Local Offer Description
Address: Birch Hill Recreation Ground, Ringmead, Bracknell, RG12 7AQ.
Telephone: 07547 794849.
Birch Hill Preschool has been established for more than 30 years. We have recently moved to a new purpose built building, still within the Birch Hill Area.
We are a friendly, caring preschool catering for 2-5 year olds living anywhere within Bracknell. We are open all day Mondays, Tuesdays, Wednesdays and Thursdays and Friday.
Our aims are:
• To provide high quality care and education for all children until they start school.
• To work in partnership with parents to help children to learn and develop
• To add to the life and well-being of the local community
• To promote equality and value diversity
At Birch Hill Preschool we aim to ensure that every child
• Is in a safe and stimulating environment
• Is given lots of care and attention, because of our ratio of qualified staff to children.
• Has the chance to join other children and adults to play, work and learn together
• Is helped to move forward in their learning and development by being helped to build on what they already know and can do
• Has a personal key person with whom they build a close relationship and who makes sure they make satisfying progress
• Is in a setting that sees parents as partners in helping them to learn and develop
• Is in a setting in which parents help to shape the service we offer
- 1.1: How does the setting identify children with additional needs or SEND?
You Your child is assigned a key person before starting at Birch Hill Preschool. You and your child have the chance to meet your key person at your home and you are encouraged to visit us for a play as often as you like. At these sessions we will start to build a relationship that will help with settling in and gain information to use as a starting point in your child’s learning and development.
The key person will observe your child at least once a week and use these observations to track their progress against the Early Years Development Matters. They will also plan activities to carry out with your child, review after the event and decide other activities to continually advance their development. If an area of concern is highlighted, along with your input, we will create an Individual Education Plan (IEP) to target and support your child to ensure they continue to progress in their development. All staff are aware of the plans so that everyone can support your child and you, the parent. We will also use other professional’s reports if available.
- 1.2: What should I do if I think my child has additional needs or SEND?
We have an open door policy and you are welcome to pop in for a chat anytime. If you have any concerns regarding your child please speak to your key person or our SENCO Trudi Baker, who can quickly refer you to other professionals. Birch Hill Preschool has a local area SENCO that visits us regularly and can provide referrals and further support. We can refer you to speech and language drop in sessions or health visitors at the local children’s centre.
- 2.1: If my child is identified as having an additional need, who will oversee and plan their education programme?
In pI In partnership with you, the parents, your child’s key person and SENCO will plan the education programme. All other staff is made aware of any additional needs and so can support your child should your key person or SENCO not be around.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
We We have communication books that come into preschool and go home every day. These are used to exchange information on achievements, exciting events, next steps, concerns, etc
In the second week of each half term we will have a review with you to discuss your child’s learning and development journal and to review and plan any IEP’s. We have an open door policy when you can pop in any time and chat to your key person, SENCO, or any member of staff you feel comfortable talking to. You can ask to see your child’s Learning Journal to check progress at any time. Once a term there is a parent’s afternoon giving you a chance to discuss your child’s progress more formally.
We have 3 staff members trained in filling in the Common Assessment Framework Form (CAF) which is a detailed report completed with you, the parent. The aim of this report is to provide the best possible interventions to support the whole family. Regular Team Around the Child (TAC) meetings take place that will include, you, key person, SENCO and any other professionals involved with your child. Birch Hill Preschool has a Lead Language Practitioner who is happy to provide additional guidance in speech and language development.
- 2.3: How will the setting balance my childs need for support with developing their independence?
We We have a number of strategies to support the individual needs of your child. We have small group and one-to-one activities. These are planned and altered to meet the differing needs of each child. A visual timetable is clearly displayed so your child has an idea of the routine. We are prepared to adapt our environment to enable your child to be independent. Through our observations we will know your child’s interests and use these as a basis of learning when planning activities and next steps. We use bite sized steps that motivates your child to succeed and increase independence.
We are willing to develop our own understanding and knowledge through training e.g. attending regular SENCO forums or learning Makaton.
- 2.4: How will the setting match/differentiate the Early Years Foundation Stage for my childs needs?
Your The child’s key person will observe and assess your child’s development and track their progress. If necessary we can plan using achievable small steps starting from your child’s strengths. We can provide developmentally appropate resources and adapt any activities so your child can take part.
- 2.5: What teaching strategies does the setting use for children with additional needs or learning difficulties, including Autistic Spectrum Disorder (ASD), hearing impairment, visual impairment, speech, language difficulties and physical difficulties?
Bi Birch Hill Preschool uses a number of strategies to support children with additional needs. We have a visual timetable so your child learns the routine and sand timers to support sharing and turn taking. Draws and boxes are labelled with photos and at child level. We use a Picture Exchange Scheme (PECS) that children use to communicate their needs and wants, and staff can use to make your child aware of what is required of them.
