Little Battlers Pre-school
Pre-School Number: 01455 635503
Pre-school Manager: Mrs J Williscroft
Deputy Manager and SENCO: Mrs T Mason
We are open Monday – Friday during term times.
Morning session: 8.45am – 11.45am
Thirty plus hour sessions 8:45am– 3.25pm
At the beginning of each session, parents/carers bring in their children.
At the end of each session, staffs see the children out one at a time directly to their parent/carer.
Parents are most welcome to visit the Pre-school and look around when considering Pre-school education for their child. The minimum age is 3 years.
Registration forms are available from Pre-school and on our website. When completed, your child’s name will be placed on our waiting list and you will be contacted close to their 3rd birthday if places are available.
Parents and carers are requested to inform the pre-school immediately of any changes in contact details.
Parents are advised to register children for a place well before their child’s third birthday.
We have extended our provision to incorporate the fifteen and thirty hour funding.
In Leicestershire, children access Nursery funding in the term after their third birthday. This means children can access up to fifteen or thirty hours sessions free of charge. Children can access sessions before their funding date at a cost of £4 per hour.
Please note if your child attends Little Battlers 8.45-3.25 (all day session) a charge of £1 per day will be invoiced for lunchtime supervision, any questions or queries please speak to a member of Little Battlers Team.
If contracts are terminated or a change of sessions or hours at your request four weeks written notice is required excluding the holidays.
Little Battlers Pre-school in Frederick Avenue, Hinckley, LE10 0EX.
Opposite the main school. Battling Brook primary School.
Telephone number between 8.30am and 3.30pm – 01455 635503
Our team members are :-
Julie Williscroft-Yellow Teacher (Monday/Tuesday/Wednesday)
Manager / Teacher
Bachelor of Education B’Ed
Trina Mason - Red Teacher
Deputy Manager /SENCO /
NVQ 3 in childcare and education
Zaynor Smith - Green Teacher
NVQ 3 in childcare and education
Amy Malyon - Blue Teacher
NVQ 3 in childcare and education
Hannah Taylor - Purple Teacher
NVQ3 in childcare and education
STAFFING AND EMPLOYMENT
In our Pre-school
Regular meetings to discuss the Early Years Foundation stage, and the 7 areas of
learning to help with the children’s progress.
All Pre-school staffs have appropriate qualifications (B’Ed , Early Years Teacher
status & NVQ3)
Regular training courses will be undertaken by all staff, when possible either by the
Local Education Authority, or in service training.
All staff have completed First Aid Training in childcare and this is updated every 3
All staff will be given a Statement of Terms and Conditions of Employment in
condition with the Employment Rights Act 1996.
All staff are aware of the Complaints procedure.
All staff will have regular appraisals to discuss strengths and weaknesses, and any
development training can be organised where possible.
All staff are required to complete and submit a DBS Notification to OFSTED and the
Criminal Records Bureau Disclosure form.
SETTLING CHILDREN IN PROCEDURE
It is our intention to make our Pre-school accessible to children and families from all
sections of the local community. We also like to feel we can offer a safe and friendly
atmosphere for your child to play in as well as providing a wide range of activities to
cater for each child as an individual.
We would like to welcome all new parents, carers, children and families into our Pre-
school, and an initial visit can be arranged for parents/carers and children to come and
look around and meet the Staff, we also offer a drop in session to stay and play before
your child’s start date in the summer term where parents/carers are invited to come
and meet the staff and find out all about Little Battlers.
A key person will be allocated to every child to help them settle in and enjoy their
time at Little Battlers.
We also take part in the Government Funding Scheme from the term after your child
is 3 years of age; they will be entitled to 15 or 30 hour free sessions at Pre-school per
The Early Years Foundation Stage is followed to allow your child to develop at his or
her own pace.
The Pre-school would appreciate any ideas or skills that parents or carers would like
to offer to aid the running of, or the content of the Early Years Foundation Stage.
1. We like our children to be safe and happy within Pre-school in the absence of
their parents, to recognise other adults as a source of authority, to socialise, form
friendships, and share their learning experience with their parents that they have
enjoyed at Pre-school.
2. We will try to encourage parents/carers to visit Pre-school with their children
before their first admission.
3. To introduce flexible admissions to meet the needs of families and children.
4. Pre-school will support families to the best of its ability to settle their child.
5 Reassure parents whose children seem to be taking a long time to settle in.
6 We have an “Open door” policy for parents/carers to come in to discuss any
questions, queries and concerns with staff members.
