Our Pre-school is based at St Peter's School, Sullington Way, Shoreham-By-Sea. The pre-school has a team of around 8 well-trained, dedicated and enthusiastic staff members. We opened in September 2014 as a pack away settling and moved to a non-pack away premises in summer 2015. Weare awaiting our first Ofsted inspection.
We welcome pre-school aged children (2 and a half-5yrs). We are open term time only 8.50am - 3.20pm. Children can attend for morning (8.50-11.50) or all day sessions (8.50-3.20).
We believe all children are unique and deserve respect as individuals with different ideas, opinions and talents. We aspire to provide children with outstanding care and inspiring learning opportunities through a creative, multi-sensory, arts-rich, exciting and enabling environment both inside and outdoors. We suggest you contact us to arrange a visit to find out more about us and decide if we can meet your child’s needs.
Questions you might like to ask
“How does the early years setting know if children need extra help and what should I do if I think my child may have special education needs or disabilities?”
The first thing we suggest that you do is call or email to make an appointment to come and visit our setting. You may feel you need to discuss your child’s needs briefly beforehand but usually we feel that the best way is to come and visit our setting and discuss your child’s specific needs. We will hopefully be able to reassure you that your child’s needs can be met and possibly discuss strategies needed to be implemented before your child starts with us. It may be that be that your child has already started with us and early observations linked with the Early Years Foundation Stage guidance and progress reports, prompt us to discuss with you the possibilities that your child may benefit from some extra support. If you ever have any concerns about your child we are always happy to discuss these with you at a mutually convenient time. Our aim will always be to work with our families to obtain the best possible outcomes for their children.
“How will the early years setting staff support my child?”
Your child will be allocated a key person who will be responsible for caring for, monitoring and planning for their educational progress. Although each child has a key person, all staff look after and care for all of the children so you can be sure there are plenty of knowledgeable, supportive adults around at all times. All staff have previously worked with children with a variety of needs and abilities, however, we are aware that all children are different and needs can be very specific. Every child is planned for individually and this is a process that you will be invited to share and contribute to. Depending on your child’s specific needs we may share information with other professionals involved with your child (e.g. occupational/physiotherapists/speech and language, SENCO (Special Educational Needs Co-ordinator), West Sussex Advisors) and involve them in our plans. Again, this will be done with your agreement and involvement.
“How will the curriculum be matched to my child’s needs?”
We will explain to you our individual learning journals, the statutory 2 year progress check (a check we have to undertake if your child is between two and three years of age) as well as the individual plans we will use and how we will track and develop your child’s progress. These procedures and the information you provide will ensure that we are providing the best possible environment for your child during their time with us and that progress is being made no matter how small the steps. We incorporate lots of open-ended, creative, multi-sensory play and exploration into our curriculum for all children. This approach can be tailored to meet individual needs or support small steps in development where necessary. In addition, research into the arts and Special educational needs has shown that access to further opportunities for expression (like painting, drawing, dance, music making and drama) can be very helpful for children with emotional and physical additional needs.
“How will both you and I know how my child is doing and how will you help me support my child’s learning?”
Your key person will arrange regular meetings with you to look through your child’s learning journal and share their planning. These will be at a mutually convenient time. You can request a meeting at any time with the child’s key person, manager or both (this may need to be outside of usual pre-school hours). Your knowledge and experience of your child is invaluable to us and the sharing of information may help us understand specific requirements better. The regular progress reviews include next steps for your child both within the setting and at home, your child’s key person will discuss and agree these next steps with you, which will help support and develop your child’s learning. If necessary we will provide a home/school communication book that can be used daily to keep everyone involved informed of day to day issues.
“What support will there be for my child’s overall wellbeing?”
