Playgroup open school term only
14 Glodwick Road, Glodwick, Oldham, OL4 1AH
Contact phone0161 425 1318 or 07802 706 003
Ofsted URN: EY538094
AgeFrom 2 years to 5 years
Opening timesMonday to Friday 9am - 3.30pm
Cost details£5 per hour, £25 per day, £125 per week, £15 per session
Free childcare possible for 2 year oldsYes
Free childcare possible for 3/4 year oldsYes
Takes childcare vouchers?Yes
Drops-off/picks-up fromGlodwick Infant School
Registered for 30 hours free childcare
How do you identify special educational needs and disabilities?• When children have identified SEND before starting the setting, a transition meeting will take place with all the professionals and a 4+1 will also be completed as this will prepare the staff to meet the child’s/children’s needs for example, what are the likes/dislikes of the child, what makes the child happy/sad, medical conditions, allergies what we expect from the child and set action plans to be completed by the professionals. • SEND is also identified when I child’s baseline/2-year-old progress check is completed this is done within the first 2 weeks of the child starting for example, the child is showing development at 8 to 20 months and this is followed by staff observations that show signs of limited understanding, speaking and listening. • SEND officer in the setting will review the concerns and contact the child’s Health Visitor and discuss observations, the Health Visitor will then do her observations and collect all the evidence including the setting and refer the child to the relevant professionals.
How do you involve parents/carers?• When the 2-year-old progress check/Baseline is complete a meeting is arranged with the parent/carer and the child’s development is discussed. • All the evidence that is identified relating SEND that is collected by the staff for example observations, photos, videos are discussed with the parent/carer. The parent/carer is then explained the procedure by the SEND officer, referral is only made when the parent/carer agree and sign the Child Summary Report.
How do you support a child’s learning and development?• As soon as a child has registered the setting the parent/carer is generated a Username and a Password to Tapestry this is an online journal that has Early Years Foundation Stage Framework, Characteristics Of Effective Learning. Staff upload observations, photos, videos of children’s development for parents/carers to view. • Termly parent/carer meetings are arranged with the key worker, the keyworker discusses the Child’s Learning and Development in detail for example Communication and Language, Personal, Social and Emotional Development and Physical Development, Child’s Next Steps are also discussed for the following Term. This gives the parent/carer the opportunity to discuss any support or advice required for example strategies or boundaries to implement at home, flash cards, handouts.
How do you meet a child’s educational needs?• As well as implementing Early Years Foundation Stage framework educationally, all the advice and strategies produced by the professionals is implemented in the child’s learning for example the activities will be based around the child’s interests however on some occasions children may not respond to the strategies and advice this is where extra funding is requested for high level of support it all depends on the child’s requirement of needs and which category is requested. • Individual plans are completed with all the needs and well being.
How do we know my child is achieving agreed outcomes?Regular PCR (Person Centred Review) meetings are taken place at the setting this is where all the professionals along with parent/carer’s attend and discuss what is going well and what needs improving. Previous Outcomes that were agreed are discussed and new Outcomes are discussed and set for next time.
How do you adapt for a child with extra needs?Each child is different, and each delay or disability will require different adaptions, in the transition meeting all the information will be gathered about the child and adaptions will be made to the activities and resources relating to child’s needs. For example plan together with parents and professionals, simple changes to toys such as if a child has difficulty stacking wooden bricks the staff could show the child and use hand over hand technique, making small changes in the setting for example a quiet private space for play may help an overactive child, a child with poor vision may benefit from an extra lamp in the play area, removing a rug that slips will help a child who has trouble walking.
How accessible is your service, outside and inside?There is easy access to indoors and outdoors for example indoors leads to outdoors through two doors and it is all on lower ground. There is another indoor learning environment upstairs which has access to outdoor going down a set of stairs that room is mainly for 3 and 4 year old’s however depending on the child’s needs 3 and 4 year olds can have access to the learning environment on the lower ground.
How do you involve children in outings and trips?Risk assessments will take place and any adaptions required will take place for example extra staff, prams or reigns.
How do you work with other organisations?Regular meetings and updates are completed for example PCR are meetings, concerns and updates regarding Children’s Needs via emails and telephones, training recommended by External Agencies for staff relating Children’s Needs.
How do you support children when they start and leave?• Depending on the child’s needs, settling in the setting depends on all the information that is gathered for example a child may take longer than usual to settle and may require a parent/carer to stay at the setting this would be done with the support of the staff. Child’s interests would be implemented in the setting for example bubbles, cars, dinosaurs. • When a child is leaving the setting transition meetings are completed for example if a child requires support settling in the new setting preferably the key worker will assist the child and discuss any strategies and boundaries with the professionals required. • Before a child leaves the setting a full transition document is completed with all the developments and next steps for the child this is sent to the new setting before the child starts as this gives the new professionals opportunities to get to know the child and prepare for his entry
How are you/staff trained in extra needs?• Staff attend training provided by OMBC (EARLY YEARS) and are implemented in the settings for example communication and language strategies on how to stop and listen to children, give them time to think and then let them answer and encourage them to extend their language on their pace.
What is your policy on compliments, complaints, concerns?Any concerns or complaints are made to the setting manager Rozina Mahmood, a form will be given to parent/carer and a meeting will take place immediately parent/carers will have a chance to discuss any concerns and complaints an outcome will be achieved at the end.