Children cannot play or learn successfully if they are anxious or unhappy. We will try
to help parents and their children to feel comfortable in Pre-school, to benefit from
what we have on offer, and to build a confidence that will take them through their life.
At Little Battlers Pre-school, we offer all of the children the chance to learn through
play and hands on experiences. We plan our activities around the seven areas of
The Curriculum is based on the Early Years Foundation Stage, which is based on the
seven areas of learning.
1. Personal, Social and Emotional Development.
2. Communication and Language.
3. Physical development
6. Understanding of the world.
7. Expressive arts and design.
This also incorporates the EYFS Early year’s matters framework under the headings
- The unique child
- Positive relations
- Enabling environments
- Learning and development
Regular staff meetings are held to develop the curriculum, which we develop through
the children’s interests.
Upcoming plans and information is displayed on a half termly basis on our outdoor
notice board and website. We also offer an email service where we send information
about upcoming events and any other information directly to requested email
addresses. (Letters are sent to those parents/carers who do not want to receive
information via email.)
We also have a parents/carers folder containing all relevant information on the table
on entering Pre-school.
Every child has a home contact book which parents can write in and staffs check
regularly to make sure that all parents/carers are kept informed about their children
and any forthcoming events.
We have on our parents table a box where you can post important information that
needs to be read immediately from your Childs home contact book.
We are committed to giving all our children every opportunity to achieve the
highest of standards. This policy helps to ensure that this happens for all the
children in our Pre-school – regardless of their age, gender, ethnicity, disability,
attainment or background.
2 Aims and objectives
Our Pre-school aims to be an inclusive Pre-school. This means that equality of
opportunity must be a reality for our children. We endorse British values through the
key person approach, positive role models, role play areas, song times, group games,
co-operative play, children’s voices in their learning journeys, cosy areas and
welcoming posters in different languages. We make this a reality through the attention
we pay to the different groups of children within our Pre-school:
- girls and boys
- minority ethnic groups
- children who need support to learn English as an additional language
- children with special educational needs
- gifted and talented children
- looked after children
- differently abled children
- any children who are at risk of disaffection or exclusion
We are committed to raising achievements and standards for all children and where
necessary to make extra provision to ensure that children from particular groups are
able to access the curriculum equally. In this way, they will flourish. We are working
to ensure that children are healthy; we do this by promoting healthy choices at our
snack bar and ensuring that water is always readily available.
We are working to ensure that all children have equal access to these aspects of our
The Early Years Foundation Stage is our starting point for planning an enjoyable
learning experience that meets the specific needs of individuals and groups of
children. We do this through:
- speaking and listening
- setting suitable learning activities and play opportunities
- responding to individual children’s needs
- overcoming potential barriers to learning and assessment for individuals
- providing lots of experiences inside and outside of Pre-school, ie, trips & nature
- Incorporating the EYFS Early years matters framework.
Inclusion procedure continued
Staffs undertake specific training to meet individual needs where training is available.
We achieve educational inclusion by continually reviewing what we do, through
discussions at staff meetings.
Are our actions effective?
3 Teaching and learning style
We aim to give all our children the opportunity to succeed and have an enjoyable
experience at Pre-school. When planning their work, staff take into account the
abilities of all of their children to promote self confidence and self worth.
Staff are familiar with the relevant equal opportunities legislation covering race,
gender and disability.
Staff ensure that children: --
- Feel secure and know that their contributions are valued.
- Appreciate and value the differences they see in others.
- Take responsibility for their own actions
- Participate safely in clothing that is appropriate to their religious beliefs.
- Are taught in groupings that allow them all to experience success.
- Use materials that reflect a range of social and cultural backgrounds, without
- Have a common curriculum experience that allows for a range of different
- Have challenging targets that encourage them to succeed.
- Are encouraged to participate fully, regardless of disabilities or medical needs.
In our Pre-school the teaching and learning, achievements, attitudes and well being
of every child are important. We follow the necessary regulations to ensure that we
take the experiences and needs of all our children into account when planning for
COLLECTING A CHILD FROM PRE-SCHOOL
If a parent/guardian fails to collect a child at the appropriate time.
11.45am (morning session)
3.25pm (All day session)
They will be contacted by telephone. In the event that the parent/guardian cannot be
contacted a second or third number will be used.
