Playgroup open school term only
Unit 2, Mount Pleasant Business Centre, Jackson Street, Oldham, OL4 1HU

Contact phone

0161 652 4534 or 07379 594 942

Contact email

Ofsted rating



From 2 to 5 years old



Vacancy details

Other sessions available please contact provider

Opening times

Monday to Friday 8.45am - 3.30pm

Cost details

Per hour: £5, Per session: £15, Per day: £32.50

Free childcare possible for 2 year olds


Free childcare possible for 3/4 year olds


Takes childcare vouchers?



Children attending the setting all day need to take a packed lunch

Registered for 30 hours free childcare

Follow us on Facebook

Special diets offered

On discussion with Parents

Provides for different cultural needs


How do you identify special educational needs and disabilities?

We identify special educational needs through a range of different strategies. This is done by carrying out initial assessments, working in partnership with parents/carers to arrange a transition meeting and having a designated key person for individual children. We follow the graduated response to assess, plan, do and review to meet the specific needs of SEND children by ensuring members of the setting work closely with the SENCO and parents and carers to respond to children's needs. The SENCO will liaise with external professional bodies who are involved in the child's learning and development through the arrangement of PCR meetings which take place every 4-6 weeks. Parents are informed at every stage of planning, assessing, and reviewing information. Following these meetings, provision is reviewed and reasonable adjustments are put into place when discussing next steps with agencies and families.

How do you involve parents/carers?

Parents and carers are closely involved throughout the SEN process as their views and insights inform action taken by the setting. Before assessing SEN, parent/carers are involved with identifying learning or behavioural patterns at home to support making an informed decision at the planning stage. Information from parent/carers is also considered when assessing the curriculum to provide activities to meet the individual needs and abilities of children, ensuring they make progress and reach their full potential. Support plans and an SEN profile of a child is reviewed in the PCR meetings with input from parent/carers to provide the setting with an accurate reflection of a child’s overall learning and development.

How do you support a child’s learning and development?

At our setting we value parental partnership and encourage involvement at all stages of learning and development. Once needs have been analysed, quality intervention will be provided to meet the daily needs of the child. Where required, parent/carers are provided with resources and targets to support with accessing opportunities and contributing to progress at home. Reward charts, target boards, visual timetables and SEND appropriate resources are a few examples which we continue to implement to support learning and development. The quality of provision is reviewed and evaluated according to the child’s progress and adjustments are made accordingly. By keeping a record of individual targets and activities, daily feedback and updates are also given to parents.

How do you meet a child’s educational needs?

We do this by ensuring children have an individual plan where targets reflect the ability and development of the child. Staff are familiar with and have access to the SEN policy, EYFS curriculum and the SEND code of practice which equips them with the knowledge needed to identify early needs. By upholding British values of equality and mutual respect, we have positive expectations of all children and endeavour to treat them all equally to meet their needs.

How do we know my child is achieving agreed outcomes?

Through daily observations, reviewing individual targets and evaluating the effectiveness of provision, parent/carers are informed at every step of assessments. Where required, meetings with other professionals and parent/carers also take place which provide opportunities for discussion and evidence of the child’s progress is presented. This would also support the setting to review previous outcomes and implement new ones.

How do you adapt for a child with extra needs?

Children are supported through a range of different strategies such as having objects of reference and visual cues to support learning and understanding. Other activities are adapted to suit individual needs such as having more multisensory opportunities, visual timetables, and more one-to-one adult interaction. Our clear approach to addressing SEN needs ensures activities are specifically targeted and tailored to promote positive images during play experiences.

How accessible is your service, outside and inside?

Our large rooms make the environment easily accessible indoors. There is enough opportunity to provide visual provision such as labels and pictures whilst differentiating areas of learning to suit the children’s needs.

How do you involve children in outings and trips?

Before an outdoor trip beyond the setting is carried out, a thorough risk assessment is completed prior to visiting the location and consent is obtained from parent/carers. Parents are also invited if they would like to attend. Parental views are also considered if additional arrangements may be required to meet their child’s developmental needs.

How do you work with other organisations?

Meetings take place every 4-8 weeks after the initial transition meeting with external agencies. Communication is maintained via emails and phone calls. Where needed, advice is sought from the Area SENCO to ensure high quality provision at the setting. Parents are also included in meetings in order keep them informed with targets and outcomes.

How do you support children when they start and leave?

We support children who identify with SEN when starting by evaluating the environment and adjusting it where necessary. They are assigned a key person who works closely to review the child’s learning and development by liaising with the setting’s SENCO where needed. By liaising with external agencies, parents and the child’s next school, transition meetings take place prior to the child leaving to ensure key information is shared regarding a child’s individual learning and development.

How are you/staff trained in extra needs?

All staff at the setting must be Paediatric First Aid qualified which is updated every 3 years. Staff are given in house training on multiple courses to refresh their knowledge of high-quality early years practice. Weekly face to face meetings also take place to communicate vital information to staff, some which may be SEN related. Staff also do online training over Microsoft Teams for additional training and knowledge. Staff have also undertaken projects such as ELKLAN training in early language and literacy to ensure we provide the best opportunities and provision for all children.

What is your policy on compliments, complaints, concerns?

Depending on the nature of the complaint, the setting SENCO, manager, or the child’s key worker can be contacted to further discuss any needs. Our setting also has a complaints procedure in place which can be followed. Parent/carers may also contact OFSTED or the local authority if required.
Updated: 02/07/2021