We are prepared to provide specific resources recommended by other professionals and use any educational strategies they may suggest. We have a communication friendly space where children can confidently talk to their friends, or be alone, where they feel comfortable.
- 2.6: Does the setting provide any additional staffing from its own budget for children with additional needs or SEND?
We We pay for any additional training regarding SEND our staff may need. Also in some circumstances we can apply for additional funding to enable your child to have more one-to-one time with their key person.
- 2.7: What specific intervention programmes are offered by the setting for children with additional needs or SEND and are these delivered on a one to one basis or in small groups?
We have a lead practitioner in Every Childs A Talker (ECAT) who is trained in strategies to development Speech & Language. She will work with children on a one to one basis and in small groups. Other activities are planned for small groups and one to one to encourage turn taking, for example. PECS are used to allow a child to communicate their needs and wants on a one to one basis. We are happy for other professional’s e.g. home learning, to work with your child in the setting.
- 2.8: What resources and equipment does the setting provide for children with additional needs or SEND?
BiHil Birch Hill Preschool offers free flow so children can choose their activities and if they want to be inside or outside, all year. All resources are easily accessible at child level in boxes, labelled with photos. Sand timers are used to help children with turn taking and sharing. We provide developmentally appropriate resources for all children in our care including sensory resources, bubbles, light box, etc.
- 3.1: How will the setting monitor my childs progress and how will I be involved in this?
Before your child starts with us you and they will have the chance to meet your key person at your home and you are encouraged to visit us for a play as often as you like. At these sessions we will chat to you about your child to obtain information that will provide a starting point for their development and learning. The key person will observe your child at least once a week and use these observations to track their progress against the Early Years Development Matters. They will also plan activities to carry out with your child, review after the event and decide other activities to continually advance their development. We have communication books that come into preschool and go home every day. These are used to exchange information on achievements, exciting events, next steps, concerns, etc. This information can also be included into the Learning Journal to involve you, the parent, in all aspects of development. The Learning Journal is always available for parents to read. If your child is not yet 3 years of age, at the beginning of their second term we will carry out a 2 year progress review. This we will discuss with you and the Health Visitor. If an IEP is needed we will meet with you at the second week of each half term to review and plan. Regular TAC meetings are held that include you, key person, SENCO and any other professionals involved with your child.
- 3.2: When my childs progress is being reviewed, how will new targets be set and how will I be involved?
Targ Targets are based on current levels of development and set using Early Years Outcomes and Development Matters. Early support small steps are used to identify appropriate targets. Targets are shared with parents so support can be given at home as well as in preschool. Targets are discussed and agreed at TAC meetings with other professionals. Progress is reviewed, along with the IEP, with you at a meeting held every half term. Parents/Carers are encouraged to put forward their ideas regarding the achievements they would like their child to make. This could be putting on a coat or drinking from a cup.
- 3.3: ln addition to the settings normal reporting arrangements, what opportunities will there be for me to discuss my childs progress with setting staff?
We have an open door policy when you can pop in any time and chat to your key person or SENCO, formally or informally. You, the parents/carer, knows your child better than anyone and your input really helps with continual progress.
- 3.4: What arrangements does the setting have for regular home to school contact?
We We have communication books that come into preschool and go home every day. These are used to exchange information on achievements, exciting events, next steps, concerns, etc between you the parent and the key person. Every term we have a parent’s afternoon where you can discuss your child’s progress and read the Learning Journal. Regular TAC meetings are held between you and any professionals involved.
Emails can be sent to firstname.lastname@example.org, which is checked daily. Birch Hill Preschool also has a facebook page.
- 3.5: How can I support my childs learning ?
Parents/Carers are encouraged to contribute to your child’s Learning Journal via the communication book, let us know of achievements at home, trips out, etc. We will outline your child’s targets and next steps in the communication book, so you can also work on them at home. We will work together to share strengths, difficulties and successes, ideas and strategies to support your child’s learning.
- 3.6: Does the setting offer any help for parents / carers to enable them to support their childs learning, eg. training or learning events?
Birch Hill Preschool has information available on services provided by the local Children Centre, who provides lots of help and support for parents.
- 3.7: How will my childs views be sought about the help they are getting and the progress they are making?
Your child’s view is taken into account by observing the child. The key person can judge if they enjoy the activities and resources. Your child is free to select their own activities and if they ask for a particular toy we aim to get it out if not this session then the next.
- 3.8: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Whe When the key person collates observations, etc and plots it against The EYFS Development Matters, the tracking should show consistent progress. IEP’s should be achievable and at the IEP review held each half term you can express your views. We use ECERS and ITERS (an environment rating scale for over 3’s (ECERS) and under 3’s (ITERS)), to evaluate the whole preschool, including resources, procedures, interactions, etc. Changes are the made to improve procedures, etc.
