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Crosspool Community Pre-School

Summary
Preschool


Description

Preschool for 3 and 4 year old children. Snacks are provided. Lunch club available.  Children can go onto the waiting list in the academic year in which they are 2. Staff able to speak Punjabi & Hindi. Accredited with the Charter for Quality Award.


Who to contact

Contact Name
Tracy Quinlan
Contact Position
Office Manager
Telephone
07432 658057
E-mail
ccpre1@hotmail.co.uk
Website
Crosspool Community Preschool website

Where to go

Name
Lydgate Infant School
Address
Lydgate Infant School
Lydgate Lane
Crosspool
Sheffield
South Yorkshire
Postcode
S10 5FQ
Notes

Contact Traveline 01709 515151 or www.travelsouthyorkshire.com


When is it on?

Time / Date Details
Open Term Time Monday to Friday
Time of day
Afternoon
Morning
Session Information
Morning Session 8.30-3.30
Lunch Time Club 11.30-12.30
Afternoon Session 12.30-3.30
Children can attend morning and lunch time places and morning lunThe children can attend for mornings only or mornings and lunch times or lunch time and afternoons or lunch time and afternoons or only afternoons. This depends on sessions available and whether the needs of the child can be met

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
accessible toilet through an outdoor ramp.
Cater for special dietary requirements
Yes
Dietary needs catered for
Lactose intolerant
Nut allergy
Diabetic
Gluten free
Kosher
Lacto-vegetarian
Vegan
Halal
Vegetarian
Additional dietary information
Special dietary requirements can be catered for
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Multi-Sensory Impairment
Dyslexia
Hearing impairment
No diagnosis yet
Social, emotional and mental health needs
Medical Needs or long term illness
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Additional special needs information
Staff have undertaken special needs training and know basic Makaton
Able to accommodate other cultures/ethnicities
Yes
Culture/ethnicities accommodated
All
Additional culture/ethnicity information
We have staff from a range of cultural backgrounds and have a named Equal Opportunities Officer. We celebrate a range of festivals and ensure diversity is reflected in our resources.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£5.00 Per hour
£15.00 Per session
£35.00 Per day
Details
Accept Free Early Learning Funding, Extended Free Early Learning Funding, Work based Childcare Voucher Schemes and Tax Free Childcare scheme. Fees: £15.00 per 3 hour session or £5.00 per hour. Employer Supported Childcare Vouchers accepted. Lunch Time Club Costs £4 per lunch club per week.
Age Range
3 years to 4 years
Facilities
  • IndoorOutdoor Play
  • Musical Instruments
  • Disabled Facilities
  • Garden
  • Quiet Area
  • Secure setting
  • Days out/visits
  • Outdoor play/equipment
  • ICT Facilities
  • Pets
  • Visual aids
Notes

We look at all children with special needs and disability ensuring that Pre- School can best meet the needs of the child. We will look at each child individually and if a place is being allocated we will allocate sesions carefully considering the needs of the child. We allocate places  for children primarily within the catchment area for Lydgate Infant School, although coming to Pre-School does NOT guarantee a place at Lydgate Infant School.

Miscellaneous

Charity Number
charity number 1090433

Childcare Information

Vacancies

Immediate vacancies
No
Details
(as at October 2019)
Date updated
09/10/2015

Funded Early Learning

Registered to provide Funded Early Learning Places?
Yes
For 2 year olds (up to 15 hours a week)
No
For 3&4 year olds (up to 15 hours a week)
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.30 3.30pm
Tuesday 8.30 3.30pm
Wednesday 8.30 3.30pm
Thursday 8.30 3.30pm
Friday 8.30 3.30pm
Facilities
IndoorOutdoor Play
Musical Instruments
Disabled Facilities
Garden
Quiet Area
Secure setting
Days out/visits
Outdoor play/equipment
ICT Facilities
Pets
Visual aids

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
300933
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
20/02/2006IntegratedGood
15/05/2009Inspection (Early Years Register)Good
17/06/2015Inspection (Early Years Register)Good
03/07/2018Inspection (Early Years Register)Good

Local Offer

Description

Preschool is inside Lydgate Infant School at Crosspool, Sheffield. At present we have 7 staff who work with the children including a manger( Early Years Preofessional) and Deputy Manager (Qualified Teacher)who work directly with the children and an office manager all of which are qualified in child development.

Contact Name
Sue Weston (SENCO)
Contact Telephone
07432 658057
Contact Email
ccpre1@hotmail.co.uk
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

How does the setting identify learners with SEN? 

By observation, tracking using Early Years Foundation Stage (EYFS) developmental record, Locke and Beech, ECat audit, parental contributions and referral to external agencies where appropriate. WE use a continuous cycle of observation. We assess, plan, do and review following the guidance from the SEND Code of Practice (2014).

Is your setting physically accessible to all learners? 

Crosspool Community Preschool (CCP) rents a room from Lydgate Infant School, a Victorian building. Preschool is on the ground floor and wheelchair accessible toilets are available by external ramp. The first floor library and wildlife garden are inaccessible by wheelchair. Visual aids such as visual timetables, communication in print and basic Makaton are used as routine. We do not currently have specific disabled changing facilities. The playground is a safe, secure environment, fenced and gated, accessible via buzzer except at the beginning and end of the day. Preschool children eat in the classroom with up to 15 of their peers.

How does your setting adapt the curriculum for learners with SEND? 

