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Fairplay After School Club (OSC)

Out of School Care

Fairplay after school club offers after school care for children from 4 years (in full time education) to 11 years (till the end of year 6

Who to contact

Venue Notes

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Telephone
01473 604238 or 07956 254213
Email
brooksidefairplay@hotmail.co.uk
Website
http://www.brookside-preschool.co.uk

Venue Details

Venue
Gusford School Grounds
Address
Ipswich
Suffolk
Postcode
IP2 9LQ
Parking available
Parking details
0
Notes

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Vacancies

Last updated
09/10/2013
Other information
Brookside Pre-school has immediate places available in their out of school club.

Days & times

Monday to Friday: 15:30 - 18:00

Inclusive Provisions

Wheelchair access
Yes - The building is a one storey low level building so easily accessible with a wheelchair
Cultural provisions
Yes
Individual dietary needs
Yes
Recent experience of supporting children with additional needs
Yes

Costs

Table of costs
Table of costs
AmountCost Type
£5.50 Till 4.30pm with snack provided
£6.50 Till 5pm with snack provided
£11 Till 6pm with hot cooked dinner and snakc provided
Details
After school club - 3.30pm -4.30pm After school club - 3.30pm -6.00pm

Other Details

Facilities
Equipment for all ages
School pickups
Gusford Primary School (Ipswich)
Sprites Primary School (Ipswich)
Cater for over 8s
Yes
Age Range
From 4 Year(s)
To 12 Year(s)
Last Updated
02/07/2018

Ofsted Information

Ofsted URN
251427
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
28/11/2005Combined Inspection - ChildcareGood
28/11/2005Combined Inspection - Nursery EducationGood
09/12/2008EYR InspectionSatisfactory
23/10/2014EYR InspectionInadequate
17/03/2015EYR Re-InspectionGood
06/06/2017EYR InspectionRequires Improvement
21/03/2018EYR Re-InspectionRequires Improvement

Local Offer Local Offer Record

Experience of including people with special educational needs and disabilities

At Brookside we ensure we have full regard for the Special Educational Needs and Disability Code of Practice (2014) and the Equality Act (2010) so we ensure that our provision is fully inclusive to all children with special educational needs.

  • We provide a welcome and learning through play enriched environment ensuring that we meet each individual child's needs and their stages of development.
  • We aim to wrok closely in partnership with our parents/carers and any outside agencies to meet and support the chidren's needs.
  • We work in conjunction with our special educational needs policy, which we regularly update to ensure that we carry on meeting the most up to date legislations with regard to special educational needs.
  • We have a trained Suffolk accredited named SENCo (Special Educational Needs Co-ordinator) within the setting: Melissa Bedford as well as our Manager Kerrie Webster who is also a suffolk accredited SENCo. Melissa works closely with all staff to support the Keypersons with children who have special educational needs. She has the full responsibility to ensure the setting follows the Supporting Children with Special Educational Needs Policy and co-ordinating provision for children with SEN.
  • All staff are aware that they have a duty to meet the needs of children with SEN in their care.
  • We ensure that children with SEN are given extra support with regard to any transitional changes in their education, including transition to other settings.
  • We use the system of 'Assess, Plan, Do and Review' as outlined in the Special Educational Needs and Disability Code of Practice (2014) for children with SEN.
  • We as a setting as a whole ensure that we keep up to date with the changing of legislation and guidelines by attending regular meetings and training sessions, then information is then cascaded down to other staff members.
  • Some specialist training courses relating to SEN that staff at Brookside have attended:

  * Makaton 1-4

  * Autism Spectrum Awareness

 * Speech and Language for the under 5's

 * As well as other training linked to EYFS which can have a positive impact on children with SEN's development

 

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