The Local Authority carries out termly visits to ensure our provision is of the required standards and makes suggestions for improvements. Parents and carers are encouraged to express views at any time regarding our provision. OFSTED requires Birch Hill Preschool to complete a Self Evaluation Form (SEF) outlining the services we provide and improvements planned. This is updated regularly.
- 4.1: How does the setting support childrens social and emotional development?
Eac Each child has a key person that builds a relationship with your child before they start through visits both at home and in the setting. We ensure each key person has a ‘buddy’. When the key person is away the buddy will change nappies and help your child with any needs. We work in partnership with parents using the communication book to communicate any information regarding your child’s feelings, emotional events, etc. We also have an open door policy and our staff will model positive behaviour. We have resources that explore emotions.
- 4.2: How does the setting support children who find it difficult to conform to the settings normal behavioural expectations?
Birc Birch Hill Preschool has behaviour policies and procedures that all staff follow and parents are encouraged to read. They are available on our website or please ask for a paper copy. We are able to seek advice from other professionals. These professionals are also happy to talk to parents, leading to everyone working together to plan strategies that will help and support your child. These strategies may include an Individual Education Plan that targets the area of difficulty for your child.
Our staff models behaviour and follows firm and consistent boundaries adapting to child’s current developmental levels.
- 4.3: What medical support is available in the setting for children with additional needs or SEND?
All s All staff are Paediatric first aid and epipen trained and we have a first aid kit readily available. Two of our staff has attended a course on Epilepsy and we are willing to attend training courses on any other medical need that arises. We can develop a care plan with parents if necessary.
- 4.4: How does the setting manage the administration of medicines?
All medicines provided by parents must have prescription labels. The name of the medicine, dosage, timings, etc must be recorded by the parent in the medicine record book. When the medicine is administered it is recorded in the medicine record book, signed by the person who administered it and a witness. All medicines are kept on high shelf in locked cupboard.
- 4.5: How does the setting provide help with personal care where this is needed, for example, help with toileting, eating etc?
Birc Birch Hill Preschool has a private area for nappy changing. Children are encouraged to wash their hands. Steps are provided for children who cannot reach either the toilet or the sink. We work with parents regarding toilet training. A member of staff sits at the snack table to monitor and support the children. Aprons are provided and children are encouraged to wear them, for water play and painting.
- 5.1: Are there any specialist staff working at the setting and if so, what are their qualifications?
Tw One of our staff has completed the Diploma in Preschool Practice and three have achieved the Level 3 Diploma in Children and Young Peoples Workforce.
Our SENCO has passed the SEND module of the Level 3 Diploma in Children & Young Peoples Workforce, and attends regular seminars relating to her work as SENCO. We have a Lead Language Practitioner who has passed the Level 3 Elklan course for speech and language for 0-3 years and another member of staff who has passed Level 3 Elklan speech and language course for 0-5 years. A number of staff has attended a basic makaton course.
- 5.2: Does the setting use any support services, for example, learning support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
Birc Birch Hill Preschool has experience of working with other professionals for the benefit of children in our care. We are able to seek support from the following services:
Early Years Foundation Stage Inclusion Service (EYFSIS). Our SENCO has regular meetings with our EYFSIS Officer and uses their support on a regular basis.
Speech & Language (SAL) therapy. We use their recommendations to work with them and Parents to progress a child’s speech and language.
Home Learning support has accessed our setting to work with children on a one-to-one basis.
- 5.3: What should I do if I think my child needs to be seen by one of these professionals?
Speak to your child’s key person and/or SENCO. We can seek advice from EYFSIS who will observe your child and offer support. Visit your Health Visitor. Go to the Speech and language drop in sessions - we can provide days and times.
- 6.1: What SEND training is provided for practitioners within the Early Years setting?
Birc Birch Hill Preschool can access bespoke training provided by EYFSIS. This includes training on role of SENCO, CAF’s, IEP’s, SENCO forums and any other topics that become relevant. Our Lead Language Practitioner and SENCO have on-going speech and language (ECAT) training. We can also access specific training for a medical need.
- 6.2: Do any practitioners have specific qualifications in additional needs or SEND?
Our Our SENCO has completed the SEN module of the Level 3 Diploma in Children & Young Peoples Workforce and has completed the Level 3 Elklan training for the under 5’s. Our ECAT lead practitioner has completed level 3 Elklan Speech & Language for the under 3’s
- 7.1: How do you ensure children with additional needs or SEND can be included in all activities and trips?
