We follow the Early Years Foundation Stage (EYFS) statutory framework. Each child is allocated a key-person who will observe and create a Learning Journey which evidences the child’s progress through the Foundation Stage.

We are registered to accept Early Years Funding for eligible 2 year olds and all 3 & 4 year olds. 

For more information regarding funding please do not hesitate to ask us.

We also accept payment of invoices via Tax-Free Childcare.

When children start at St Andrew’s Pre-School, parents are asked to complete a questionnaire about their child’s development and learning. Each child will also be assigned a key-person who will support your child and build up a record of your child’s progress during their time with us.

Ongoing observational assessments are made on all the children and are linked to the Statutory Framework for the Early Years Foundation Stage. This, in some cases, identifies individual needs. These observations will be discussed with the Special Educational Needs Co-ordinator (SENCO); if an individual need has been identified, they will discuss this with you and can plan together the best way to support your child’s learning and development. If you have any concern about your child’s development please speak to the child’s key-person or our pre-school SENCO.

Your child will be supported throughout their time with us by their key-person who will work closely with the SENCO and, with parental consent, other professionals such as a Best Start in Life advisor and Speech and Language Therapists. With their advice and guidance we will strive to achieve the very best outcomes for your child.

We are aware that each child is unique so our plans and arrangements for children are just as unique, and tailored to the specific needs of each child. An Individual Plan (IP) will be written in partnership with the SENCO, key-person and the parents. This will be updated termly or as required and include detailed steps to support your child’s learning and development. We will also suggest activities for you to do at home with your child.

The SENCO and key-person are always available to discuss your child’s progress and answer any questions or concerns you may have.  If it becomes necessary and we consider your child would benefit from additional support and funding to improve their outcome, with parents input and permission, we will submit an Educational Health and Care Plan.  This involves working together with other professionals including the chosen primary school as this will ensure all areas of your child’s development and educational needs are met.

St Andrew’s Pre-school uses the Development Matters in the Early Years Foundation Stage (EYFS) as a guide for children’s learning and development. 

Observational assessments will be used as a starting point and targets will be set if necessary to support the learning and development of your child. This enables planning for individual needs and learning goals; plans will reflect your child’s particular interests and strengths while working on areas that require support.

We will ask you for copies of any assessments ie. 2 year check and (ASQ) Ages and Stages Questionnaire as part of your child’s induction to pre-school.

A Learning Journey of your child’s progress will be compiled; this will include photographs, observations and assessments. You are welcome to look through it at any time, and add your own comments about your child’s achievements at home.  

When your child starts pre-school we undertake a ‘2 year progress check’. This supplies parents with a short written summary of their child’s development in the 3 prime areas:  

• Communication and language
• Physical development
• Personal, social and emotional development

This will indicate whether or not your child is meeting the developmental milestones for their age.
Each child has an EYFS progress tracker covering all areas of the curriculum; this is updated termly.
Termly progress appointments are available with your key-person and our SENCO. We have an open-door policy and parents are welcome at any time to drop in for an informal chat. Support resources and help sheets are available for parents to use at home with their child. Programmes of activities provided by outside agencies are shared with parents to use at home.

Our practitioners are friendly and welcoming, providing an inclusive, sensitive and positive approach for your child to feel welcome in our pre-school. We provide good role models for positive behaviour, and we are consistent in our day-to-day care of all our children. Social skills are developed through routines such as circle time and snack time, and through activities which encourage turn-taking and sharing. 

Children with behaviour difficulties will be supported by every member of staff, adhering to the setting’s Behaviour Management Policy. Concerns about behaviour are logged and strategies devised to encourage positive behaviour.

Staff are sensitive to the needs of each child and where needed, will provide more restful activities in the quiet area.

All staff are trained in Paediatric First Aid and Safeguarding Children. Prescribed medicines can be safely stored and administered by us with written parental consent. Staff will be trained in the administration of medication if required. 

