St Matthias Pre-school and Childcare Centre (Torquay)
Last Updated - November 7, 2024
St Matthias Pre-school and Childcare Centre (Torquay)
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:
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
Childcare Information
Vacancies
Details : Contact provider for vacancy details
Funded Places
3 & 4 year old funding : Yes
2 year old funding : Yes
3 & 4 year old 30 Hour funding : Yes
Opening Times & Facilities
Opening Times
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
What special education provision is available at our setting?
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:
Autistic Spectrum disorder
Physical disabilities
Communication and Language support including Makaton, Picture Exchange Communication System (PECS), visual timetables.
Specific medical conditions including epilepsy, asthma and eczema
Hearing impairment
Visual impairment
Profound and multiple difficulties including specific genetic disorders
Allergies requiring medical interventions such as an epi-pen
We have excellent relationship with a wide range of support services including:
Speech and language therapists
Portage Workers
Physiotherapists
Early Years Advisory Support
What criteria must be satisfied before children and young people can access this provision/service?
We are an Inclusive Provider and will consider placements for any child aged 2-5yrs old whose parent(s)/carer(s) wish to access our setting.
All children are welcome to your setting regardless of any special education needs.
We follow the guidance as laid out in the Equalities Act 2010.
We will discuss with the parent(s)/carer(s) the needs of their child and how you will meet their needs working in partnership with any other parties/agencies.
Having established the child’s needs, we will access training and/or resources to make every reasonable effort to enable the child to access our provision.
How do we identify the particular special educational needs of a child or young person?
We follow the guidance set out in the SEND Code of Practice 2001 (to be revised in 2014).
The information that you gather before the child starts; this can be from parents, other settings etc
Once a child has started they are assigned a key worker and are continually assessed / observed and their progress recorded. Through this if a concern is identified either by a child’s parents/carers or their key worker, we would adhere to our Special Educational Needs Policy. With consent we will initiate appropriate interventions and/or approach other specialists and agencies for support to establish how best to can support the child.
How do we consult with parents and/or children and young people about their needs?
Parents/carers are consulted throughout the process of identifying and assessing a child’s special educational need.
They are invited to half termly Individual Development and Learning Plan Meetings held within the Pre-school. 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 Pre-school by outside agencies.
A child’s key worker will report to parents after each session either via a verbal update or a child’s home/ preschool book.
Individual children’s interests and personal preferences are always considered when planning for their provision.
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.
What is our approach to teaching children and young people with special educational needs?
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.
How can we adapt our curriculum for children and young people with special educational needs?
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 special educational needs and seek advice wherever necessary.
We provide trained and experienced staff to support individual children. Staff will employ a range of support strategies, making adaptations to their communication and the activities available.
We provide appropriate resources to ensure children with special educational needs have access to the curriculum at an appropriate level.
How will we ensure we get the services, provision and equipment that children and young people need?
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:
Portage Home visiting Team
Early Years Advisory & Childcare Service team
Speech and Language Therapy
Hearing and Visual Impairment Support Services
Occupational Therapy and Physiotherapy
Educational Psychology Service
How is this provision funded?
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.
What additional learning support is available for children and young people with special educational needs and how do they access it?
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.
How do we support and improve the emotional and social development of children and young people with special educational needs?
As well as liaising closely with other agencies where appropriate, we also have a member of staff trained as a Thrive mentor working closely with parents/carers and other members of staff to implement the Thrive programme.
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
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 special 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 Learning 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 make contact with and liaise with a child’s previous setting to ensure as smooth a transition as possible.
What other support is available for children and young people with special educational needs and how can they access it?
Through regular communication with parents/carers and all other agencies we would be able to assess what if any further support was required for a child e.g Speech and language, Physiotherapy, occupational therapy, Dietary, sleep clinic etc.
What extra-curricular activities are available for children and young people with special educational needs?
Through collaborative working we are able to gain knowledge of and sign post appropriate extra-curricular activities for children.
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
Parents/carers are invited to all Individual Development and Learning Plan reviews. These provide opportunities for all involved in supporting a child with special educational needs to assess and review a child’s progress.
Parents will also have regular opportunities to meet with their child’s Learning Support Assistant and setting Senco.
Learning diaries are accessible for parents to take home and share and daily home/setting books are provided if appropriate
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
We ensure the effectiveness of our 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.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
We ensure that staff training is current and up to date. We liaise closely with other agencies using their knowledge and expertise to provide the best support we can.
If possible prior to a child with special educational needs starting we would ensure that all staff have appropriate training to meet the individual needs of a child
How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
Parents/carers are invited to all Individual 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
How can parents, children and young people make a complaint about our provision?
Our complaints Policy details the process should a parent wish to make a complaint. A copy of this policy is available to all parents/carers.
How can parents, children and young people get more information about the setting?