If your child has a pre-existing medical condition we will have an Individual Healthcare Plan for them, which we will establish before they start. This will give us detailed information of their needs and will outline how we will care for your child, how and when medication will be administered and stored and when training will take place if required. You may have concerns about how your child will socialise and communicate with other children and adults in the setting, all our policies are available online at www.crocododle.co.uk and you may find it helpful to look at these. Managers are trained in the Solihull approach. This approach has a major contribution to the ways in which practitioners can work with families to ensure that children have a good emotional start in life. This is something we intend to train all our staff in, in the near future.
“What specialist services and expertise are available at or accessed by the early years setting?”
Our staff are committed to undertake specialist training when needed to support the children we care for. Where this is not possible, we work with other agencies that may already be working with your child or we will seek out the support needed when identified. All our staff are trained every three years in paediatric first aid. Agencies and services we can access include: health visitors, the sensory team, occupational health, physiotherapists, speech and language etc. We are also members of “Early Arts” enabling us to access specialist training and advice for all children based on the most recent research into child brain development and creative approaches into Early Education.
“How will my child be included in activities outside the early years setting including trips?”
Our policies state that we will be as inclusive as possible. There is no reason why any child in our setting should not be able to access activities such as trips. However, we may rely on parental/carer help when we travel. The ratio adult:child would be 1:1 for a child that may use a wheelchair or require additional support.
“How accessible is the early years environment?”
The main entrance to the school is through large, double doors, the early years classroom can be accessed this way or visa the side gate.There is one small step from the garden to the classroom, however, the garden can also be accessed through a flat level door in the school if necessary. Outside we have different areas, some are concrete and some grass. Indoors is light and bright and it can be a noisy environment at times. Activities are provided at various levels however these activities will be made accessible for your child as and when needed. We have two adult sized toilets, however, disabled access is very limited due to space. There is a disabled access toilet available within the school building. Children and parents with English as an Additional Language will have had discussions before their child starts and strategies worked out how best to meet their needs.
“How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting/school?”
Before your child starts, we will give you a registration pack for you to fill in and return which contains important information about your child. We will then allocate your child a key person and offer you more chances to visit if you wish. At these visits you can get to know the key person and give them more information about your child. We will also, if needed, establish a Healthcare plan and gather information about other agencies involved in your child’s care. When your child starts you are welcome to attend for as many or as few of their sessions as required to settle them. If your child requires a transition plan for when they change settings we will discuss this in advance. This may involve one or more meetings with representatives from our setting, their new setting and yourselves. We will share information and observations to help ensure a smooth transition to the new setting.
“How are the early years setting recourses allocated and matched to children’s special educational needs?”
The majority of our resources are inclusive for all children and we will endeavour to adapt these if necessary. We can also access a wide range of specialist toys and equipment through the toy library service. With regards to funding, if (after discussions with you) we feel your child may need a higher level of support than can be met by our usual ratios then we can apply to West Sussex County Council for Inclusion Funding to help us meet your child’s needs. Any inclusion funding obtained for resources will be used where the need is greatest, this will be discussed with parents and regularly reviewed.
“How is the decision made about what type and how much support my child will receive?”
Managers, key person, SENCO, parents and any other agencies involved in the child’s care will be consulted to determine the initial level of support needed. After such consultations the Managers will inform parents of the support we are able to put in place for your child in our setting. This will be under constant review. We will use observations and the child’s individual plans to inform this review. We may also consult outside agencies.
“How are parents involved in the early years setting? How can I be involved?”
You will have daily contact with your child’s key person and mangers of the setting. We will hold termly (more regular if necessary) meetings with parents to discuss and plan your child’s progress and development. We will hold termly ”Parent’s Voice” meetings. We invite all parents/carers to join our parent’s voice group to discuss our Pre-School development plan and to offer ideas and suggestions as to how Crocodoodle Creative Pre-School grows and develops in the future.
“Who can I contact for further information?”
For further information please contact one of the managers, Maria Oldfield or Hollie Hadfield by email firstname.lastname@example.org or email@example.com or call 07899 627413 or via our website. For more specialist information you can contact the Family Information Service on 01243 777807 or firstname.lastname@example.org