We aim to offer a safe, stimulating and caring environment.

The pre-school liaises with Best Start in Life Advisor’s and consultants from Dorset Early Years and Childcare Service, Speech and Language Therapists, Local Educational Psychologists, Hearing / Vision Support, Health Visitors and primary school SENCO’s in order to support your child. Should any other specialist services be needed to support your child the pre-school will make arrangements as required. We have good links with our local Parent Partnership zone now known as West Locality and we can signpost you to support which is available through the Bridport Family Hub. Where necessary we would involve Health Care Professionals in the training of staff.

Our SENCO (Special Educational Needs Coordinator), has completed SENCO training and refresh this every 3 years. They have also attended WELLCOMM training which is a toolkit being used in Early years settings and schools across England.. The toolkit will enable us to quickly and easily identify children needing speech and language support, which could make a crucial difference to their confidence and attainment. All children are screened through the Wellcomm programme. The majority of staff have attended communication and language training and all staff are committed to continuous training according to the need of each child.

Signalong is a sign-supported communication system based on British Sign Language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to communicate. Signalong is being introduced to the children to support and encourage their communication skills and there are benefits for all the children at the setting. 

Staff meetings within the setting will ensure all staff working with your child know your child’s strengths and needs, and how to support them.

If a child comes to the setting with a need that practitioners are not familiar with, the SENCO and your child’s key person will liaise with the parents and any other agencies involved in the care of your child to develop a plan and access training and funding. This will hopefully enable us to meet the needs of your child.

The pre-school has a range of sensory resources . They are multi-purpose and can be used with children who have a variety of sensory needs, eg, to develop or support an aspect of their physical development, or as a calming strategy or perhaps to help them focus during group times.

The building has ramp access and wide doors with low thresholds to improve access for all. We have low level accessible toilet facilities. The rooms are decorated in neutral colours, to provide a calm and welcoming home-like environment. We also have a separate room that is used for quiet activities. This room has had Sounds orba type acoustic paneling fitted to improve the acoustics of the room.

We carry out regular assessments of the environment to ensure that it is effective in meeting the needs of the children who attend. Before a child with SEND starts at the pre-school, we would review the environment and resources with the child’s parents; we could then make improvements to meet the particular needs of the child. 

You will be invited to an induction session before your child starts. This is an opportunity for you to get to know the setting, meet all the staff and become familiar with what activities and routines your child will participate in during their time at pre-school.  Your child will be assigned a key-person who will closely support your child with settling in and will ensure your child’s needs are recognised and met. 

The term before your child moves on to school, the reception teachers will come to the pre-school to meet your child.  We will provide them with a written transfer to school document with information on your child’s stage of development, their likes and dislikes and any methods of support that have been effective in supporting them.

For children with Special Educational Needs the groups SENCOs will work closely with the school’s SENCO, from the time of diagnosis, to ensure a smooth transition and so that the school staff know the child and their needs well. 

All children are invited into the local schools on several occasions during the term prior to starting school to familiarise them with their new teacher and school. We also use the facilities at Bridport Primary School throughout the year which further helps those of our children who go on to attend there.

If a child has a special educational need, enhanced transition meetings will be arranged between the parents, pre-school, school and any other professionals involved to help with the transition. Where necessary extra school visits will be arranged and resources provided.

When the pre-school receives Special Educational Needs funding it will be allocated to your child by providing additional support. We would work with you and other professionals to consider how best to use this fund to support and enhance your child’s learning.

We will determine whether your child would benefit from additional support through our on-going observations and assessments.  We would talk with parents and share our observations and assessments, working together to devise strategies on how to best support your child. 

An individual plan is written with parent’s input. This will be reviewed regularly to determine if the extra support has had an impact on your child, or whether it would be beneficial to obtain support from outside agencies.  

We apply for additional funding from the local authority who decide how many hours will be funded for additional support for your child.