If a child is uncollected and all other strategies in place have not been fruitful then we
will inform First Response Children’s Duty Team who can be contacted on
Staff will record persistently late parents in order for the problem to be addressed by
Please ensure you have a back up number on your Registration form in case of an
Try to inform us as soon as possible if you are unavoidably delayed (car breakdown
etc) and always have the Pre-school number with you. (01455 635503)
A password will be devised for relatives to give to staff on collecting children if they
are different from normal.
While waiting for a Parent/Guardian a member of staff will wait with the child, but
please remember staff may also have other commitments after session time.
If children are not collected on time repeatedly, the Manager will speak to the
Parent/Carers concerned, and if this still continues, further advice will be taken from
the Head teacher.
IF A CHILD GOES MISSING
In the event of a Child going missing from Pre-school the following steps will be taken;-
1. Speak to all children and staff to see if anyone knows where the child is.
2. Search immediate environment.
3. Inform the Head Teacher
4. Ring Police, have ready a current photo of the child.
5. Phone Parents/Carers.
6. Consider safety of remaining children, extra staff may be called in.
7. Staffs continue to search
A note will be made of the circumstances surrounding the disappearance to help the
Police as much as possible, with investigations.
Once the child has been located:
. Inform the Local Authority
. Inform Ofsted
Policies and procedures will then be evaluated.
All children are accompanied by their parents/carers on all Pre-school trips they are
then responsible for their own child’s welfare. If a child does go missing during a trip,
the above steps will be followed.
POLICY AND PROCEDURE
We comply with the procedures approved by the children and social work act 2017.
We intend to create in our Pre-school an environment which children are safe from
abuse and in which any suspicion of abuse is promptly and appropriately responded
to. Staff are also committed to fulfil the Prevent Duty to identify any children who
might be vulnerable to radicalisation. This would be reported to the Head teacher.
We have a duty to implement child protection procedures with or without parent’s
knowledge and if a child is at significant risk then parents would not be informed.
Social Service Guidelines point out the Pre-school staff may be the first to become
aware of Physical, Emotional or Sexual Abuse. Should any staff member believe a
child has, or is suffering any form of abuse, the staff member will report their
suspicions to the Designated Safeguarding Lead at Pre-school which is Mrs. Mason,
and appropriate records will be kept via our online system CPOMS,
Should there be any evidence of abuse there will be a referral and contact with social
services and other outside agencies where applicable. The Designated Lead will be
involved and staff will decide if First Response needs contacting.
First Response 0116 305 0005.
All suspicions and investigations will be kept totally confidential, shared only by
those who need to know, as will any records of suspicions.
An accident book is kept within Pre-school that all parents/carers sign if an accident
occurs during a Pre-school session and a letter is also sent home to inform parents as
they might not have collected their child that day.
Contact details for LADO (Local Authority Designated Officer)
Mark Goddard 0116 305 7597
Kim Taylor 0116 305 5641
Contact number for Social Care in Leicestershire – 0116 454 1004
Contact number for Ofsted – 0300 123 1231
We believe children flourish in an orderly, safe and secure environment, where they
can develop their play and learning without fear of being hurt or hindered by anyone
else. We encourage independence and responsibility in our children and foster a
feeling of self worth, tolerance and respect for all within our secure, nurturing Pre-
school. The British values of sharing, turn taking communicating and listening to each
other are key to ensure everyone’s inclusion.
1. All adults in the group will ensure rules are applied consistently, so children will
have the security of knowing the rules and can build up useful habits of behaviour.
2. Adults will praise and endorse desirable behaviour such as kindness and sharing.
3. We try and take positive steps to avoid a situation which could create undesirable
4. Neither physical punishment nor threats will not be used.
5. Children will not be sent out of the room by themselves.
6. Children who exhibit unwanted behaviour will be given support and one to one
guidance in an age appropriate manner taking into consideration individual
7. Where there is serious misbehaviour e.g., racial or other abuse, it will be made
clear immediately that this is not acceptable, with explanation not blame.
8. Adults in Pre-school will be aware of any cultural differences between people.
9. Recurring problems will be discussed by the staff, along with parents, to reach an
understanding of the cause and to find a mutual solution of the problems.
FIRE ACCIDENT and EMERGENCY ALERT.
In the event of fire, Accident or emergency alert in the Pre-school, the following
procedure will be observed and carried out:-
1 - The Fire Bell will be rung (Wall opposite main entrance.)
2 - All children and visitors will go directly to the nearest FIRE EXIT with staff
members and line up. Everyone will then be escorted out of the building to the
ASSEMBLY POINT which is outside Year 6 cloakroom area.
