Beeding and Bramber Preschool.
Manager: Chantael Brookshaw.
Contact: email: beedingandbramberpreschool.org@gmail.com
phone: 01903 491055 (during term time).
Where is our setting?
We are in the picturesque village of Upper Beeding, at the Village Hall. There is ample parking in the car park directly opposite our building which is free for users, and we request that parents/carers use this to allow safer road crossing.
About us:
Our preschool aims to..
- Promote the social and educational needs and interests of each individual child
- Work with British values in our daily routines,
- Follow the DfE’s Sustainability and Climate Change Strategy for Education,
- Provide a happy, secure and stimulating environment,
- Ensure each child feels a valued member of our community and setting,
- Encourage self-confidence and independence,
- Always follow the Early Years Foundation Stage of the National Curriculum (EYFS)
- Actively promote the equality and inclusion of each child and their family,
- Work in partnership with parents and carers,
- Follow OFSTED standards.
You can meet our staff here.
Accessibility information:
Our setting is wheelchair accessible, with access to the building being gained through a large slope. Access to the building itself can be gained through the front entrance, and access to the main hall can be granted through the main hall door. Every fire exit is wheelchair accessible.
There are auditory adaptions and instructions for those who are hard of hearing located on the noticeboard in the entrance provided by the village hall committee, and there are sound mufflers on the walls to absorb any loud sounds.
We have a fully accessible toilet and changing facilities, where each child’s individual needs can be considered, and privacy can be granted at every opportunity.
Our pre-school has an Inclusion Co-ordinator who will be happy to support parents and carers to access outside agencies for children who may need extra support with any aspect of pre-school life. These can range from Speech and Language, Portage, Child Development Centre.
We follow the SEND (Special Educational Needs and Disabilities) code of practice. Our vision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years.
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Area of Need // Our Continued Area of Development
Communication and Interaction:
Staff experience equips us to provide high quality care with stable, nurturing and language rich environments, and identifying early Speech and Language needs whilst supporting crucial social relationships.
Staff undergo frequent training to ensure we are up to date with the most current recommendations and strategies. We welcome any outside agencies to allow us to effectively support a child’s Communication and Interaction. We always work with parents/carers.
We use our Graduated Approach (using a Plan/Do/Review cycle) to allow us to identify when and where a child needs support.
Social, Emotional and Mental Health:
Staff experience allows us to form secure attachments with our children and help support their resilience development, which helps us to identify and prevent early health issues such as anxiety.
Staff also undergo frequent training to ensure we are up to date with the most current recommendations and strategies.
Cognition and Learning:
Staff undergo frequent training to make sure we are up to date with the most current recommendations and strategies, which help us ensure high quality teaching of foundational skills to support memory, attention, language and problem solving. This allows long term success in early years outcomes.
Physical:
Staff undergo frequent training to make sure we are up to date with the most current recommendations and strategies to allow us to help build foundational motor skills and enhance cognitive and emotional wellbeing. We create an environment that improves coordination and confidence, which directly impacts school readiness.
Health/Medical:
All staff and emergency staff hold current Paediatric first aid qualifications. All staff and emergency staff are safeguard trained. Staff work with parents/carers with any medical needs, learning how to care for their child in the way that they require.
Staff undergo frequent training to make sure we are up to date with our training, to help identify and support developmental delays.
We are ensuring safety through safeguarding and promoting positive health behaviours.
Sensory:
Staff undergo frequent training to make sure we are up to date with the most current recommendations and strategies. We provide activities to encourage problem solving and language skills to support self-regulation, reducing stress and encouraging cooperation and empathy.
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How we support all children, and work with families:
At Beeding and Bramber Preschool, we pride ourselves on having a solid Parent Partnership with our families.
If a child applies to our setting, and their parent/carer shares that they have SEND, we invite the parent/carer into our setting before their child starts so that we can speak to them about their child’s needs and discuss how we can support them and adapt our setting to be inclusive of these needs. We would request to see any reports from health professionals the child has seen, so we get the very best clear picture of the child using these and from speaking to their parent/carer, before they start with us.
When a child starts at our setting, we get to know the child and their families during a six week settling in period. During this stage we are getting to know the child and performing a baseline assessment in the three prime areas during our interactions. We make an appointment with the parents/carers at the end of this settling in period to give them feedback on how their child has settled, and this is where we would raise any concerns we have noticed.
