Here at St Hubert’s Pre-School at Warley, we pride ourselves in providing children with a high standard of care and education. We have won several awards at our Pre-School, including Pre-School of the Year 2008 and Outstanding Contribution to Childcare 2009. We were also awarded Child Practitioner of the Year 2013, awarded Pre-School of the Year 2015 and most recently Dawn has been awarded the Child Care Business Management Award. We also have completed the Quality Kite Mark in 2012 and 2015. Although the premises are new our Pre-School has been running for over 17 years. We will provide the same high quality care and education for the children and families who attend these new premises.
We operate from two rooms within the Church, both rooms have children’s toilets and baby changing facilities.
The Church is accessible to anyone using a wheelchair and there are disabled toilets and baby changing facilities available.
It is mandatory for our setting to have relevant and up to date policies and procedures. These can be accessed by approaching a member of staff and copies can be obtained on request.
St Hubert’s Pre-School provides care term time only for children aged 2-4 years old. Our operating hours are from 8.15am until 4.00pm, term time only. We have children aged 3-4 years who are funded for 15 hours from the DSG Grant. However they will only qualify for this the term after their 3rd Birthday. We also take children who are in receipt of the Early Learning for Two’s they can also receive 15 hours a week funding. We also have children who attend Pre-School that pay for their session’s .We now offer full day care and sessional day care and the cost of these sessions are available upon request.
Pre-schools operating hours are from 8.15-4.00pm, the Morning sessions run from 8.40am-11.40am and afternoon sessions 12.20pm-3.20pm, the full day sessions run from 8.30am until 2.40pm (if you would like your child to stay until 4.00pm there is an additional charge) and parents/carers must provide a packed lunch for their child if attending the all-day session. You can specify whether you would like morning or afternoon sessions however children will be placed into sessions based on your position on the waiting list.
Our children within the setting learn and develop through play based activities; this could be either child initiated or adult led. We have an Early Years Curriculum to follow called the Early Years Foundation Stage and this curriculum follows them into reception class. Our planning is based around the children’s interests from carrying out observations and from children expressing their views and interests. All staff contribute to the planning by planning next steps for children. Planning is always displayed on the parents/carers board so parents/carers can see what children are going to be doing.
Children aged two and three years of age attending a full day (7 hours) between the hours of 8.15am-4.00pm will pay £26.00 per day. The weekly cost will be £130.00. This includes the cost of employing a lunch time supervisor. Parents/Carers will be required to provide their child with a healthy packed lunch.
Children aged two and three years of age who are not in receipt of Early Learning for Two’s funding (funding from the government) pay £10.00 per session for either a 3 hour session on the morning 8.40am-11.40am or a 3 hour session on the afternoon 12.20pm-3.20pm. Any additional hours will be charged at £3.65 per hour.
Children in receipt of DSG Funding (awarded the term after their 3rd Birthday) will have 15 hours a week funding. Any hours they do extra will be charged at £3.65 per hour.
The cost of snack will be £3.00 per week unless your child attends more than 5 three hour sessions, where the cost will then be £6.00 per week.
On occasions we may have Teacher Training days, please be aware that Pre-School will be closed on these days and fees are still payable as staff are attending training courses.
We also arrange days out and trips where parents/carers must attend with their child, we give parents/carers plenty of notice to be able to arrange time off work although if you are unable to attend please be aware that Pre-School will be closed and fees are still payable.
(All fees are subject to increase at managers discretion)
Meet the Staff and Key Persons
Here at St Hubert’s pre-school we have a successful key Person system in place. Children are placed in to their key groups and this allows them to build strong and positive relationships with their key persons. All of the key persons have a great relationship with each other and are always continually working towards creating a nurturing and reflective setting to help your child to achieve their fullest potential. Relevant Disclosure and Barring Service checks are carried out on all members of staff and volunteers regularly.
Dawn Mehigan – Pre-School Owner, Manager, Designated Child
Protection Officer and SENCO. Dawn holds
a level 3 qualification in Childcare and has her managers level 4.
Dawn has achieved her Childhood and Family Studies Degree BA (Hons)
Nicola Atkiss – Pre-School Manager, Designated Child Protection
Officer, SENCO, Social, Emotional, Mental Health and Well-being
Support Person. Nicola holds a level 3 qualification in Childcare and also
has her BTEC Health and Social Care. Nicola has also achieved
her Childhood and Family Studies Degree BA (Hons) (level 6).
Staff in ‘The Believe and Achieve’ Room
Sukhi Mahal – Deputy Manager, Parent Liaison Officer and Key person
for the Ladybird Group. She has a level 2 Childcare and her level 3 in
childcare. She also has a degree in Sociology BA (Hons). She is working towards
her Managers Level 5.