The setting has a SENCO and she works in partnership with a child’s key person and parents to plan and provide suitable provision for individual children. All children are planned for as individuals based on key person observations and knowledge of their key children. Activities are provided to meet a range of abilities and challenges for all our children, and we would endeavor to provide suitable resources for children with SEND. Where appropriate CCP would try to adapt the routine of the setting in order to make it accessible to learners with SEND. All children participate in small group times and these could be adapted to meet the needs of individuals for example social skills or communication groups. We may have an extended settling in period and where possible allocate sessions to best meet the needs of the child.

What training have your staff received to support learners with SEND? 

 The SENCO has received SENCO training from Early Years Inclusion team, some basic Makaton training and attends all SENCO briefings. The SENCO and staff attend relevant SEN training throughout the year as necessary. The most relevant training attended, within the past two years, has been: Autism awareness, Supporting Peer Interactions and Social Skills, Developing and Guiding Young Children’s Behaviour, Promoting Well Being, and Supporting Children with Motor Coordination Difficulties. Learners needs are shared at regular staff meetings to ensure all staff are aware of individual needs. All staff are trained in Epipen administration and would undertake appropriate training from specialists to, where possible, enable children with specific needs to attend the setting.

How do you communicate with and involve families? 

The setting uses e mail, text, monthly newsletters, informal drop ins and regular parents’ evenings to communicate with parents. Parents are also welcome to speak to staff at the beginning or end of any session. Parents are always invited to termly reviews for learners with SEN, and review progress and set targets in conjunction with SENCO, key person and any other involved professionals at these meetings. We currently do not provide training or SEN groups for parents, but would consider this in future if a need became apparent. We provide written communications in English. Staff members are fluent in several other home languages, and we would look for bilingual parents in the school community for support if needed. If we have been advised that there are additional needs prior to allocation of places we will meet with the family to ensure, where possible, the appropriate allocation of sessions to best meet the needs of the child. However, if concerns arise after allocation of places we would still meet with the family to discuss how to best meet the needs of the child. If a child has special educational needs, a disability or a medical condition or there are other professionals working with the child, preschool staff (including the SENCO) will meet the family and any other professionals involved before the child begins at preschool. The opinions of parents, preschool staff and other professionals will be carefully considered before we allocate the sessions, to try and best meet the needs of the child. This may mean recommending a specific combination of sessions, where available. This will be reviewed and where applicable may be amended at each of the child's review meetings.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

We record and track all learners progress, and also evaluate learning for children with SEND at termly review meetings. Sessions are evaluated on a daily basis where the needs of individual children are identified. Activities planned for individuals are evaluated by key person. We annually review our  Local Offer and discuss priorities for improvement. SEND effectiveness forms part of the Setting Improvement Plan which is overseen by the management team and Management Committee.

What support do you provide for the learners' overall wellbeing? 

We provide personal, social and emotional groups to support learning in this area, and use the key person system to provide specific social and emotional support. We ensure that books, role play and small world play represent diversity. We have a named Equal Opportunity Officer. This role also encompasses disability. We use small group times to encourage friendship groups. Staff model social interactions, set up play situations for children to interact and scaffold interactions, backing out when possible to allow friendships to develop.

During free flow play we support children in making choices by using visual prompts, or offering a choice of two activities when a child finds decision making difficult. Staff are always available to interact with children, read stories and support play.

We support all children by offering transition visits, welcoming parents to stay as often as necessary to settle children. Learners may bring comfort objects and could chose to attend for short periods rather than full sessions.

What kind of behavioural interventions do you use? 

Initially children are given a chance to change behaviour and then asked to choose a different activity if unwanted behaviour continues. Staff use observations to ascertain the build up to unwanted behaviour and plan to alter or avoid these situations. We keep parents well informed and work closely together to ensure a consistent approach to behaviour management.We choose activities for the children that are struggling to focus and use a "time in " strategy and reflective space. We may use visual timeline, now and next cards and rebus symbols and/or sandtimers. We use a blocking technique if children become physically distressed and will only use physical restraint should they become a danger to themselves or others. We record this and inform parents that day.

How do you ensure learners with SEND are included in non-classroom based activities? 

Our children have free flow access to the outdoor area and we have a high ratio of staff to children to ensure adequate supervision at all times. When planning activities and trips, risk assessments would be undertaken and parents/carers consulted where appropriate to ensure participation and accessibility for children with SEND. This may mean asking parents to accompany their children on a trip, using physical restraints such as reins or a hand strap.

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

None offered

How do you consult with and involve learners in their education? 

We regularly observe children and may record their words. We use home to pre-school books and ask parents to contribute to developmental records. We gather information about the children's likes and dislikes prior to starting Pre- School in the " All About Me" booklet and try to follow their interests at Pre-School as they arise.

Do you have an online prospectus? Are there open days for families and learners? 

Our Welcome Book is available on request at Pre-School.

Parents and learners are welcome to make an appointment and look round prior to joining the waiting list and before starting.

Do you offer outreach to home educating families? 

Home educating families are welcome to use the setting for early years provision.

Does your setting offer any additional services for learners with SEND? 

We work with a range of professionals involved with children with SEND and implement recommendations as appropriate throughout the year.


Last Updated
22/10/2019
Keywords
ADD, ADHD, SEN, SENCO, Crosspool Pre School, special education needs, education, playgroup, preschool sheffield
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