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Pirton Pre-School

Childcare type: Pre-School Playgroup

We offer up to 32 places per session for children aged from 2 years to rising 5's. We are open Monday-Friday from 9am-3pm. We offer morning, afternoon or full day sessions, funded and non funded, term time.

Pirton Pre-School is based in a modern purpose-built unit benefiting from extensive grounds to the rear which incorporate outdoor climbing equipment and our very own vegetable patch.  The pre school is situated in the grounds of Pirton School.

At our most recent OFSTED inspection in January 2016 we were graded as “Outstanding” in all areas. We believe that this puts us in the top 10% of pre-schools in the country. We aim to provide a safe, happy and exciting environment where each child feels valued and is given the opportunity to reach their full potential.

Who to contact

Contact Name
Karen Illsley
Telephone
01462 711817
E-mail
admin@pirtonpreschool.co.uk
Website
pirtonpreschool.co.uk
Facebook
https://www.facebook.com/pirtonpreschool/

Where to go

Address
Pirton
Hitchin
Hertfordshire
Postcode
SG5
Get directions

Other Details

Cost(s)
£5.15 From (per hour)
£15.45 From (per session)
£30.90 From (per day)
30 Hours Provider
Yes
3-4 Year Old Funding?
Yes
2 Year Old Funding?
Yes
Age Range
2 years to

Ofsted

Ofsted URN
EY422664
Latest Inspection:
Latest Inspection
Inspection DateInspection TypeInspection Judgement
11/01/2016Inspection (Early Years Register)Outstanding

Local Offer

Early Years Extended Local Offer Response

1. How does the setting know if children need extra help and what should I do if I think my child may have special educational needs?

All children are designated a key person before they begin to settle with us. That key person then contacts the parents/carers to arrange a time and date for a transition visit. That key person will then sit with them on the first transition to find out more about your child ; likes, dislikes, interests, concerns. This allows the key person, and the other members of staff, to see a clearer picture of your child and use their interests and likes to undergo a baseline assessment which is done over their first 4 weeks with us. After the first 4 weeks the parent(s) is invited in to have an informal meeting with their key person and the baseline is completed in partnership.

The key person will then assess each child’s development at regular intervals, record in their learning journey and plan their next steps. If staff do have any concerns they can speak to the Special Educational Needs Coordinator (SENDCo) and the appropriate course of action is then decided jointly with full parental involvement and agreement. If parents have any concerns over their children they are more than welcome to speak to their key person or the SENDCo to see if the family needs support.

After a child’s second birthday, and before their third, their key person will carry out a two year check. This check highlights key aspects of the Development Matters which the child is able to do, this also allows the key person to flag up any concerns in certain areas where the child may require some additional support. These checks are signed by parents/carers and a copy is given to parents to allow them to comment on it and discuss with the key person.

If support is needed it can be accessed through the SENDCo, who has good links with the Early Years Advisory team who is able to give support and guidance to staff and parents where needed

2. How will setting staff support my child?

We believe that the role of the key person is vital in the support of all children. The staff support all of our children and build relationships with them all; this is to ensure that a child will always have a family adult to go to and who will track their development in the absence of the child’s key person. We promote positive relationships with parents/carers, having an open door policy where they are encouraged to speak to staff about all aspects of their child's development and family so that the staff can support the child in the best possible way. We have parent consultations twice a year where parents/carers are invited to come into pre-school to speak to their child's key person and share reports and observations. This allows time for informal discussions between key person and parents which helps build honest, open relationships.

The pre-school is able to provide a safe and nurturing environment which supports children in their learning and helps children achieve certain levels of independence and a sense of self. We achieve this by ensuring that each child is planned for as an individual and their needs are considered on an individual basis through providing a wide range of activities to meet all developmental needs as well as following the children’s current interests.

3. How will I know how my child is doing?

We have an ‘open door’ policy at Pirton Pre School meaning you can discuss your child’s development at any time by approaching your child’s key person.

We hold two parent consultations a year. We use online learning journeys meaning you can see any observations and/or photographs instantly throughout the day.

Your child’s key person will continually observe and assess your child’s learning and development. The management team track children’s progress termly to ensure children progress. If progress is not as we would typically expect or we had concerns over their progress we will discuss this with you and share our observations with you.

We work very closely with our parents and include you every step of the way; involving you in creating support plans, talking you through any external support that might be needed and signposting you to advice services.

4. How will the learning and development provision be matched to my child's needs?

Our weekly planning is in place to provide new and interesting experiences for the children as well as actively promoting spontaneous play and following children’s interests. Each child is planned for based on their own interests and their own developmental needs. Planning is always available for parents/carers to look at , and developmental goals for their children to meet within the next term. All activities are created to be able to be adapted for all children of differing needs and with different interests. Through completing a ‘Pre Entry Parent Information sheet’ about a child's interests before they start with us, staff are able to immediately plan for the child's interests.