Elaine Gandley – Pre-School Safeguarding Lead Officer, Finance
Officer and Key Person of the Spider Group. Elaine holds a level 3
in childcare and has a Diploma in Domestic Violence and is always
building her knowledge though various training courses.
Charlie Stanworth – Key Person of the Caterpillar Group.
She has her level 2 in Child Care and she is starting her
level three in child care.
Amy Evans – Key Person of the Bumble Bee Group
She has her level 2 in Child Care and is working towards
completing her level 3 in Childcare.
Staff in The ‘Inspire Room’
Laura Wroe – Pre-School Deputy Manager, joint Social, Emotional and Mental Health Well-being Support Person and Key Person of the Butterfly Group. Laura has her
Early Years Education Studies Degree BA (Hons) (Level 6). She is working towards
her Managers Level 5.
Anita Ginder is the Key Person of the Dragonfly Group.
Anita holds a level 3 in Childcare and is a joint Social, Emotional and Mental Health Well-being Support Person.
Zoe Pettifer is the Key Person of the Bumble Bee group. She has level 2 and 3 in childcare.
Suki Sanghera is Key person for the Caterpillar Group.
She has her level 2 and 3 in Childcare.
Liliana Redford is our Early Years Support Worker.
She has her level 3 in childcare and is working towards
Her degree in Early Years and she has a vast knowledge
In special educational needs.
Joanne Hartland is the Lunch Time Supervisor.
Partnership with Parents and Carers
All our families are important and they are welcomed and valued within our setting. As a setting we like to have a great relationship not only with your children but also with you their parents and carers.
As parents/carers and practitioners we have a lot to learn from each other. This help’s to support and extend your child’s learning and development.
Parents/carers are able to review their children’s progress regularly and contribute to their child’s learning and development record. We ask you do home observations on your child and these observations help us to support and plan your child’s learning and development. We ask you to complete an observation on your child termly. When starting or returning to the setting we ask the parent’s/carer’s to complete a booklet on what they know and can do.
The key person system allows parents/carers and childminders to build a relationship with the person that their child works with the most. The child’s key person will write reports and give you any feedback you would like. We send home book bags and pre-school/ home communication books for you fill in over the weekend, to let us know what you and your child have been doing.
We appreciate feedback from parents/carers in the format of questionnaires and we send home copies of current planning and newsletters. From the parent/carer questionnaires we evaluate your views and feedback on how we as a setting will try to continuously improve to meet yours and your child’s needs.
We also have Parents/carers evening twice a year and operate an open door policy so parents/carers can come and see their children’s work and discuss their progress with their key person/special educational needs co-ordinator.
We do a range of progress checks on your child to highlight how your child is learning and developing. Parents/carers will be asked to contribute towards their child’s progress reports. All children have next steps and these can be found in their Learning Journals and are displayed on the group windows. We now use the 2simple Electronic Learning Journals which parents/carers can access online Parents/carers can upload photos and observations of their children which in turn will also form part of their child’s Learning Journal. For anyone who does not have access to the internet we are still able to provide a printed version of your child’s Learning Journey. Please see a member of staff. When your child leaves Pre-School there will be an opportunity to purchase either a Memory Stick or a printed book of your child’s Learning Journal.
Parents/carers can contribute to the planning by offering ideas about activities. Parents/carers will be given information on what we will be covering and what activities we will be carrying out.
Before children start at Pre-School they are invited to a stay and play session. This allows children and their parents/carers to meet the staff and see the Pre-School environment. Parent’s/carers are then given a welcome book to fill in with their child for when they start the setting, this gives their key person an idea of what they enjoy, what they can do and information on the child’s religious and cultural background.
We run Parent/Carer Workshops in both Phonics and Mathematics, giving parent/carers activity ideas, strategies and knowledge on how and what we teach their child within these two aspects.
Transition is an important part of your child’s education and we aim to support their transition and make it as smooth as possible. We do this by working closely with schools in the area, inviting teachers in to meet the children, including transition in our planning and providing new schools with transition forms including transfer information on your child and a parent/carer questionnaire from yourselves.
‘Partnerships with parents are strong and make a significant contribution to meeting all children’s needs. Staff value Parents’ input and share information about how they can help their child’s learning through simple activities at home.’
Effective information sharing with parents about their children’s development, daily routines and interests ensures that children’s individual needs are met from the onset,’
‘I am really proud of my child and how far he has come being here,’ (view from a parent)
Taken from OFSTED inspection 19/06/2014 (St Huberts Pre-School/Playgroup 1)
The Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) is divided into 7 areas of learning and the criteria within those areas are divided into age groups. To help children achieve the learning attentions within the 7 areas of learning we plan for the children.
The 7 areas of learning:
First the 3 Prime Areas of Development:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
- Then the 4 Specific Areas of Development
- Understanding the World
- Expressive Art and Design We offer a wide selection of resources to promote and enhance all areas of children’s learning and development. Here are a few examples;
- Children have free choice play with a balance of child led and adult led activities utilising both the indoor and outdoor environment.
