Chaddlewood PreSchool
&
Woodies Out of School Club

Universal Provision

(for all of our children all of the time)

Key Person Approach

Quality Continuous Provision

Regular Small group Learning

A Communication Supportive Environment

Every child at Chaddlewood Preschool is allocated a Key Person who is responsible for their well-being, learning and development. By employing highly trained and experienced staff we ensure that every child’s interests are considered and built upon.

• We value Continual Professional Development to ensure our knowledge relevant and up to date
• Regular staff meetings
• Planning a stimulating environment with resources that offer provocation to stimulate the child’s learning in all 7 areas of the EYFS curriculum
• Children have free access to resources that interest them in addition to some focussed activities based on their interests to maximise development
• Adults scaffold the child’s play and learning with props and language to extend ideas and thinking
• We evaluate our activities and resources regularly to respond to children’s development needs
• We ensure our planning includes opportunities to assess the impact of our teaching.

Bungalow

Examples of small group learning are:

• Nursery rhyme time
• Story time
• Dough disco
• Teeth cleaning
• Social groups: these are differentiated to meet the development needs of the children
• Attention building activities

Hut 

• Teeth cleaning
• Nursery rhyme time
• Story time
• BLAST
• RTime
• Read Write Inc
• Show and tell
• Circle time
• Register

• Cosy quiet spaces that give children a chance to think and talk together.  
• Areas for children to engage in role play, creative, messy play and outdoor play.
• Minimal background noise- young children are still developing their attention and listening skills and so they find it hard to filter out background noise and tune into listening.  
• Resources labelled with pictures and words to help children to be more independent in accessing resources and organising themselves.  
• Book corners – spaces where children can curl up and share a book with a supportive adult or a peer.
• Clear and consistent routines – how does the environment help children to know what to expect and when? 
• Follow a child’s lead and develop sustained shared thinking

Parent Partnership is incredibly important to us as we recognise that the parent are the child’s first educators. Our Key People liaise regularly with child’s parents / carers to ensure there is a strong partnership between preschool and home. Where possible we maintain the familiar Key People to known families of siblings.

• Tours of buildings and meeting key staff
• New parents’ meetings
• Introduction meeting with keyperson
• Settling in sessions with parents (if required)
• Tapestry- with message function to ensure enquiries are answered promptly
• Weekly newsletter-  so we can share all the wonderful experiences  your children have engaged in.
• Regular parent appointments
• Open-door policy
• ‘All about me’ –
• Transition- Being onsite we able to access the school foundation environment on a regular basis to ensure transition is seamless to alleviate anxiety.
• An inclusive ethos and commitment with regular communication with families
• We aim to provide the highest level of consistency of care for your child with Key People who transition buildings with your child.
• Our Key People are responsible for the learning and development of a small group, however we ensure all staff get to know all children in the building in which they work

• We have a least one Makaton sign of the week to support vocabulary and promote inclusion.
• We have a weekly newsletter for each building which informs parents/carers of what we have done/what we will be doing each week
• We have a visual timetable for children to understand the expectation in our daily routine.

Our Key People are responsible for ensuring that the interests and development needs of the child are respected in our planning and recognises that not all children’s life experiences are the same and our keypersons aim to ‘level the playing field’ by ensuring a high quality and ambitious curriculum.

• Offer children who may not have had the opportunity to experience such things as going to the library or celebrating a birthday party
• We value diversity of the children in our setting and aim to explore religion and culture of children who attend the setting in a meaningful context.

Hut  

• BLAST
• Read Write Inc
• Communication flower to extend vocabulary

Bungalow

• Letters and sounds group
• Attention building group
• Social group
• Communication flower to extend vocabulary

The Key Person uploads regular observations, completes termly ‘Focus child’ observations and completes summative and formative assessments to ensure they are making good progress in their learning and development

• Baseline/Initial assessment
• 2 year check report
• Speech screening /ECLMT
• Focus child termly
• Summative reports in December and July -
• Transition report

Hut

• Transitions to school

Bungalow

• Transitions from bungalow to hut

There is a visual timetable used to support children’s understanding of the daily routine.

Regular support and observations are used to identify children who are not meeting expected levels of development in one of more areas. Additional support will be support from our SENco who will meet with the parent/carer to discuss additional support/action required

Targeted Support

(planned support and interventions within the setting)

Through regular observations and assessments, a Keyperson may identify that a child has a more significant delay in their learning and development and recognise that the Universal provision is not enough to bridge the gap with their peers.

The Key Person and SENCO will discuss a more targeted support with parents where an IEP is created to set specific, manageable, attainable, relevant and timebound targets are set and reviewed regularly with parents.

The meeting are formalised as a TAM (Team Around Me), TAF or (Team around the Family) or EHAT (Early Help Assessment Tool) to suit the need of the child and family.

If w3e have concerns regarding a child development it may appropriate to have an integrated review with the child’s Health Visitor in conjunction with their 2-year-old check

Communication & Language

Personal, Social, Emotional Development

Physical Development

• Talking groups (sarah?)
• PECS picture exchange communication system

Targeted use of

• Visual timetable
• Photo cue cards
• Choosing board
• Now and next board
• 1:1 focused session
• Reduced language stories
• Limiting background noise and ensuring having child’s attention before attempting communication
• Verbal communication by adult delivered at appropriate level for the child’s stage of development
• Use of Makaton to accompany speech

• Small social groups
• Turn taking cooperative play session
• STAR setting trigger antecedent and response chart to monitor behaviour and triggers and help children begin to manage their responses to different situations
• Dysregulation – quiet space/time
• Wait buttons

• Toilet training support
• Sensory room sessions
• Small group 1:1 session
• Walker support
• PE sessions- to target gross motor skills Inc: climbing, balance and jumping off
• Differentiated small group work to develop fine motor skills

• Scissor control
• Pencil control
• Threading
• Tweezers/pegs

Bungalow

• Sensory play with a variety of textures and materials

Specialist Support

(When specialist support is required)

It is sometimes required that we seek support and specialist advice from outside professionals.

When this is required, we put in a ‘Request for more help’ through the Plymouth Early Help Access.

We have experience in working in partnership with a range of health and education professionals and are committed to working towards getting that support in place in a timely manner for those children that require it.

Specialist support may include:

• Specialist Advisory teacher for hearing impairment
• CAHMS
• Educational Psychologists
• CSALT
• Physiotherapist
• Occupational Therapist
• Specialist support workers
• Paediatrician
• Health Visitor

We signpost parents to PIAS and Barnardo’s for additional support and access to courses and sessions they can attend such as step by step, incredible years.

We signpost to Marjon for speech and language help

We work with feeder primary schools to support transitions for children with SEN

Education, Health and Care Plan (EHCP)

An EHCP is a legal document that identifies a child’s educational health and social needs and sets out what additional support is required to meet those needs. Where a child’s needs are identified as being complex and enduring the SENCO will work with parents to submit a proposal for EHCP assessment through Plymouth Local Authority.

An EHCP is required for a child to be considered for a place at a specialist school.