3 - The children will follow Mrs Williscroft / Mrs Mason (depending on session day)
to the assembly point, which is clearly labelled. Two members of staff will be at
the back of the line, where one of them will inform the main school office who
will then phone the Fire Brigade.
4 – A member of staff will collect registers, and visitor’s book and proceed to join the
rest of the group.
5 – On duty staff will check the building for any persons who may still be in the
building, then proceed to join the rest of the group.
6 – The registers will be taken to ensure that all children, staff and visitors are present.
7 – In the event of a main school fire, Pre-school will be informed by the office and
the children will be evacuated if needed, and assemble at the alternative assembly
point outside Frederick Avenue main school gates.
In the event that we need to ‘lockdown’ the School fire bell will ring 10 times in
quick succession and they will telephone Little Battlers to inform us. Staff will collect
registers, get all children and staff to the safest place within the building, ensuring that
all outside doors and windows are secure. The register will be called to ensure that
everyone is present. Staff will endeavour to keep a calm environment by reading
stories or singing with the children.
A FIRE DRILL IS CARRIED OUT WITH ALL CHILDREN AT LEAST ONCE A
TERM. ALL EQUIPMENT IS REGULARLY INSPECTED.
HEALTH AND HYGIENE
The cleanliness of the building is maintained by the school’s premises officers.
A first aid box is provided for use. This is checked regularly and a checklist
completed every half term.
All cleaning materials are kept in a locked cupboard.
Any spills of blood, vomit or excrement are wiped up and disposed of appropriately.
Appropriate gloves are always worn when changing a child who has had a toilet
accident and when clearing up any spills of bodily fluids.
Any towels used during the session are washed in the washing machine using non bio
washing powder. Hand dryer and paper towels are available for the children to use.
Floors or other areas will be disinfected as appropriate, and all surfaces cleaned daily
with an appropriate cleaner. This is overseen by our Premises Officers.
All hygiene rules relating to bodily fluids are followed with particular care and all
staffs are aware of how infections including HIV can be transmitted.
The children’s beakers are stored in a sealed container and washed in the dishwasher
All snacks and drink supplied by Pre-School are stored appropriately in the kitchen.
Lunchboxes are stored under the canopy outside on a trolley.
We offer fruit at snack time, all fruit is washed thoroughly.
Children wash their hands after using the toilet, before accessing the snack bar and
before eating their lunch (30hrs children) and throughout the session when necessary.
CHILDREN’S MEDICAL NEEDS
Upon starting Pre-school, parents/carers are required to complete a medical form.
Epipen training is updated as required.
Any child who is poorly during session time will be closely monitored and a
parent/carer will be contacted if staff feels it is appropriate. If a child has a head or
body injury which causes concern during session time, their parent/carer will be
contacted and the details explained to them. They will be given the option to collect
their child unless staff feels that the child needs to be collected. If the injury is serious
an ambulance will be called and parents/carers will be contacted.
Any child who injures themselves whilst at Pre-school will be dealt with by a trained
first aider and an accident form will be completed if required. This will be signed by 2
members of staff and the injury will be checked during the session. The accident form
will be shown to the person collecting the child and they will be required to sign this.
A short letter will be sent home with the child as a record of the injury. If a child is
on medication, parents/carers are requested to keep their child at home until they have
recovered and are well enough to return to Little Battlers, if the child is still on
medication please speak to member of staff as forms will need to be filled out and
signed and medication stored away safely.
If your child has been diagnosed with asthma, please speak to a member of staff to
inform them of the severity of their asthma. If asthma inhalers are required during
session time, we request that we have a spare spacer and inhaler, clearly labelled with
the child’s name and medical requirements. This is kept fully accessible to staff at all
times. An asthma form will be completed with the required medication dosage and
doctor’s details, an authorisation from the parent/carer on dosage requirement and
when to administer this. If the child needs their inhaler whilst at Pre-school, this will
be administered and the asthma form will be completed and signed by 2 members of
staff and the parent/carer will be asked to sign this when they collect their child. A
short note will be sent home with the child as a record of the medication administered.
If a child has been given an Epipen by their doctor, we request that they speak to the
child’s key person to advise them of the details surrounding the Epipen. We request
that a spare Epipen is sent into Pre-school, this will be kept in a sealed box with an
administration report form. The school’s procedure for administering an Epipen will
If a child is suffering from any infectious illnesses, sickness or diarrhoea, Please
adhere to our illness policy. (What do I do if my child is poorly form enclosed).
