Playgroup open school term only
156-158 Ashton Road, Oldham, OL8 1QT
07597 028 931
Ofsted URN: 2678453
Awaiting first inspection
From 2 to 5 years old
Monday - Friday, Morning session 8.45am - 11.45am, Afternoon session 12.15pm - 3.15pm
Per hour: £7
Per day: £36
Per session: £18
Free childcare possible for 3/4 year olds
Free childcare possible for 2 year olds
Takes childcare vouchers?
Registered for 30 hours free childcare
What makes Golden Petals Pre-school special and unique. We are the first early years setting in the area Heathershaw. Our area is a diverse and caters for all cultural beliefs . We have a good Oldham community that supports one another. Everything is on our doorstep!
Follow us on Instagram @goldenpetalspreschool This will show you (our learning journey) and cover behind the scenes moments.
Special diets offered
On discussion with Parents
Provides for different cultural needs
How do you identify special educational needs and disabilities?
When a child is starting with us at our setting, we have a 2-year check form that we go through with parent/carer. The form we use is a link to the Early Years Foundation Stage, development matters and helps us understand what the child is confident in and may not be confident in yet. We use our registration forms to talk to parent about any concerns they might have, and we ask if their child has had a 2-year check with the Health Visitor and go through this with parent in their red books if already completed. Over the first term we will observe the child using our guidance to help us make a judgement of which age bracket the child is hitting, any concerns through these observations will then be taken further through our Wellcomm tool and the ASQ assessment tool for their appropriate age.
How do you involve parents/carers?
When completing the child''s entry form/2-year check, we arrange this to be done with parents/carers, going through the EYFS with parent/carers and get all the input we can from them. When we are collecting evidence through observations, photos and videos that is identified relating to SEND, it is shared with parent/carers through feedback and conversations at the end of the day and parent mornings/afternoons we hold each big term. Parent/carers will be taken through our SEND procedure by our SEND officer to help parent/carers understand the pathways we use that will help their child progress and how we work together with parent/carers and other professionals. Any referrals will be discussed with parent/carers and a signature will be asked for before proceeding forward.
How do you support a child’s learning and development?
Each term we host a parent/Carers morning/afternoon where parent/carers can come and spend time with their child''s keyworker and SEND officer to go over the child''s next steps and targets from this term and where we will take them over to the next term. Each SEND child has their own individual plan that is also given to parent/carers so they can join in with targets and tasks that their child is doing at pre-school and if there is extra support needed with equipment, books, handouts etc then this can be arranged on loan for short periods of time needed.
How do you meet a child’s educational needs?
We use our knowledge and interest of the child to help us carry out the Early Years Foundation Stage, development matters and also we will follow any targets and planning set by other professionals working with the child. All targets and next steps unique for the child will be placed into an individual learning plan that will be explained and followed by all keyworkers working with the child. If the child is not responding to the targets, planning and next steps in place, a request for extra funding can be placed to help support the child in any way needed.
How do we know my child is achieving agreed outcomes?
We will hold regular Person-Centred Review meetings that include parent/carers and all professionals working with the child to discuss the targets and strategies put in place from the last meeting and will go through each target and strategies. Each professional, parent/carers and SEND officer will get to feed back to the group to help build a picture of where we are at the moment and what targets and strategies are best for the following term. Also, in between we hold 4+1 meeting with the SEND officer, parent/carers and professionals if needed, here we have a little summary of how the things we have put in place are working and if we need to try any new strategies before the next Person-Centred Review meeting.
How do you adapt for a child with extra needs?
For each child’s individual needs, we will gather information from parent/carers and any other professionals involved to establish what adaptions are best for the child, for example the layout of the classroom could be easily adapted ie create more floor space and room to move for a child with a physical need, sensory toys and play included in the classroom for a child with a sensory needs or we have included equipment like ear defenders and helmets in play to help a child feel comfortable using these. Funding can be applied for in some circumstances to help provide something unique for the child.
How accessible is your service, outside and inside?
There is easy access to our classroom on the lower level of the building, with a ramp style path to the front door and wide corridors outside the classroom. Our classroom is situated in a large hall with plenty of room to adjust and adapt if needed. the outdoor area is situated at the front of the building with a ramp style path leading straight to the gate with room to move around safely.
How do you involve children in outings and trips?
Risk assessments will be carried out and any adaptions needed will be put in place if needed, for example suitable access, use of reigns for safety and using a pram/pull along if needed.
How do you work with other organisations?
If a child comes to our setting with an external agency involved, we will take all details needed from parent/carers and contact that agency to introduce ourselves and go over any information that is important to the child.
We work with a variety of external agencies through Person Centred Review meetings, 4+1 meetings and EHC meetings, emails, telephone calls and inviting professionals into the setting to complete joint observations and help us set suitable targets for the child. Any relevant documents needed by external agencies are sent to them safely and securely.
How do you support children when they start and leave?
When children start with us, we complete our starting point document along with our registration forms with the parent/carers to make sure we have the best starting point. When settling children into our setting we ask parent/carers to help with this and encourage them to stay with their child, spending time with the keyworkers to help the child feel comfortable. We will then plan for the next best thing to do depending on the child and how settled they are with us. When a child is leaving our setting, I would speak to all external agencies involved and arrange a Transition meeting with the next childcare provider and everyone involved to help with a smooth transition. A transition document is also completed alongside this.
How are you/staff trained in extra needs?
We have the Manager and Deputy Manager who are trained in SEND, staff who are trained in ELCLAN, WELLCOME which is a communication and language tool, we are trained in using ASQ forms which we regularly use and staff are shown how to complete these. Staff are aware of how to carry out an individual plan that is in place and also how to record observations when needed.
What is your policy on compliments, complaints, concerns?
Any concerns or complaints can be made to the Manager or Deputy Manager. We have a complaints policy and procedure in place which will be followed. A meeting would be set up with parent/carers to discuss this.