All a All activities and trips are risk assessed and planned to ensure that any possible risks are identified and minimised beforehand. This also ensures they are suitable and all children in our care can join in with additional adult support if necessary. We will talk with parents before hand to discuss any concerns and possible solutions to any problems and you are welcome to join us.
- 7.2: How do you involve parent / carers in planning the support required for their child to take part in activities and trips?
All Parents/carers must give their written permission for their child to go on a trip. Parents are able to accompany their children free of charge. You can always talk to us about any fears or concerns you have about a trip as they are planned a long way ahead.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
There is ample free parking outside the preschool. We have a ramp leading into the building which is on one level. There is a disabled toilet leading off the playroom and doors are wide enough for wheelchairs.
- 8.2: Have there been improvements made to the auditory and visual environment?
Our We have large windows down both sides of the building and a sky light to access natural light and it is decorated with natural colours so as not to distract from the resources. We have a communication friendly space where children will feel safe and secure to talk with others or be alone. We are prepared to purchase additional resources for a VI/HI child.
- 8.3: Are there accessible changing and toilet facilities?
We We have low toilets and mini steps for children to access the toilets by themselves. There are separate toilets for staff and visiting adults.
- 8.4: How does the setting communicate with parents / carers who have a disability?
We are able to send written reports home or visit you at home to provide verbal information. We can give information to a third person, as agreed by you. We have access to email and text messaging.
- 8.5: How does the setting communicate with parents / carers or whose first language is not English?
We We have access to a service that has a number of people who speak various languages. They are able to visit our setting and talk to parents and children in their own language. They are able to translate letters and documentation. A member of staff speaks fluent Polish.
- 9.1: What preparation will there be for both the setting and my child before he or she starts?
Befo Before your child starts with us we allocate your key person so you have a chance to meet her and build a relationship with your child at the home visit and Preschool visits. We encourage you to stay and play as often as you like in the term leading up to your child starting. During these visits we gather information that will help make the transition into the Preschool as easy as possible for example, your child’s favourite toy.
- 9.2: How will my child be prepared to move on to the next stage?
The key person will start to talk about moving school with your child in the term leading up to them leaving. They will encourage your child to talk about what they think of the new school, their feelings and any concerns they may have. During these discussions, using resources, books, etc, we aim to overcome any worries your child has highlighted.
New teachers are invited to meet your child in our setting and visits can be arranged for your child to explore their next setting with the support of their key person. We can create a photo book of the new setting including the teachers and support staff.
- 9.3: How will you support a new setting or school to prepare for my child?
Birch Hill Preschool compiles a comprehensive report on your child that is passed, along with the Learning Journal, IEP’s, etc, to the next setting so the teachers have a good understanding of each child before they start. We will then arrange a transition meeting between the key person, parents, SENCO and the new teacher to discuss the needs of your child.
A TAC meeting will be arranged for parents, key person, SENCO, other professionals and the new teachers. This will help the new setting have all the information they need to ensure your child is supported and continues to learn and develop
- 9.4: What information will be provided to my childs new setting or school?
Your Your child’s Learning Journey will be provided to the new setting. This will include: observations done, progress reviews, transition document, IEP’s and Family Service Plan. The transitions document will contain levels of progress, strengths and weaknesses and characteristics of learning.
- 9.5: How will you support my childs transition to a new setting or school?
The Your key person will accompany your child on visits to the new setting and new teachers are invited to our setting to meet your child while they confidently play. We can produce photo books of the new setting including teachers and support staff. Our SENCO will organise TAC meetings to share information with all professionals so a smooth transition can be agreed.
- 10.1: Who should I contact if I am considering registering for a place at the setting?
You should contact Trudi Baker who is our SENCO or Debbie Stokes who is the Manager and deals with admissions. Our contact details are on the top of this document.
- 10.2: Who would be my first point of contact if I want to discuss something about my child?
Your Your first point of contact should be your child’s key person or our SENCO. However, you are welcome to talk to any member of staff if you prefer.
- 10.3: Does the setting offer any specific support for parents / carers and families (such as Family Support Workers?)
We are able to point Parents and carers to other services that may offer you extra support if required. If you need someone to talk to all staff are willing to listen and support you and your family any way we can.
- 10.4: What arrangements does the setting have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
In our lobby we have a notice board displaying information for parents and carers outlining services available locally. If you cannot find what you are looking for, please ask and we will do our best to find the answer you need.
- 10.5: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
If y If you are unhappy with any aspect of the Preschool there is a complaints procedure outlined in our policies and procedures on our website. A paper copy can be provided, please ask. Parents are encouraged to write any thoughts, feedback in their child communication book, or tell us at their progress reviews and parents afternoons. Birch Hill Preschool is Committee run. The Committee is made up of parents and all Parents are invited to termly meetings, they are welcome to put their thoughts forward.
Last updated: 13/11/2017