It is our policy to encourage all children to use the toilet when needed. However if a
child within our setting is using nappies or pull ups, we follow the procedure below.
Only employed members of staff will be permitted to help a child in the toilet area
and to change a child if needed.
Nappy / Pull up changing procedure.
In the event of a child needing to have a nappy or pull up changed, their key worker
(if available) will take them away from other children to protect their dignity. The
child will be asked to lie down on the changing mat, assistance is given when needed.
(The changing mat will always be on the floor to minimise accidents)
Staff will collect everything needed to change the child, and put on a pair of gloves.
(We request that parents / carers send in everything that your child needs when being
changed, in a clearly labelled material bag)
Communication between the child and their teacher changing them will continue
throughout the changing process. This can help the child to feel safe and secure
whilst being changed.
We do not have facilities where we can dispose of soiled or wet nappies/pull ups, so
these will be sent home for you to dispose of correctly.
Once the child is clean, and ready to go off and play, the changing mat will be
thoroughly cleaned and the child will be taken to wash their hands.
EQUAL OPPORTUNITIY PRINCIPLES
Children and parents are unique in their outlook and attitudes, and we always listen,
and value their points of view. Parents and staff should work together to ensure a safe
and secure environment promoting self-confidence, to ensure that no child is
disadvantaged or excluded.
We challenge any fears and prejudices that parents may pass on to their children, and
redefine them to the best of our ability within Pre-school.
We make children within Pre-school aware of discriminatory actions, to think about,
and care for each other, and to act against any discriminatory behaviour.
We ensure staff discuss their own fears and prejudices, and are able to listen to, and
deal with any misconceptions and prejudices they have.
All existing and future materials and equipment within the Pre-school have been and
will be evaluated, and to the best of our knowledge, will not discriminate against any
Race, Gender or Cultural Beliefs and Languages and will be included to stimulate and
develop all children equally ensuring that no child or family are discriminated against.
A registration pack will be given to every parent to fill out, and a record kept for each
child as they start Pre-school.
We operate the Key person scheme, every child is allocated to a member of staff to
get to know, monitor and assess.
A Learning Journey will be kept for the duration of the child’s stay to monitor
progress, by the key person; these are freely available to the child’s parents and carers
Parents/Carers can talk to staff and key persons at any time during their child’s time at
Observations are made during your child’s time at pre-school and these are forwarded
to the child’s next school.
Regular observations are carried out to help with the planning for your child, and to
observe any child who may require Special Educational Needs.
All records will be kept secure and confidential.
At Pre-school we aim to make the transition to school run as smoothly as possible for
both the child and their parents/carers.
We liaise with the Reception teachers who visit the children in the summer term.
Little Battlers take the pre-school children over to Battling Brook regularly through
out the year including visits to the library, Computer suite, main hall and reception
classes to become familiar with the classrooms, toilets, teachers and outside areas.
For children who will attend another school in the area, we invite their teachers in to
our setting to meet them.
We arrange visits to Reception in small groups throughout the year, depending on the
children’s individual needs; these may be on a one to one basis.
In the Summer term the children spend a whole day at Battling Brook School with
other children that will be in their class. They have the dinner time experience, so they
will take a packed lunch or monies for a cooked dinner.
Pre-school SENCO liaises with school SENCO and teachers to pass over information
about children on the SEND register.
Pre-school staffs liaise with the new Reception teachers to pass on any relevant
We have an end of year parents/carers day/evening where we discuss and give out the
children’s learning journeys.
We request that parents/carers send their child’s learning journey into big school
when their child starts for their new teacher to share with them.
Progress summary reports and grids and any additional useful information will be
forwarded to new class teachers.
As transition can be a worrying time for some children, we increase our news and
social time to answer any questions or worries that the children may have.
Through our open door policy, we encourage parents/carers to share any questions,
worries or concerns that they may have about their child’s transition to school.
It is the policy of All staff and students at Pre-school to keep all information given to
them by parents or guardians, or any other source, strictly confidential. Any matters
arising will be discussed only within Pre-school, or with those who need to know.
If any parent or guardian feels this policy is not being followed, then a complaint may
be put in writing to the Manager of the Pre-school and the complaint will be
investigated. If the complaint is upheld, then the matter will be dealt with
If any parent or carer has a complaint with the handling of any issue, an approach can
be made to any member of the pre-school team. If the matter is still unresolved a
member of our Management team will be happy to discuss the matter further.
