistent in their approach.
We are very sensitive to children`s feelings and know that it can be an emotional upheaval for them to be changing settings. We share information with other settings to ensure that everyone has as much information as possible about the child to enable them to settle as quickly as possible and complete a transition document for this purpose. We always gain permission from parents to share information. We personally visit children`s new primary school teachers so that we can discuss the individual needs of children.
We would seek advice to signpost you to other services. We would give you applicable leaflets and recommend the Torbay Directory for ideas on other available support.
We are a pre-school who work term time only and open between 9am and 3pm, so unfortunately do not offer extra- curricular activities.
We use careful detailed observation, assessment and planning to ensure that each child reaches their full developmental potential. This is recorded in learning diaries and in the “My Learning and Development” journals. We encourage parents to look at these regularly and hold termly parents evenings to feedback to parents. We also have an open door policy and welcome parents to come in to speak to their child`s key worker or to other members of staff. We liaise very closely with parents / carers of children with special educational needs and often have many additional meetings that may involve other professionals such as Early Years Advisors. Children`s Individual Learning and Development Plans are regularly reviewed so that we can assess the children`s outcomes.
As a staff team we constantly self-evaluate our practice to ensure that we are offering the best service we can to our children. We send out regular surveys to parents to gain feedback and for any suggestions as to how we can improve our provision. We ensure that we keep up with training and developments and incorporate this into our practice.
Our dedicated SENCO attends all relevant training and we actively seek advice from Torbay Early Years Inclusion Service to ensure that we can meet your child`s needs as effectively as possible. We are always willing to attend new training if that would help your child.
We pride ourselves on our friendly family approach and strive to maintain excellent relationships with parents and carers so that two way communication is as effective as it can be. Regular discussions, use of the learning diaries, the My Learning and Development documents, and regular parent`s evenings ensure that parents know in what ways we can help.
We would hope that all parents would feel comfortable in approaching staff to say if they were unhappy about something no matter how small and we will always try to address this. We send out regular surveys to gain feedback. We also ensure that parents are aware of the complaints procedure.
We are on the FIS website and our website is kept up to date – www.whiterockpre- school.co.uk. We will always make prospective parents welcome to come and visit us, and have a prospectus which we can email or give out directly.