- Each child and their key person will build up a learning journey of their learning and development. Children’s learning journeys will then go home with them at the end of the year.
- When we are planning for the children we do this over the year, per term and then weekly. We introduce children to fun topics such as traditional stories, Mini Beasts, Seasons, Transport, Holidays, animals and many more. We also talk about, explore and implement activities relating to cultures and festivals.
- art area
- climbing equipment and slides
- block play
- small world
- investigation area/natural materials
- quiet/book area
- bikes and scooters
- sand, water and rice play
- role playStaff carry out observations on all children and these form part of our planning. 2year old checks are carried out and a report is sent out parents/carers. The 2 year old check focuses on the 3 prime areas of the EYFS although we briefly inform parents/carers of how their child is developing in other areas. 3 to 4 year olds receive a report focusing on all 7 areas of the EYFS. Parents/carers give feedback on the reports and add on any ideas of what they would like us to be working on with their child. ‘Staff provide children with a stimulating and exciting environment, both indoors and outdoors, which is equipped with a variety of resources to encourage children to explore and be active learners,’ ‘Children are engrossed as they fill and empty different containers during rice play. Staff skilfully use this opportunity to introduce mathematical language, such as full, half and quarter,’ Taken from OSTED report 19/06/2014(St Huberts Pre-School/Playgroup 1) Special Educational Needs and DisabilityAs a setting we aim to offer a service that is fully inclusive in meeting the needs of all children. Some children have needs that arise from a disability or an impairment that may affect their learning and development. We aim to provide a secure and accessible environment in which all children can flourish and reach their full potential.There are designated members of staff who deal with Special Educational Needs and Disability (SEND) called the ‘Special Educational Needs Co-ordinator (SENCO). Our settings SENCO’s are Mrs Dawn Mehigan and Mrs Nicola Atkiss and their role is to ensure that the day-to-day running of the setting is supporting the children with SEND. Dawn and Nicola will work closely with families to find out more about their child, this will ensure that as a setting we listen and value your views and feelings as parents/carers. We work closely with all staff to ensure that they are up to date with recent policies and legislation. Dawn and Nicola work with the child’s Key Person to help prepare a ‘Targeted Support Plan’ to set achievable targets for the child, these are updated regularly and agreed with parents/carers and any other outside agencies that might be involved with your child. All staff members attend training courses such as Makaton and Autism Awareness so that all staff can support children with a special educational need.Dawn and Nicola have already developed a professional working relationship with Sandwell’s Early Years Team and Green Acres Children’s Centre. Dawn and Nicola are the point of contact for professionals working outside the setting and they work closely with outside agencies such as:-
- Area Special Educational Needs and Disability Co-ordinator
- Educational Psychologist
- Speech and Language Therapist
- Occupational Therapist
- Health Visitors
- Visual and Hearing Impairment Team
- Parent/Carer Intervention Liaison Officer
- and any other agencies required to support the child’s needs
- As a setting we provide:
- Visual timetables
- Choice boards
- Targeted Support Plans
- Disabled parking
- Access for wheelchairs/ramps and disabled entrance
- Disabled toilet with changing facilities
- Staff training i.e Makaton Signing and how to administer an Epi Pen, Autism, complex behaviour and communication.
- Multi-lingual signs and books
- Help and advice, signposting to the appropriate agencies/facilities
- Special Educational Needs and Disability Guide for Parents/CarersWe also aim to provide:
- Books and signs in Braille
- Resources that can help and support children with SEND i.e sensory equipment, adapted aids
- One to One support (if funded)There are two designated members of staff for each playroom who are our Social, Emotional and Mental Health well-being support persons, in the Believe and Achieve Room is Sukhi Mahal and Nicola Atkiss and in the Inspire Room is Laura Wroe and Anita Ginder. Their role’s within the setting are to take the lead when supporting children’s social, emotional and mental health and to develop nurture groups throughout the setting. Everyone in the setting shares responsibility for meeting the needs of all children within the setting.
- Other ways in which we support the children, family and staff is by:
- To support children with their personal, social, emotional and mental health well-being within the setting working closely with parents/carers and the child’s key person.
- To develop strategies to help support the child and review the progress of the child regularly. Then to develop an Action Plan to record any targets and strategies achievable for the child.
- To keep up to date records relating to children with social, emotional and mental health needs.
- To work with the SENCO and relevant outside agencies that may need to be involved with the child and their family, in order to support them to the fullest.
- To keep up to date with policies, training, books and articles related to social, emotional and mental health.
- To help staff identify the needs of children with regards to their social, emotional and mental health needs in the setting by supporting them in gathering and interpreting information.