The aim of the anti-bully policy is to ensure that children learn in a supportive,
caring and safe environment without fear of being bullied. Bullying is anti-social
behaviour and affects everyone; it is unacceptable and will not be tolerated.
Only when all issues of bullying are addressed will children be able to fully benefit
from the opportunities available at pre-school.
Bullying is defined as deliberately hurtful behaviour, repeated over a period of
time, where it is difficult for those being bullied to defend themselves.
The three main types of bullying are:
. physical (hitting, kicking, theft)
. verbal (name calling, racist remarks)
. bullying can be racist homophobic, sexual or due to disability
Children who are being bullied may show changes in behaviour, such as
becoming shy and nervous, feigning illness, not wanting to attend Pre-school or
clinging to adults. There may be evidence in play patterns, lacking concentration.
Children must be encouraged to tell their key person if someone or something is
upsetting them. Pre-school staff must be alert to the sign of bullying and act
promptly and firmly against it in accordance with Pre-school policy.
The following steps may be taken when dealing with incidents:
. If bullying is suspected or reported, the incident will be dealt with immediately by
the member of staff who has been approached
. A clear account of the incident will be recorded and given to the managers
. The key person, in the first instance, will talk to the children concerned and if
required enter information into the incident log
. All staff will be kept informed
. Parents will be kept informed. Incidents identified as serious will be
All allegations of bullying will be investigated
SPECIAL EDUCATIONAL NEEDS PROCEDURE
Our Pre-school has regard to the DfE Code of Practice on Special Education Needs
and the Equality Act 2010.
We aim to provide a welcome and appropriate learning opportunity for all our children.
Aims and objectives
*All children are welcome, safe, valued and included regardless of family
background, culture, race, disability or SEND.
*To ensure all children achieve their full potential.
* To provide a stimulating, structured and varied environment.
* To work closely with Parents / Carers.
* To liaise with outside agencies.
The name of the SENCO at Little Battlers Pre-School;- Mrs .Trina.Mason
The role of the SENCO
*To liaise with staff, Parents /Carers and outside agencies/professionals.
*Ensure all SEND records and appropriate information are regularly updated and are in place.
*Ensure that all plans are being followed by all those working with the child.
*To support all staff in providing or adapting activities so that children with
SEND can join in and progress.
*Ensure all background information on children with SEND is collated,
updated and recorded.
*To monitor, record and evaluate the children’s progress and ensure records are collated and updated.
*Monitor and review the SEND policy annually.
We meet with Parents/Carers and gather information
We can make extra time for you and your child to visit the setting and make arrangements to help ensure their needs are being met. Where possible we will undertake training in advance to meet your child’s
Special educational needs procedure continued
Identification and Assessment of children with SEND
*Our system of observations and record keeping helps us to identify any
*Staff will share and discuss any concerns; these will then be discussed with the
*Observations are carried out, EAR sheets are recorded and the graduated
response followed and shared with Parents/Carers.
*If a child is not making progress, a plan will be discussed and drawn up
between the SENCO and Parents/Carers showing the differentiation in the
curriculum to meet their child’s individual needs, and realistic targets that can
*Plans will be reviewed with SENCO and Parents/Carers and if insufficient
progress is achieved we will seek advice on targets from outside
*We will work closely with all outside agencies and follow advice given.
Referrals may be made to one or more of the following –
Early Years SEND Inclusion Service via the Education Panel.
Children’s Speech and Language Therapy Service.
Referrals to other health services
Other agencies such as sure start, Leicestershire families, Menphys SOS, when
*The SENCO will maintain links with other SENCOS through the SENCO
Resources and Training
* Little Battlers Pre-school is accessible.
*Toileting facilities - are available for wheelchair and walking frame access.
*There are also changing mats, wipes, gloves and aprons available to change nappies and pull ups.
* Area SENCO:- We keep in regular contact for support and advice from our Area SENCO
*Makaton training: - All staff have knowledge of makaton and we use this alongside speech with all children.
SENCO courses / Training: -
Special educational needs policy continued
*Risk assessments are used to ensure the setting is well prepared to support your child.
*Training to meet your child’s needs may be possible. (If resources allow.)
(Certificates can be found around the setting and some photocopies of names and
dates are attached)
Partnership with Parents/Carers
You know your child best and we value any information and views you can tell us
about your child, we work closely with our parents/carers and include them at all
stages of the SEND process. We have an open door policy where you can come and
discuss any needs or concerns about your child, or if you prefer an appointment can
be made where all matters can be discussed privately with sensitivity and with
understanding of the need for confidentiality and discretion.
