Playgroup open school term only
St Matthews C Of E School, Chadderton Hall Road, Chadderton, Oldham, OL9 0BN
0161 287 9169
Ofsted URN: 508066
From 2 to 5 years old
Morning session - Monday to Friday 8.45am to 12.45pm,
Afternoon Session - Monday to Friday 12.45pm to 15.45pm.
Per day: £34,
Per session: £14,
Per week: £170,
2 year olds £15 per session, full day £36.00
Free childcare possible for 2 year olds
Free childcare possible for 3/4 year olds
Takes childcare vouchers?
Registered for 30 hours free childcare.
Follow us on Twitter @stmatthews_cofe
Special diets offered
On discussion with parents
Provides for different cultural needs
How do you identify special educational needs and disabilities?
We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies. We work in partnership with parents and other agencies in meeting individual children's needs. Working alongside the SENCO it is the responsibility of all members of the setting to follow all strategies and targets.
We use the graduated response system for identifying, assessing and responding to children's special educational needs. We use a system of planning, implementing, monitoring, evaluating and the use of Personal centred planning and SEN support plans for children with special educational needs. We also make assessments using ASQ scoring and Wellcomm.
The SENCO will work closely with parents of children with special educational needs to create and maintain a positive partnership. She will ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
We liaise with other professionals involved with children with special educational needs and their families.
How do you involve parents/carers?
We would have discussions with the parents of the child that we had concerns about. After our initial observations we would discuss with the parent how the child behaves in the home environment. We would share strategies with the parents to enable best practice. The SENCO would arrange a Person Centred meeting with the parents, herself and anyone else involved with the child’s wellbeing (HV, SALT) As part of PCM the voice of the parent will be heard making sure they understand and are listened to and happy with the outcome of the meeting. We would take into account this time can be very emotional for parents, and would support them and also signpost them to relevant support groups or agencies.
The SENCO will arrange regular meetings and also be available when needed by the parents for support.
How do you support a child’s learning and development?
We will support the child’s learning and development through discussions with parents, SENCO and key person. The group will look at the child, the stage of development and celebrate positive attributes of the child. From this point we would discuss SMART targets and strategies. The SENCO will ensure all staff members use and follow these strategies to enable the child to meet all stage appropriate development.
How do you meet a child’s educational needs?
The setting follows the EYFS curriculum along with the Characteristics of effective learning. The individual’s child’s interest and needs will be looked at and each child will their own unique planning to reflect this. Our setting delivers an appropriate learning environment to nourish each individual’s needs. Planning for this learning is effective through the use of observation and assessments. We use the graduated response system for identifying, assessing and responding to children's special educational needs, making adjustments where necessary.
Each child’s progress is monitored and discussions with parents would be arranged. If needed the SENCO will liaise with outside agencies to meet the child’s needs.
How do we know my child is achieving agreed outcomes?
The individual child will have SEND file which the SENCO reviews on a regular basis, keeping it updated. Through evaluation of the SMART targets and progress made the key person can see how the child is progressing. This will be shared will the parents at regular meetings where new targets will be discussed. The SENCO will work with the parents to ensure that there is full understanding of the targets and how they can be reached in the home environment and the setting.
How do you adapt for a child with extra needs?
Each child is valued as an individual and is unique in their learning and needs. Through the planning process (EYFS) there is discussions with the SENCO and keyperson to identify what or if any differentiation is needed to meet their needs. Planning will be adapted to meet their requirements using age stage appropriate resources and techniques. All staff to follow from SENCOs lead to implement these strategies.
How accessible is your service, outside and inside?
We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.
All internal door frames are painted brightly so that anyone with impaired sight can see them. There are ramps to outside areas to enable easy access for anyone with disabilities. All tables, chairs, sinks and toilets are to child height.
How do you involve children in outings and trips?
Staff in our setting ensure that there are procedures to keep children safe on outings.
Parents sign a general consent on registration for their children to be taken out as a part of the daily activities of the setting. This general consent details the venues used for daily activities. There is a risk assessment for each venue carried out, which is reviewed regularly. Parents are always asked to sign specific consent forms before major outings. A risk assessment is carried out before an outing takes place, ensuring that it is appropriate for any child with SEND. All venue risk assessments are made available for parents to see. Our adult to child ratio is high, normally one adult to two children, depending on their age, stage and needs and type of venue as well as how it is to be reached. Any child with SEND would ideally be 1 to 1 with SENCO. Named children are assigned to individual staff to ensure each child is individually supervised, to ensure no child goes astray, and that there is no unauthorised access to children. Staff take a mobile phone on outings, and supplies of tissues, wipes, pants etc as well as a mini first aid pack, snacks and water. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for. Staff take a list of children with them with contact numbers of parents/carers, unless a member of staff is to stay in the setting, in which case we can ring them for contact details. A minimum of two staff should accompany children on outings and a minimum of two should remain behind with the rest of the children.
How do you work with other organisations?
We will work with outside agencies. We would invite them into the setting allowing them to discuss and assess the child’s developmental needs. Discussions usually include best practice for that child this includes targets and strategies. Outside agencies will always be invited to the Personal Centred Meetings for discussion with SENCO, professionals and parents.
How are you/staff trained in extra needs?
We have a fully trained SENCO who attends regular updated training and meetings with the AEN Team and Early Years Professionals. This allows continued knowledge and updated information. Our SENCO delivers update meetings to all staff and management on a regular basis to ensure all staff are using relevant strategies and techniques.
All staff have accessed Understanding Autism Training.
What is your policy on compliments, complaints, concerns?
Our setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting. We have a complaint and concerns book that parents can fill in anonymously.
We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all parties involved. Any parent who has a concern about an aspect of the setting's provision talks over, his/her concerns with the setting manager. If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the manager or chair of the committee. When the investigation into the complaint is completed, the manager meets with the parent to discuss the outcome. If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the manager chair of the committee. Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. See Complaints Policy for more detailed information.