We welcome any outside professionals to support a child’s needs and welcome their input to allow us to fully support children’s needs along with the parent/carer.
Staff are continually undergoing training to allow them to be fully up to date with the latest information.
We use a Graduated Approach, using a Plan/Do/Review cycle. In this doing, we can easily identify when and where a child needs support.
How we do we support children’s physical health?
At Beeding and Bramber Preschool, we have a range of activities to support a child’s gross motor and fine motor skills.
The children have a large garden and a large climbing frame to support their gross motor skills. We also have various ride on vehicles, balls and bats, obstacle courses and many other things to support this development.
Regarding fine motor skills, we have plenty of mark making available all-around preschool to encourage children to make marks. We also have plenty of peg puzzles.
We are helping to influence long term physical wellbeing, build strong muscles and bones, and aim to help children maintain a healthy weight.
How do we support and improve Mental and Emotion health?
Staff attend Mental Health awareness training. We build a secure and trusting relationship with each child and family, giving a tailored individual experience therefore promoting a safe environment to express themselves and reduce anxiety.
We have positive parent partnership and regular meetings to share information.
Consistent routines are very important, with plenty of activities and resources and books to support managing feelings. We encourage self-regulation, breathing exercises, with lavender, yoga.
We aim to enable children to understand and manage emotions and build positive relationships to play and learn.
How can you apply for a space at preschool?
If a parent/carer is interested in applying for a place, contacting the preschool via phone or email is the best option (this information can be found at the top of this page). On our website, we have a downloadable application form which can be filled out and returned to us via email or via the post-box outside of the preschool front door.
There is sometimes a waiting list, but Chantael (the preschool manager) will advise you of this at the time of applying.
If a child applies to our setting, and their parent/carer shares that they have SEND, we invite the parent/carer into our setting before their child starts so we can speak to them about their child’s needs and discuss how we can support them and adapt our setting to be inclusive of their needs. We would request to see any reports from health professionals the child has seen, so we get the very best clear picture of the child using these and from speaking to their parent/carer, before they start with us.
An induction is arranged shortly before the child’s start date at preschool. During this induction the family will meet the child’s keyworker, and the keyworker will spend time playing with the child and chatting to the parent/carer.
Depending on the child’s needs, they can start at their full session time from the beginning. However, we can start off with the child staying for an hour and gradually increasing it once we get to know the child and understand their needs. We work with the parent/carer when dropping off as to what would work best for their child, and we will telephone/upload photos to the child’s Tapestry online journal to offer reassurance to parents/carers. The child’s keyworker would also speak to them at pickup to share what their child has been up to.
Information regarding fees can be found here.
How do we involve parent/carers in decision making?
In the corridor, we have a parent/carer noticeboard which has various leaflets on it for families to be aware of (for example, preschool birthdays, information about Portage, messy play, school information, Ofsted contact, oral health information, health and safety information, infection and immunisation information). On this table we also have a weekly policy that we encourage parents/carers to read, sign and add any comments should they have any.
We strive for positive parent partnerships; we have regular communication via Tapestry and meetings with parents/carers, we have daily chats when their child is dropped off/picked up, and with these we create shared goals.
We are always open to hearing from our families about how we are doing, and we have different ways in which this can be done. We have a post-box on the parent/carer table where we encourage parents/carers to communicate their thoughts in a written format. Parents/carers can email at any time, ask to speak to the manager/their child’s keyworker at any time, or telephone us.
Parent/carers are communicated with verbally, via email, via our private/closed Facebook group, and on our website.
How do we get feedback from children and parents/carers?
Children: Listening and observing, using body language, during roleplaying and art.
Parents/carers: Positive parent partnership, comments post-box on the table in the corridor, Facebook, via Tapestry, and joining our committee (please speak to Chantael [the manager] if you are interested in joining).
How can children and parent/carers make a complaint?
Children: With our good keyworker systems and knowing each child, we can observe changes in behaviour (such as tantrums and whining).
Parents: We have a detailed complaints policy and procedures available; informing families on how to contact the preschool manager (Chantael), management committee and Ofsted.