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Edgar Sewter Playschool

Pre-School Playgroup

Edgar Sewter Playschool

Edgar Sewter Playschool is an independent playschool within the main Edgar Sewter School in Halesworth. We were rated GOOD after our recent Ofsted inspection in June 2015. "The well-qualified and experienced staff have a secure knowledge of how children learn. This results in them providing high-quality teaching" "Children benefit from being cared for by friendly and caring staff team in a welcoming environment" "Staff fully recognise the importance of working in partnership with parents and others"

Established in 1999, we have grown from 2 sessions a week to 5 mornings and 5 afternoons in term time and also run breakfast, lunch and afterschool clubs as well as Out of School Club (OoSC) on the same site. Our Toddler group is held at the Dragonflies Children Centre (from January 2017 on Friday afternoons 1:15-3:15pm in term time) Being a part of the school environment helps the young children to become familiar with the main school and this is beneficial for transitions to Nursery or Reception and to OoSC when they are old enough to move on.

Our Playschool times are 9-12pm, lunch club 12-1pm, afternoon sessions 1-3:30pm. Parents have the option of day care from 9-3:30pm. Some 2 year olds and all 3-4year olds are entitled to 15 hours of government funding each week and we are flexible in how these hours are used when we have available spaces. From September 2017 we will be offering the 30 hours between 8am and 5pm in TERM TIME ONLY. Any additional hours will be charged at £3.80 per hour.

Playschool offers a warm and caring environment for children from 2 to 4 years of age with high staff ratios to ensure we meet the needs of the children in our care. We follow Early Years guidelines and offer a wide range of stimulating activities which engage the children’s interests and follow their own unique development. We keep Learning Journey records of the children’s development which we share with the parents, who are encouraged to contribute to them to build a complete record of their child’s interests as they grow. We have our own area outside for play and also use the school field and play areas so the children get a full range of environments to encourage their inquisitive natures.

If you would like to come along at any time to have a look around Playschool with your young child, please contact us on 07796 044277 or call into the main school office. Toddler Club on Friday afternoons is an ideal way to introduce your child to meet new friends so please come along any Friday 1:15-3:15pm in term time. We will have available spaces in September 2017.

Who to contact

Name
Hayley Lawrence
Position
Supervisor and SENCo
Address
Postcode
IP19 8BU
Telephone
07796 044277
Email
esplayschool@gmail.com
Charity Commissioning Number
1079409

Venue Details

Venue
Edgar Sewter Community Primary School
Address
Edgar Sewter Playschool
Norwich Road
Halesworth
Suffolk
Postcode
IP19 8BU
Venue Email
esplayschool@gmail.com
Parking available
Yes
Parking details
There is parking available on the main road outside the front of the school

30 Hours Extended Entitlements

Registered to provide 30 Hours?
Yes

Vacancies

Last updated
26/07/2018
Immediate vacancies
Yes
Other information
Please contact Edgar Sewter Playschool for vacancy information. We have vacancies for AM and PM places from September 2018. We can offer day care from 9-3:30pm Monday-Friday and for 30hr funded children, from 8-5pm in term time only.

Days & times

Monday to Friday: 09:00 - 15:30

Inclusive Provisions

Wheelchair access
Yes - This setting has level access to their premises.
Cultural provisions
Yes - This setting complies with all equalities legislation.
Individual dietary needs
Yes - Dietary/health care plan
Recent experience of supporting children with additional needs
Yes
Specific additional needs this setting has experience of
Autistic spectrum
Communication difficulties
Downs syndrome
Eczema
Emotional needs
Speech and language difficulties

Costs

Table of costs
Table of costs
AmountCost Type
£3.80 Lunch Club - Per day
£3.80 Per hour
Details
we can offer day care from 9-3:30pm and where this exceeds the 15 funded hours, we will charge £3.80 per hour. If you are entitled to the 30 hour funding we will charge £3.80 for any hours over the 30 hours used.

Other Details

Facilities
Enclosed outdoor play area, Healthy eating, Out-door play
Cater for over 8s
No
Age Range
From 2 Year(s) 0 month(s)
To 5 Year(s) 0 month(s)
Last Updated
26/07/2018

Ofsted Information

Ofsted URN
251469
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
06/03/2006IntegratedGood
27/01/2009Inspection (Early Years Register)Good
03/06/2015Inspection (Early Years Register)Good

Local Offer Local Offer Record

Experience of including people with special educational needs and disabilities

Special Educational Needs and Disability Policy

The emphasis of our Special Educational Needs and Disability (SEND) Policy is on the early identification of any difficulties a child may have and of offering an appropriate learning environment in which we provide a range of differentiated activities to meet individual needs. When a child is enrolled with an Education Health and Care (EHC) plan, we will work with the other agencies involved with the child and the family to ensure their needs are met.

We aim to develop a partnership with parents and will always consult with them if we feel a child is having difficulties.

A child’s progress will be observed, monitored and recorded as appropriate. If a child is not making adequate progress, staff will liaise closely with the Special Educational Needs Co-ordinator (SENCo) on setting appropriate targets. We will liaise with other professionals with parental consent, to ensure we are offering effective provision for children with SEND.