 

5. What support will there be for my child's overall wellbeing?

The key person system allows for continuity for the children. Key information is shared between staff to ensure that they are all able to give the highest level of care to the children. Through our planning we cover all of the seven areas of learning to ensure that the whole child is planned for to encourage development in all areas to promote a well rounded confident child. We have a complete set of policies which are available to be viewed by parents/carers. These policies include our Safeguarding policy which shows our commitment to keeping both children and adults safe. All of our staff have the following training; First Aid, Safeguarding and Prevent Duty.

We have clear policies on behaviour management and our golden rules allow children to understand boundaries and expectations. We encourage independence as much as possible to promote self confidence.

We have policies on administering medication, health and safety and managing children who have allergies. If a child does have an allergy or medical condition a care plan is completed in the presence of the parents/carers. This is shared with all staff and displayed in the kitchen and in the register.

If a child is not yet continent we will work with you to provide the appropriate care of your child.

6. What specialist services and expertise are available at or accessed by setting?

The child’s key person will liaise with the SENDCo as well as the Early Years Support, and Advisory teams. We also have links with specialist services such as the CDC, physiotherapists, health visitors, speech therapists and other professionals involved with the child. We will help and support families to access relevant services from other agencies as needed for their child and family.

7. What training and/or experience do the staff, supporting children with SEND, have?

All of our key staff hold a minimum of a Level 2 childcare qualification. All staff are first aid trained and we pride ourselves on this. We have a two designated SENDCo, who has undergone extensive training in identifying and supporting children who have specific additional needs. The manager has also undertaken further SEND training and has the CACHE Co-ordinate Special Educational Needs Provision accreditation. We are keen for staff to attend any training felt beneficial for the children. Staff have attended socio-communication training and speech and language training. If there is a child who needs specific support and training is needed then we will do our best to ensure the staff team around the child are all trained in this area.

The staff team are diverse in their skills and knowledge. The Pre-School Manager and the key carers have all had experience of supporting children with a variety of Special Educational Needs.

8. How will my child be included in activities outside the setting?

We do go on outings outside of the Pre School premises. We take into consideration any additional needs when deciding on the venues to visit to ensure all children can be included. With any outing we carry out a full risk assessment beforehand to ensure its suitability for all attending.

9. How will I be involved in discussions about and planning for my child's learning and development?

Early support is paramount in how we differentiate the learning environment and activities for individual children. We offer verbal feedback at the end of the session and have an ‘open door’ policy where we encourage parents/carers to come and talk to their child’s key person at any time.

We will arrange meetings to talk about any concerns, complete an Individual Education Plan (IEP) or any referrals. The IEP is reviewed regularly with the parents/carers and targets amended.

We will meet with you and other agencies to offer support to our parents/carers and be able to share information accurately with other professionals. This could be health visitors, speech and language therapists and Early Years support teachers.

We do provide information on local support groups and drop in sessions. We will make these as accessible as possible to our families; offering to provide transportation if required.

10. How accessible is the building / environment?

The entrance to the pre school is accessible. There are no steps and raised flooring throughout the pre school premises with access to the outside area. We have a disabled toilet. And nappy changing facilities.

We have a timetable to promote consistency and continuity however this routine is flexible and adaptable. We use visual aids where necessary including a ‘choosing board’. All staff are competent in using Makaton.

11. How will the setting prepare and support my child with transitions between home, settings and school?

When our children are moving on to schools or different settings, we make contact with the settings to share information and offer them the opportunity to visit us and meet with the children and get to know them. We gather items such as school uniforms, photograph books from the new setting/school to support the children through the transition.

Pre school staff attend transition visits at the neighbouring school with the children to offer support and reassurance. If a child has an IEP in place a transition meeting will take place with the school, the child’s key person and SENDCo, parents/carers and an Early Years Support Team representative.

Before a child starts with us we do an initial paperwork settle where the parents and child are invited in to meet the child's key person and the adults and children within the pre school. This time allows the child to be familiarised with the new environment and gives parents a chance to ask questions and tell us about home life and the child's routine whilst filling out paperwork which is key for allowing staff to get to know the family around the child as well as the child.

12. How will [the setting's] resources be used to support children's special educational needs?

We believe that our staff team are our best way to support a child with SEND and their family, from our communication with parents and carers to our close tracking of children’s developmental progress. We do have in place many different sensory toys and experiences for children on a day to basis, however if there was any other equipment or specialist toys needed for a child we would do our best to provide these. If a child requires any medical treatment of medicine during their time at pre-school we will do our best to have the team around the child trained to a suitable level to best support the child and their family.

13. Who can I contact for further information about the Early Years Offer in the setting?

You are welcome to contact our Pre-School Manager, Karen Illsley and co-designated SENDCo Karen Roberts.

 

 

Last updated on 22/05/2019
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