Transition to school
*Extra transition meetings are held with parents/carers, outside agencies,
professionals and receiving school/setting staff and key person
*SEND children may visit their school more regularly (this may be on a 1:1 basis depending on the child’s individual needs) this will help them to become familiar with their new setting, classrooms, toilets, playgrounds,teachers, surroundings and activities, giving the children the opportunity to help disperse any fears and ask any questions they have. We also extend our circle time for the children who wish to talk or listen to stories about
going to school.
*We can arrange extra visits for Parents/Carers to visit the main school with their child’s key worker to help disperse any fears and help with any questions or concerns you may have.
*Mrs Mason shares all information with the teacher and SENCO at the main school during meetings set up for this purpose, parents/carers are invited to
these extra meetings.
Procedure for Resolving Complaints.
*We will maintain an open dialogue between Parents/Carers and all staff
*Any complaints will be fed through to the setting’s Management.
*The SENCO will be involved in all procedures for children with SEND.
*We will ensure any procedures for moving/transferring/toileting/changing
a child will be discussed with the Parents/Carer.
*Parents/Carers Please read attachments in our complaints policy. Monitoring and evaluating the policy
All policies are reviewed and signed by all members of staff.
Little Battlers Pre-school and Battling Brook Governing Body
Inappropriate use of Social Network Site
Social media websites are being used increasing to fuel campaigns and complaints against Pre-schools, schools, school staff, other parents and pupils. The Governors of
Little Battlers Pre-school and Battling Brook Primary School considers social media websites being used in this way as unacceptable and not in the best interests of the
children or the whole school community. Critical comments can cause unnecessary upset and show a complete disregard for the hard work which is second nature to our staff, as well as displaying disloyalty to the Pre-school and school. Any concerns you
may have must be made through the appropriate channels by speaking to relevant member of staff at Pre-school or school, so they can be dealt with fairly, appropriately and effectively for all concerned.
In the event that any pupil or parent/carer of a child/ren being educated at Little Battlers Pre-school or Battling Brook Primary School is found to be posting libellous or defamatory comments of Facebook or other social network sites, they will be reported to the appropriate ‘report abuse’ section of the network site. All social
network sites have clear rules about the content which can be posted on the site and they provide robust mechanisms to report contact or activity which breaches this. The school will also expect that any parent/carer or pupil removes such comments
In serious cases the Pre-school or school will also consider its legal options to deal with any such misuse of social networking and other sites. Additionally, and perhaps more importantly is the issue of cyber bullying and the use by a child or a parent to
publicly humiliate another by inappropriate social network entry. We will take and deal with this as a serious incident of school bullying. Thankfully such incidents are
FREQUENTLY ASKED QUESTIONS
Name of setting: Little Battlers Pre-school
Name of person to contact: Mrs J Williscroft, Mrs T Mason
My Child has Send. I would like to look around, what do I need to do?
Children and their families are welcome to visit our pre-school and meet our staff; we can be contacted by telephone during the session or by email outside of sessional hours.
Our settings policies and procedures most recent Ofsted report and staff details are available to view on our website. Our pre-school has an open door policy and so we welcome any visitors and parents to our setting at any time during sessions.
How will my child and I be made to feel welcome, and how will you get ready for my child coming?
We welcome all children parents and carers to our setting.
Our SENCO (special needs coordinator) will liaise with parents and other professionals in identifying children’s needs and ensuring additional support/equipment needs are in place prior to them commencing the preschool.
Our booklet ‘My time to grow and learn is given to parents to allow you to share your children’s interest likes/dislikes, comforters your child may have, the other agencies involved with your child, as well as sharing your family structure.
Our key person system supports children in the setting and with liaising/sharing information.
We use pictorial signs throughout the setting and children’s coat pes have a picture to encourage a sense of belonging and sense of security, helping them become familiar with their cohort group.
How accessible are your premises?
Our setting is on the ground floor and can be accessible for prams and wheelchairs with wide doors to the main room and a secure safe sheltered outside play arear.
We have low child friendly sinks, toilets, and urinal and nappy changing facilities to support all ages of children (0-5). We use visual signs and notices to support parents and carers, and are open to adaptation where possible.
How will you keep my child safe?
