Barugh Green Pre-school
We are a high quality care and education provider. We are a 40 place setting offering sessional care both mornings and afternoons. Children from the ages of 2 years to 4 years old can attend. We offer 15/30-hours funded, TYE and fee paying places along with a lunch club.
All seven members of staff hold a recognised childcare qualification, six members of staff with level 3 and one with level 2.
We work in partnership with parents/carers and follow the statutory framework for EYFS. In addition we have been awarded HEYA and we use the Early Years Provider Evaluation and Improvement Toolkit.
Who to contact
- Contact Name
- Mrs Deborah Wright
- Contact Position
Where to go
- Barugh Green Children's Centre
Barugh Green Pre-school, Barugh Green Children's Centre
Barugh Green Road, Barugh Green
- S75 1JT
Disabled access throughout building.
No car parking facility on premises.
- Table of costs
Table of costs Amount Cost Type £12.00 Per session
- Lunch club is at a cost of £3.00, 12.00-12.45 pm and £5.00, 12.00-1.15 pm
- 2 years,0 months
- 5 years,0 months
- Immediate vacancies
- Vacancies available for both morning and afternoon sessions. Availability for 30-hours funded children (as of March 2020).
- 3 & 4 year old funding
- 2 year old funding
- Opening Times
Opening Times Day Opening Time Closing Time Monday to Friday AM 9am 12.00 Monday to Friday 12.00 12.45* Monday to Friday PM 1.15 4.15 Monday to Friday 8.30 4.15
- Offers pickups
- Barugh Green Primary
- For breakfast and after school only.
- Ofsted URN
- Link to latest ofsted inspection report
The pre-school has a Special Educational Needs Coordinator (SENCO) who works closely with practitioners ensuring they understand their responsibilities and the setting's approach to identify and meet individual needs through advice and support to colleagues. The SENCO ensures children and their familes are involved at all times and participate in all decision making. The SENCO will also liaise with professionals or external agencies. SENCO updated training in 2016.
Schools Extended Local Offer Response
- How do we offer support to children or young people with a special educational need or disability?
Prior to starting, parental information on their child's needs and development are documented. At induction meeting, we discuss transition visits into our setting with parents and try to accommodate additional visits and support, where needed. Starting points are carried out, using parents' knowledge, previous setting information and key person's knowledge. WELLCOMM (a speech and language tool) is carried out on all children to establish any additional support needed. Children's learning is recorded by using various observations which are linked to the Early Years Foundation Stage which would identify any gaps in learning. Staff liaise weekly at Practitioner Meetings and any concerns raised are passed the the SENCO and discussed with parents to identify any additional support. Parents are encouraged to speak to their child's key person, SENCO or Manager if they have any concerns.
According to the needs of each child, staff will put strategies and planned activities in place and make adjustments to the environment as necessary. Staff have accessed specialist training over many years e.g. Makaton, WELLCOMM, courses run by Speech & Language Therapy,Epipen, Working with Challenging Behaviour and an environmental audit for a child with visual impairment.
Staff have also had access to training on Phonics, Language Ladder and Team Teach.
Children's Learning Journey files, which are available for parents to look at any time, contain information on where the child is at developmentally, the child's interests and preferences along with an individual next steps plan.
Sharing books between home/setting (and in some cases between settings (if shared care)) so that parents can contribute to the planning, next steps and information on any new skills being learned, achievements or interests. Reports and parents' evenings are also an opportunity for parents, children and key person to share information and ideas.
Each child is assigned a key person who will build up a good relationship with parent/carers and child to ensure both feel safe, secure and confident within the setting. Parents/carers can speak or request a meeting with their key person at any time. Staff are also able to signpost parents to local family support services etc. if required.
We liaise with our feeder school to ensure a smooth and positive transition. Reception teacher visits our setting and our SENCO meets with the local primary school SENCO.
Our SENCO works closely with key persons to access any additional support and services.
Invitations in to setting
Consultation on Policies
- What specialist training, experience and expertise do we have relevant to children with special educational needs and disabilities?
We have a trained SENCO who attends termly Area SENCO meetings and accesses updates on training as and when needed.
All staff are trained to level 3, all have Paediatric First Aid, Food Hygiene and Safeguarding.
Senior Staff attend termly SEN Meetings
Speech and Language Courses
Various behaviour training courses
- How accessible is our setting?
Pre-school trips e.g. trip on a bus to Barnsley are risk assessed, with parental consent gained and provision is made for all chidlren to go.
Fully accessible on one level with ramp and disabled facilities.
Resources are age and/or developmentally appropriate and key persons will adapt resources and activities to support the child's learning, development and next steps.