Our Special Educational Needs Co-ordinator (SENCo) is Hayley Lawrence.

The responsibilities of the SENCo are:

  • To ensure that the aims and objectives of the SEND policy are reflected in the practice of our Playschool.
  • To ensure that staff understand and are familiar with and follow those objectives through appropriate SEND training.
  • To ensure that appropriate Individual Education Plans (IEP) are in place.
  • To ensure that relevant background information about individual children with SEND is collected, recorded and updated.
  • To set dates for evaluation and review.

Admission Arrangements for Children with SEND:

  • As stated in our Admissions Policy, our waiting list is arranged in date of birth order.
  • We welcome all children and aim to respond appropriately to each child’s background and individual needs. Using our admissions form or other communication, for example, by meeting, we ask parents to give as much notice as possible if a child has SEND. This will enable us to explore with the parents and any outside professionals how we can provide most effectively for that child.

Special Educational Needs and Disability Policy

 

  • We have a flexible admissions procedure- see Settling In Policy, medical conditions would be discussed with parents/carers before the child is admitted to the setting to ensure we meet the needs of the child.

Resources

If it is felt that a child’s need cannot be met in Playschool within our key person system, the additional support from outside agencies will be sought. All staff have special needs sensitivity and knowledge to work with children with special needs. We strive to provide equipment and resources that meet a range of individual needs and promote the seven areas of learning as specified in the Statutory Framework for the Early Years Foundation Stage (EYFS) 2014.  If necessary, we will apply for additional funding for children with severe or complex needs.

Identification, Assessment and Provision for all Children with SEND:

Our Playschool aims to have regard for the DFEE Code of Practice (2001) on the Identification and Assessment of Special Educational needs. The Special Educational Needs Code of Practice 2014 (SEND CoP 2014) emphasises the importance of early identification. All children are observed and the planning follows the interests of the children. We have adopted the Graduated Approach model with 4 stages of action; assess, plan, do, review.( 5.38 SEND CoP 2104.

Assess

  • When it is identified that a child needs SEND support, the staff will work with the SENCo to assess the child’s needs with the parents, and regularly review to ensure the needs are met. More specialist involvement from outside agencies may be contacted with the informed permission from the parents.

Plan

  • Individual Education Plans (IEPs) will identify the needs to help the child’s development and progress and outcomes expected with a clear date for review. These will be written with the involvement of the child, parents and other professionals. Parents should be involved in planning support and , where appropriate, in reinforcing or contributing to progress at home
  • Any staff related development needs should be identified and addressed.

 

Special Educational Needs and Disability Policy

Do

  • The child’s key person will continue to work with the child and with support from the SENCo, will oversee the implementation of the IEP or other interventions agreed. The SENCo will assess the child’s response to the action taken and advise on the effectiveness of the intervention and support. The parents will be involved at each stage.

Review

  • The SENCo will work with the key person and the child’s parents to review the effectiveness of the plans. A new IEP may be set up, taking into account the child’s interests, with new targets and another date for review will be set. This will continue while the child needs support to make progress.
  • Although all records are confidential, these are passed on to the next setting with parental consent.
  • Where a child has an EHC, the local authority must review that plan.

 

Early Years Foundation Stage Access and Inclusion

We encourage all our children to feel that they are valued and respected individuals in our Playschool and support them in treating others in a similar manner. Such inclusion is reflected in our planning. We aim to provide a wide range of play opportunities through a variety of areas of interest to develop children’s emotional, physical, social and intellectual capabilities.

Our planning is adaptable to account for a range of special needs and staff will evaluate individual participation and progress through observations and regular staff meetings. Any recommendations for changes to our planning will be noted and acted upon.

Our learning environment provides the following opportunities for all children to be included in the setting as a whole;

  • Equipment and activities are positioned at an accessible level and can be moved according to individual needs

Special Educational Needs and Disability Policy

  • Available activities and equipment provide graded learning opportunities and suitable special need sensory stimulation
  • Communication aids can be utilised where appropriate and staff will seek suitable training where possible
  • Inclusive play activities, both inside and out, can be provided and funding will be sought should any specialised equipment be particularly advantageous for individual special need.

Evaluation of Policy

All staff will monitor and evaluate our Special Educational Needs and Disability Policy annually an in response to changes in legislation, guidance and any changes in the setting.

Complaints Procedure

Any complaints will initially be referred to the key person, then the SENCo. If unresolved, see Playschool Complaints Policy

 

Equality Act 2010,

Children and Families Act 2014,

Special Educational Needs and Disabilities Code of Practice 2014

Statutory Framework for the Early Years Foundation Stage 2017.

Special Educational Needs and Disabilities Regulations 2014

This Policy was adopted at a meeting of the Playschool Committee held on

Contact
Hayley Lawrence
Telephone
07796 044277
Email
esplayschool@gmail.com
Conditions Supported
Autistic spectrum conditions
Communication difficulties
Health conditions
Learning difficulties
Mental health conditions
Physical disabilities
Sensory impairments

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