Our preschool is based on the same site as Battling Brook School, the Pre-school is set up daily, this means that equipment is unpacked and packed away every day allowing us to check equipment used each time it is put out, this also allows us the
opportunity to adjust the equipment to suit individual children’s needs. Access to the Pre-school is strictly controlled with all external doors locked and fitted with CTV in line with our policies and procedures. Child safety is paramount and all staff employed by the pre-school have DBS checks and are suitable people to be employed in Early Years. They have undergone safeguarding training and are experienced early years workers.
To ensure children’s safety we maintain a high staff ratio and for children with SEND needs we would offer additional support.Equipment used is always age and stage appropriate and additional equipment would be sourced to support individual needs where required.
How will you communicate with me what my child has done, enjoyed and learnt?
We can adopt a number of strategies to communicate with parents depending on your availability; the key person is available at the beginning and end of the session; home contact books and photo strips are used, where key worker/SENCO can share details
of your child’s activities during the session, and even a reassuring phone call to let you know that they are having fun and playing safety. Your child will also have their own personal learning journey recording their learning and development within the setting.
How do you work with other professionals?
We are very familiar with working and liaising with other professionals and welcome them into our setting; we facilitate groups such as social communication groups and
small group work and work together to ensure a happy safe transition into main schools. We are also happy to work with other settings, childminders sharing information and working on individual targets together.
We have a wealth of experience working with children with SEND; we are supported by regular visits from our Area SENCO and other agencies. ll children have an Early Assessment Review as they settle into Pre-school, if we have any concerns about a child’s development we can make a referral with parental
consent to The Specialist Teaching Service or for a specific area a Single Point of Access (SPA) Referral.
What training have you / your staff had in SEND?
All staff have knowledge skills and experience working with children with SEND, all of the staff are qualified to level 3 with diplomas/NVQ in childcare and education,
EYE early years educator or NNEB. In addition to this all staff have undertaken additional training to support specific knowledge and skills. Tina Mason, our SENCO has attended appropriate training for this role, these include. Understanding the SENCO code of practice and policy writing, partnership with parents.
Memphys special outreach service, Behaviour management training. Observation and play based assessment, Promoting equality of opportunity, Catering for the needs of developmentally young children, Lets communicate with signs and symbols in the early years, Hands on communication and social
skills, Autism awareness level 1. The manager Julie Williscroft has undertaken Every Child a Talker (ECaT) training to support developing speech and language.
Makaton signing is also used within the setting, as well as visual timetables and PEC picture exchange system where appropriate.
All staff have a full understanding of any changes and developments in maintaining good practice and the requirements of individual children’s needs. Trina Mason has attended a speech and language seminar “How to cope with ASD in the classroom”
How will you adapt play opportunities for my Child?
We would ensure that appropriate equipment is available to support a variety of ages/stage and abilities. A higher staff ratio will allow us to offer more support in play interactions modelling and using social stories to support children in play.
Smaller group activities and social communication groups help to support language interaction and confidence.
We will also liaise with parents and use documents such as ‘time to grow and learn’ to
identify your child’s interests and to offer these to engage your child in activities they
enjoy. A picture book of activities may help them choose activities and the use of a visual timetable may help them change between activities within the setting. We would also seek additional specialist equipment if required though hiring or specialist
toy library. We would endeavour to give regular reports to parents and have open communication with them again adapting a variety of methods to suit parents needs. Trina Mason has completed NOCN Menphys sos disabled children and young peoples
How will you get ready for my child going to his/her new school?
To support transition we would set up meetings with professionals and the Teachers from the new school, to discuss individual needs and begin to plan the transitions with all professionals with your child giving their input and agreeing the actions to be
taken alongside their parents and carers As part of the transition process we offer a range of resources to introduce the new school such as school uniform added to dressing up and a photo board of the schools classrooms and teachers. Visits from your child’s new teacher and additional visits to the new school can be arranged.
During this process we would continue to liaise with other professionals and keep parents informed, and produce an individual photo book to encourage talking about the move to their new school to share with parents at home.
Transition progress summary reports, current ECH documents and reports would also forwarded to the new school.
How will you and I know how my child is doing and how will you help me to support my child’s learning?
Initially we would support parents during the settling into pre-school, communicating frequently with parents either face to face or by the methods of communication most
suited to them.
We are always available to discuss how your child is settling in and regularly update
parents via reports and meetings on progress and development, as well as an individual learning journey for each child. Each child is given a home contact book where messages’ can be exchanged between home and pre-school. This is kept in your child’s book bag and checked regularly.