- To develop nurture groups within the setting when working with several children.
- All quotes are taken from OFSTED report 19/06/2014 (St Huberts Pre-School/Playgroup 1)
- ‘Partnerships with external professional agencies, local schools and other settings attended by children are very strong,’
- ‘They use observations to help for children’s individual learning and effectively monitor their progress. As a result, gaps in learning are quickly identified and effective support put in place, including involvement of external professionals if necessary.’
- ‘Staff teach all children simple signing so that those who use non-verbal communication are included in the activities,’
- ‘Staff work closely with parents and a range of health care professionals, so that children’s needs are fully met and they are included in all activities,’
- ‘Children with Special Educational Needs and/or Disabilities, who need additional help in this area of learning (communication), are effectively supported. For example staff skilfully use signing, pictures, props, puppets, symbols and visual aids to reinforce their communication skills,’
Link to Sandwell Early Years Inclusion Support Local Offer
At Pre-School we sit in our groups where children are encouraged to serve their own drinks and reflect on what they have been doing during the session. At snack time we offer a range of healthy foods and drinks such as yogurts and fruit, milk and water. Children participate in various food tasting activities. Children with specific dietary requirements are offered alternative foods.
Wellcomm Screening is a programme we use in the setting to evaluate a child’s communication and understanding of language. This programme highlights children’s development with their language and allows us to support children who may need intervention to help with a language or understanding delay.
Nicola works with children who may have scored low on their Wellcomm Assessment or have a Speech and Language Programme. Time is allocated every session so that children have the opportunity to work on a one to one or in a smaller group to enhance their communication and language skills or to develop a better understanding of language. Children who are part of the group are given a folder to take home so that parent/carers can also support their child.
Time is allocated during each session to work with the children on their number recognition so that they have some basic understanding of numbers.
Children who are gifted and talented in a specific area are always given opportunity to enhance their skills further for example children will be given their first reading book if they are beginning to blend sounds.
The Making It REAL Project (Raising Early Achievement in Literacy) sets out to improve the way practitioners work with parents/carers. Practitioners are encouraged to reach out to parents and families to help build their confidence and knowledge to support the early home learning environment. This will ultimately improve literacy and wider outcomes for young children and their families. Engaging parents/carers in their children’s early literacy development has been shown to improve children’s outcomes and is valuable intervention for narrowing the gap between disadvantaged and other children.
PEAL Programme (Parents Early Years and Learning) inspires and supports all those working with young children and their families to encourage greater parental involvement in early learning and development. We continuously run the PEAL programme for our parents/carers who may need extra support and want to find out more about helping their children learn and develop at home through play.
PEEP Programme (Peers Early Education Partnership). This programme aims to improve parenting skills and the quality of the home learning environment in the early years. Each session focuses on a particular topic related to children’s development and includes discussion, songs and stories, as well as advice and approaches for parents to adopt at home.
We arrange family/carer outings planned and unplanned, such as trips to the library, walks to the Local Park and family days out.
We also arrange visits from people from the local community, such as the Fire Brigade, Road Safety, Library and many more.
We work closely with the Church and support charities such as ‘Baby Basics’ and the ‘Food Bank’. Church also run lots of Groups such as ‘Bumps and Babies’, ‘Little Fish Toddler Group’, ‘Girls Brigade’ and ‘Boys Brigade’. They offer other activities such as ‘Little Soccer Stars’, ‘Zumba’, ‘Yoga’, ‘Knit and Natter’, ‘Slimming World’, ‘Extend’ and ‘Chinese Church’
Thank you for taking the time to read through this booklet and for enquiring about places for our pre-school, we hope to see you in the future.
From all members of Staff at Pre-School.
Other comments made in our OFSTED inspection report 19/06/2014 (St Huberts Pre-School/Playgroup 1)
‘Outside, children play cooperatively together as they eagerly include each other in their play activities. For example, they share a wheeled tandem toy with each other and children take turns to pedal, which promotes their physical and social skills,’
‘Staff place high priority on helping children to acquire communication and language skills and supporting their physical, personal, social and emotional development. This means children gain the skills, abilities and attitudes that prepare them well for the next stage in their learning and eventually, school,’
St Hubert’s Pre-School
Waiting List Forms
Name of Child: Date of Birth:
Name (s) and address of parent (s):
Post Code: Home Telephone:
We would like to start attending at this setting
- As soon as possible
- From: to:Would you prefer a morning or afternoon session, please note that a place will be given on what is available and this is just a preference. Please circle: Morning or AfternoonIf we find that we no longer need the place. We will inform as soon as possible.Parent Signature: Return Address: Dawn Mehigan, St Hubert’s Pre-School/Playgroup 2 @Warley Baptist Church, Castle Road East, Oldbury, West Midlands B68 9JB Contact Number: 07921837643 or 07956236720