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Abc Preschool - Stratford St Mary

Pre-School Playgroup

abc Preschool opened in 2002 and operates from purpose-built premises in the grounds of the Primary School in Stratford St Mary. Stratford St Mary is a rural village in Suffolk. We are run by a committee and are a Charitable Incorporated Organisation.  Our Ofsted inspection, October 2018 rated us as Outstanding in all areas.  

The premises have suitable access and facilities for the disabled. The setting comprises of two working classrooms (one incorporating a kitchen area), a foyer, an office and a toileting area, including nappy changing facilities. Our outside area comprises of a large garden, approximately 80ft long, which has a climbing frame with slide and house, mud kitchen, water wall, pirate ship, low level climbing frame, music wall, bug hotel, natural and sensory herb garden with vegetable patch.  We like to be outside quite a bit during our school day and are also lucky to have an outside classroom which is situated next to the main building.

The Preschool is registered on the Early Years Register and the compulsory and voluntary parts of Childcare Register. The Preschool can support children who have Special Educational Needs and/or disabilities and those for whom English is an additional language. We have spaces from ages two to rising five years.  The Setting is open each week day from 08:45 – 15:00. 

There are currently 30 children on roll and children come from the local area, surrounding villages as well as Colchester.  The preschool employs 7 members of staff at present one at Level 6, 3 at Level 3 and 1 at level 2, two members of our staff are supply practitioners, holding all the relevant Safeguarding, DBS, First Aid and Food Hygiene qualifications.  The leader is SENCo qualified.  

Our Setting supports all children including those with additional needs and for whom English is an additional language.  We support as much as possible, including books in their language, some words around the setting and celebrating their culture and festivals where possible. 


Please contact us for further information.

Who to contact

Kirsty & Evonne
Manager and Office Manager
Venue Notes

In the grounds of Stratford St Mary Primary School.

01206 322466
ABC Preschool website
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Venue Details

Stratford St Mary
Venue Email
Venue Website
Parking available
Parking details
But plenty of parking available on 'Strickmere'.

In the grounds of Stratford St Mary Primary School.

30 Hours Extended Entitlements

Registered to provide 30 Hours?


Last updated
Immediate vacancies
Other information
abc Preschool has places available at all sessions. Please contact them for details.

Days & times

Monday to Friday: 08:45 - 15:00

Inclusive Provisions

Wheelchair access
Yes - This setting has level access to their premises.
Cultural provisions
Yes - We have diverse resources and a policy of equal opportunities.
Individual dietary needs
Yes - Yes, we cater for individuals at snack time and can provide alternatives for hot dinners (provided by the neighbouring Primary School)
Recent experience of supporting children with additional needs


Table of costs
Table of costs
AmountCost Type
£5.50 Per hour
£33.00 Per day
£1.50 Breakfast Club
Breakfast Club operates from 8.45am to 9.00am.

Other Details

Arts and crafts, Climbing frame, Close to parks, Computer, Enclosed outdoor play area, Equipment for all ages, Garden, Healthy eating, Kitchen, Out-door play, Outdoor play equipment, Pet fish, Playroom, Sensory garden, Sensory play equipment, Sleeping area, Slide, Vegetable patch, Village walks
Cater for over 8s
Age Range
From 2 Year(s)
To 5 Year(s)
Offers Tax Free Childcare
Last Updated

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
03/10/2018Inspection (Early Years Register)Outstanding

Local Offer Local Offer Record

Experience of including people with special educational needs and disabilities

We provide an environment in which all children with special educational needs (SEN) are supported to reach their full potential.

We have regard for the Special Educational Needs and Disability Code of Practice (2014) and will endeavour to make reasonable adjustments to the environment and our setting in line with the Code of Practice 2014.

  • We have in place a clear approach for identifying, responding to, and meeting children’s SEN[1].
  • We support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
  • We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEN and their families.
  • We regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.


  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is:

                                                                              Kirsty Robinson

  • Our Deputy SENCO is:

                                                                              Justine Shand

  • The SENCO works closely with our manager and other colleagues and has responsibility for the day-to-day operation of our Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN.
  • We ensure that the provision for children with SEN is the responsibility of all members of the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We provide a broad, balanced and differentiated curriculum for all children.
  • We apply SEN support to ensure early identification of children with SEN.
  • We use the graduated approach system (assess, plan, do and review) to support the children within the setting, this is applied in increasing detail and frequency to ensure that children make progress.
  • We are a setting, which advocates positive attitudes to parents, are sensitive to their needs, we respect parent’s views.
  • We work in partnership with parents to establish the support the child needs, so ensuring that they have the opportunity to play an active role in their child’s education and are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes
  • Parents will have access to information, advice and support during assessment an any related decision making.
  • We where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.
  • We provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
  • We liaise and work with other external agencies to help improve outcomes for children with SEN.
  • We have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Health and Care (EHC) assessment.
  • We provide resources (human and financial) to implement our Supporting Children with Special Educational Needs Policy.
  • We ensure that all our staff are aware of our Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. We provide in-service training for parents, practitioners and volunteers.
  • We raise awareness of our special education provision via our website and or promotional materials.
  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.

 [1] This includes disabled children with special educational needs

Kirsty Robinson
01206 322466
Conditions Supported
Autistic spectrum conditions
Communication difficulties
Health conditions
Learning difficulties
Mental health conditions
Physical disabilities
Sensory impairments

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